April Issue

AP Art concentrations:

Earth Day 2012:

Take a look at five of this year’s 11 AP Studio Art students, featuring pictures of their original artwork.

Dial

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the

Hackley School

Students on HEAL worked hard to organize an Earth Day event that was unlike past years’, focused on interactive discussion.

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Tarrytown, NY 10591

April 2012 Vol. 113, No. 7

Fighting against cancer, personally

relay for life The evening starts at 6 p.m., when all Hackley students participate in raffles, face painting and other activities, including an “opening ceremony” lap around Akin Common.

Students who participated in Relay for Life 2011 set up camping tents on Akin Common, around which paper bags with candles were placed. Students wrote messages of hope on these paper bags and read them as teams walked laps around the common.

Last year it began to rain in the night, but students stayed dry inside their tents and inside the Tuck Shop, where an array of food was prepared. Photo by Melissa Warshauer.

After dark, the Luminaria Ceremony begins. Participants will carry candles and walk in silence around Akin Common to honor and remember those who lost their battles with cancer.

rebeccaslutsky staff writer

N

o one enjoys talking about cancer. But this May, students will confront this disease in the annual event Relay for Life.

On April 28-29 the 2012 Relay for Life will take place on Akin Common. Teams of Upper School students will participate in an all-night relay event to raise awareness and money for cancer research for the American Cancer Society.

Everyone has been affected by cancer, whether directly or indirectly. Hackley students are no exception.

“To see your friends in support of what has caused you so much pain makes Relay for Life so great,” senior team captain Randi Kramer said. “It shows how much everyone cares and supports cancer research.”

When Randi’s mother was diagnosed with colon cancer, Randi had to “mature a lot faster and become more independent.” She remembers how hard it was when her mother was going through treatment, especially “when she had to miss my birthday because she was having surgery.”

Through her participation in Relay for Life, Randi wants to “show people that there can be a brighter end to cancer” and give “support to those who are going through what I went through when my mom had cancer.”

Sophomore team captain Daniel Chung said that losing a close friend to cancer “compelled me to take action and become a leader of Relay for Life.”

Similarly, sophomore team captain Michael Leonard said “the one thing that really makes Relay for Life important to me is to remember the life and death of my grandfather, and to try to keep it from happening to other people.” He believes that “Relay for Life is a way to actually make a difference. You raise money, raise awareness, and it’s a lot of fun. It really is worth getting involved.”

According to Michael, Relay for Life not only helps raise money for cancer research and treatment, but it also “brings everybody together for a night to remember those who have died from cancer, honor survivors and those fighting it, console one another, and really raise awareness of the number of people affected by cancer.”

For Daniel the overnight event is just the beginning. “Once you go and see what a great event this is, you will be drawn to even greater participation,” he said. “It is just a great cause, and I am proud to be a part of it. I am able to remember those who I have lost from cancer and show support for those who are currently fighting it.”

Inspired by Hackley’s support for Relay for Life and the American Cancer Society, three teams from Mercy College will join the Hackley event this year. These teams will participate in all of the ceremonies, help raise money as Hackley teams, and according to Director of Physical Education Patricia White, “they will learn about the event with the hope of starting a Relay for Life next year at Mercy College.”

The American Cancer Society has set a school goal of $70,000, according to Director of Phys. Education Patricia White. Participation in 2011 included 162 students, up from 142 and 144 students in 2010 and 2009, respectively.

To date, the 16 teams have raised over $16,000 for the 2012 Relay for Life. Junior Kathryn Harmon’s Girls Rule Team is the top team so far with over $3,500 raised.

2editorial

April

Voice of the student body

The First Ammendment

Is your voice at Hackley heard?

T

o ratify the Constitution, America’s founding fathers included the Bill of Rights – ten amendments that guarantee freedoms that today we take for granted. The First Amendment, among other things, guarantees freedom of the press and freedom of speech. However, just because we are given freedom does not mean that we take advantage of it.

The Dial does not have a policy of prior review or prior restraint. This means that The Dial is not required to show the administration what we intend to print in advance. The Dial is fortunate that the administration has given us these privileges that many other student publications do not have.

However, when it comes to expressing opinions – especially on sensitive issues – students are often afraid to let their voices be heard.

No one objects to a public debate about the merits of iPads or homeroom, but students can get nervous when a well-publicized moral issue arises. It is clearly within the students’ First Amendment rights to have a public discussion, but they often do not take advantage of the opportunity in a public forum.

However, in private discussion, these topics arise and are openly discussed.

So why the discrepancy? Students

can be afraid to speak out on an issue, especially if their opinions are in the minority, because they fear being considered immoral or “uncool.”

It isn’t considered “cool” at Hackley to disagree with the legalization of abortion, for example, because students are afraid they may offend those in the community who are pro-choice. Hackley students tend to be liberal, and some conservatives are tentative to speak out and risk angering their friends and classmates.

What students need to realize is that disagreeing with an idea is not an attack on someone who believes in that same idea. There is a difference between “I disagree, and here is why” and “I’m right, everyone who thinks otherwise is an idiot.”

Such a situation arose recently. In last month’s issue of The Dial, an op-ed article was planned presenting two points of view on the legalization of gay marriage—one pro-gay marriage advocate and one anit-gay marriage advocate.

In discussion with an administrator the “opposing” voice was disuaded from publishing.

It was likely that the article would have drawn negative responses, even though the student’s argument was logical. The author did not insult people who disagree with him, but merely stated

his opinion. The article opposed samesex marriage, not homosexuality itself.

It is regrettable that he felt that he could not speak freely, even though his opinion would not have been censored.

Hackley constantly champions the idea of “enter here to be and find a friend,” but we are taking this unofficial motto too far, to the point where it impedes our ability to have dialogue.

When one point of view is ignored for fear of offending one’s friends, people become wrapped up in trying to please everyone and larger issues are ignored.

Unfortunately, in any debate someone will inevitably feel wronged. This is unfortunate, but does not mean that it is wrong to have debates. Nor does it mean that having a minority opinion is something to be frowned upon.

The first step toward agreement is to understand each side of the issue. It is inopportune when some people feel that an ideological debate is a personal attack, but that does not mean that controversy should be completely avoided.

The purpose of an op-ed is to present different viewpoints. The Hackley community needs to stop its obsession with trying to please everybody in order to foster dialogue, as open, polite dialogue is the first step toward understanding.

Man on the Street:

What is your dream senior project?

Mara Chaplin

Help reforest at Hackley

dialstaff Editor-in-chief randikramer Managing Editor ariannafirpo Assist. Managing Editor danielhoffman

Gabe Pinkus

Teach guitar to underpriviledged children

Jhordane McNab

Henry Molner

Jetski to Florida

Build birdhouses with Doña Ana

Hackley School - 293 Bendict Ave., Tarrytown, NY - (914) 631 0128 - February 2012 - Vol. 113, No. 6 - www.hackleyschool.org Coordinating Editor mattmacfarlane Feature Editor paulrapisardi

Sports Editor shaneweisberg Sports Editor dominiquealpuche

Op-ed Editor rolandrizzi

Staff Artist mollykestenbaum

Op-ed Editor alexhersh

Asst. Sports Editor maxparauda

Lifestyles Editor halleyweinreb

Design Editor rachelchan

News Editor maddiginsberg News Editor jackieyang

Adviser jennielyons Adviser scottboehnen

Arts Editor nickhallock

Dial OnLine Editor marcbyrnes

Production Editor melissawarshauer

Politics Editor bobbygrusky

Politics Editor harrisonwetzler

Copy Editor annatskhovrebov

Policy

Opinions expressed in staff editorials reflect the majority view of The Dial Editorial Board. Opinions expressed in signed articles are those of the author and do not represent the views of Hackley School, its administration or its staff. The Dial invites and encourages its readers to write letters to the editor or submit contributions. We reserve the right to edit any submission for clarity and brevity, and to correct spelling, grammar, and punctuation when necessary. We refuse to publish submissions which are unsigned, libelous, or plagiarized.

Four hundred copies of each issue are distributed among the High School student body of about four hundred students and the faculty and staff.

Letters and submissions can be emailed to dial@hackleyschool.org. The Dial is the official student newspaper of Hackley School.

news

April

Voice of the student body

3

HEAL revamps climate day

Students participate in new interactive activities

giannad’alessio

staff writer In early December, after watching an inspirational climate change video, the members of Hackley Earth Action League (HEAL) were determined to make this year’s Earth Day into something more memorable than last year’s activities.

Last year, students spent the Community Time on Earth Day in the PAC. “A lot of people had fun. The band would play and kindergarteners would play their instruments made of recycled materials, but we didn’t feel a lasting effect,” Environmental Coordinator Anne Gatschet said. “People just thought it was nice to have that period free where they got to see their friends.”

HEAL members hoped to make the Earth Day activities spark something that would be a part of our curriculum and daily life, so that when people have conversations about climate change, they better understand the world around them. Since this change came before March break, HEAL members worked quickly on the facts and on making sure they understood the science of climate change.

In a quest to educate students and faculty together, four climate-change seminars were chosen. On April 20, during Community Time, the entire Upper School was broken into four advisory groups and sent to different spots on campus to hear each group share their knowledge on four major environmental issues.

Deforestation

Senior Kathleen Sullivan, a member in the first group that discussed deforestation and how it affects the carbon cycle, said that she was most excited about “having students talk about climate issues they feel passionately about, rather than a guest lecturer. We have done our best to make it as interactive as possible, and we hope everyone tries to see the relevancy of what we [talked] about.” This group showed a visual of rainforests in South America that were once dense

but are now sparse. They distributed candy to teach students about sustainability and observed the different ways in which some people saved these “resources.” They also showed a clip from the current film The Lorax, where the Lorax protested against industries for cutting down the trees in his home and for ruining natural habitats.

Economy

“Some groups were really into our presentation, others weren’t, but I think it went well. Everyone must have come out learning something new,” said sophomore Kyla Brathwaite. “I mean, I definitely learned a lot from working on the project.”

The second group focused on green jobs and the domestic and global economy. “Our group [focused] on how changing one’s lifestyle can help the environment,” sophomore Sarah Bonnano said. “Everything people do is interconnected, and we want to teach people that all of their actions have consequences.”

While Junior Chad Malinowski enjoyed the activities in this group, he was skeptical that Earth Day changed minds.

“I think human nature can be inherently selfish and doesn’t really care about the environment,” he said. “Many people just aren’t willing to give up their time and money for the cause.”

Energy Alternatives

Energy alternatives, as a solution to climate change, were another group’s topic. It discussed decreased levels of carbon output, and how foreign policy can change by decreasing the reliance on fossil fuels in the Middle East. “The quality and the existence of life is important because if we don’t change the way we act, it’ll lead to an altered world,” junior Kelsey Manning said. “Everyone should have an opportunity to not have their environment stripped from them.”

This group asked questions, found the honest opinions

of the students, and deciphered whether they cared about being green. Each leader took turns explaining why they were interested in the topic, giving facts and statistics about climate change, and explaining how it is a global issue. “It was nice because it was more of a discussion rather than the usual lecture. I enjoyed the amount of student participation,” sophomore Amanda Chung said.

Hydrofracking and Oil

Hydrofracking and the dangers behind drilling for oil was the last major climate change topic. This group, gathered in Allen Hall, watched clips that defined hydrofracking and showed the serious health problems that could occur if other substances made its way into pipe systems. The presentation invited discussion by asking group questions about people’s opinions and their former knowledge on climate change. “A lot of people think that climate change isn’t happening and that it is just the weather. It sounds kind of cliché, but we wanted to prove to them how little things can actually make a big difference,” sophomore Meghan Philpott, a climate leader in this group, said.

“I think it took a lot of courage for the group leaders to speak about these issues in front of everyone. I feel that no one really wanted to be there, but personally, the discussion did change my perspective and help me understand the alternatives to and dangers of [hydro]fracking,” sophomore Gabby Troya said.

The activities this year were about working together to “better understand climate change, because it is much more complex than any other environmental issue, and it’s difficult to put it in a nutshell,” said Ms. Gatschet.

“We [wanted] to have a more sustainable Earth Day, an Earth Day that isn’t just a blast where we have a great time and it is over, but something that’ll last longer.”

Andy Revkin’s visit sparks discussion among students sarahbonanno staff writer

Everyone, according to New York Times blogger and environmentalist Andy Revkin, should claim responsibility for climate change.

“We are all involved in a small way in disasters,” Mr. Revkin said during a meeting with Hackley’s Climate Change Leaders. Mr. Revkin met with the group in early April to discuss the importance of reversing climate change. “The BP oil spill is partially my fault, because I drive a car and heat my house, ” he added.

Mr. Revkin said that the mindset of climate change needs to change. “The environmental mindset of the 20th century of ‘shame on you’ and ‘woe is me’ needs to evolve to ‘what can I change about my lifestyle to help the environment,’ ” he said.

Climate Change Leader and senior A. Schwalb agreed, stressing that the current generation of high school students need to start regarding climate change as the issue of its time in order to make progress. “People need to start understanding and acting upon understanding

dial quotes

environmental and human systems, how they relate, and how ultimately we are all connected,” he said.

The discussions took many lively turns as topics moved from climate to disasters to education. Throughout the education of climate change, Mr. Revkin and the students stressed the vast importance of how different environmental systems are connected and that humans too are included in those systems.

According to Climate Change Leader and junior Xiaoling Keller, recognizing that humans are part of systems includes “we need to realize that our planets needs our help and that our actions have long lasting consequences.”

Sophomore and Climate Change Leader Camille Schmidt argued that making informed and environmentally cautious decisions to help the planet starts with education. “Every decision made should be one that is conscientious. Climate change seems like such an abstract issue, most don’t realize the grave effects that it has been having

before it is too late,” Camille said.

A way for students to learn about environmental problems and connect with nature more is joining Hackley Earth Action League (HEAL). Xiaoling said “I wanted to get involved in HEAL because I love being outside and it’s a great way to be with other people who care about the environment and are invested in making a difference.”

Camille indicated that the visit was educational and that Mr. Revkin “had perspectives about things that were different than many environmentalists, and he has had a lot of experience in his profession.” She added, “It was nice to be able to discuss such ominous issues in such an open setting where the conversation could take any onto any topic.”

Schwalb may not agree with Mr. Revkin on all points that were discussed.

However he said “it was important for me to hear and try to understand what he had to say and then try to connect with him despite our differing opinions.”

Students and teachers discussing the effects and solutions of climate change. Photo by Paul Rapisardi.

Aja Faranda: Hey, Wenkai, who wrote To Kill a Mockingbird?

Wenkai Qin: Oh! Uh...Jane...Eyre?

Mae McColl: Do you still play Scramble with Friends?

Zach Reber: I don’t play, I win!

After Mr. Klimenko’s Review Game AJ Cortese: Since Wenkai won and he is from a communist country, he should share his points with us.

Ms. Wen: What is the best way to discourage that behavior?

Ian Mook: Violence!

(after absurd comment) Mr. Sykes: I’m not even going to repeat that. That’s how rumors start. When rumors start, people get fired.

Luca Aloe: What happened to Stephen Douglass after the Civil War? John Wahrhaftig: I’m pretty sure he is still alive.

Paula Stone: Ms. Kaplan, your hair looks so long!

Ms. Kaplan: Yeah, it’s so weird, I didn’t cut it, and then, it grew!

Ms. Awad: Luke be quiet.

Luke Buquicchio: They are making fun of me for being from New Jersey!

Ms. Awad: Is that really such a novelty?

During Hiking Ms. Remenar: Ok when we are in the woods we all have to stay togetherMelanie Allen-Variano: Everyone for themselves. This is a Hunger Games type situation.

4arts

April

Voice of the student body

T

he three components of an A.P. Studio Art student’s portfolio are the breadth, concentration, and quality portfolios. The concentration portfolio is based on an idea or a theme. Each art-

ist gets to choose his own concentration and medium, such as colored pencil or charcol. Throughout the artist’s time in Advanced Studio Art and A.P. Studio Art, he will get to develop his concentration further to complete his 12-piece

portfolio, which is a requirement for the A.P. class.

Head of Visual Arts Greg Cice says that a concentration is great when well executed and that many students look forward to seeing their classmates’ fin-

ished products, many of which will be on display at this year’s art show. Descriptions by staff writer Caroline Chmiel.

See next issue for the remaining five A.P. art concentrations. All photos by Chris Taggart.

angela link concentration: human features and abstraction

“What would our thoughts look like if they took up literal space?” senior Angela Link’s mom asked one night as dinner conversation. So began Angela’s A.P. art concentration, which combines human features and abstraction. “I knew from the very beginning that I wanted to combine realism and abstraction,” Angela said. Even with enthusiasm for her project, Angela has felt the demanding schoolwork from her other classes take a toll on her artwork. “I feel like a piece can’t reach its full potential simply because of time constraints,” she said. Not only is an A.P. course a lot of work, but “for artwork, you have to block out huge amounts of time to get anything done, whereas regular schoolwork can be worked on in short spurts of time,” Angela said.

ben pundyk concentration: people and water

“Both people and water are known as very hard things to execute well, which may not have been the smartest choice [for my concentration],” senior Ben Pundyk said. This complex and difficult subject of drawing people in water fascinated Ben, leading to his concentration portfolio of ambitious pieces. However, the class has not been without stress. “Because it’s an A.P. class, we do have a lot of work we need to create for our portfolios and it can get stressful.” Ben is unsure about continuing art in college, but he said, “I do want to keep creating work, maybe on my own.”

julia dunn concentration: literary self-portraits

After struggling for a topic, senior Julia Dunn finally decided on selfportraits with literary influences, keeping close to her love of reading and writing. “I decided quotes from my favorite books would be a good way to both solve the problem of filling in a background and representing myself honestly,” she said. For Julia the A.P. course is unique because it is so student-centered. “It’s been beneficial being in a class where I’m learning from my peers as well as a teacher,” she said. She has grown from “learning to respond to criticism and work for deadlines.” As one of the few artists to not mention stress, Julia said “there’s definitely some friendly competition within the group.”

alice lodge concentration: flowing water

Senior Alice Lodge’s concentration focuses on flowing water, featuring conceptual pieces showing different vessels refracting and reflecting the light shining on different objects in water and its surroundings. She was intrigued by the way water combines both abstraction and realism. Alice’s inspiration came from her artwork last year. “I am using graphite as a medium for my concentration because I enjoyed using it so much during the still life from last year,” she said.

Alice also takes Architecture and Design and will continue her art career in college, studying architecture.

carolyn king concentration: falling stuffed animals

In a last minute attempt to be inspired, senior Carolyn King found stuffed animals ready to be drawn in her basement. Carolyn believes her concentration of falling stuffed animals is “pretty simple.” But that simplicity is an advantage, allowing her to “mainly focus on the drawing.” She has enjoyed her A.P. art experience, but has also felt the pressures of “juggling art projects with other subjects, sports, and community service.” Her chosen medium, colored pencil, takes more time than others, but “it pays off when I make a good piece in the end!” Carolyn said.

arts

April

Voice of the student body

5

Students’ plays discuss unfairness of life isabellaberland staff writer

Hackley’s student-written plays, which the performing arts department has put on for years, are meant to showcase the students’ writing talents and their ability to successfully produce a play.

This year, six students will be showcasing their work on May 18 and 19 at Hackley’s Performing Arts Center. Each play will be ten to 15 minutes long, and will follow the same theme of “unfairness.”

Although each of the plays will follow the same theme, senior Nadya Klimenko said that each play is very much its own and that there is a lot of variety.

“Some of them are funny, while some of them are more on the psychoanalysis side,” she said.

Drama teacher Carolyn Burke instructs a seventh and eighth grade drama class in the Junior Alex Hersh, a creative proper way to direct and understanding stage directions. Photo by Isabella Berland. writing student whose play will be n actress who doesn’t get the roles she deperformed, said, “It’s really cool to see my play be actuserves, a CIA agent whose sister is kidnapped ally acted out and directed by other students,” he said. dispite his efforts to keep her safe, and a batAlex does not want to direct or act in his play because he tered women confiding in her psychiatrist— wants to see his ideas preformed on stage and see how “That’s so Unfair!” is the theme for this year’s student others interpret it. written plays.

All plays are written, directed, and performed by stu-

A

dents. While students are allowed to take part in all three, most decide against it. Instead, the writers wanted to let other prospective actors audition for the parts.

Sophomore Katie Mykrantz auditioned for the play because, “all of my lines are going to be given to me, and written by students my age. It allows me to think of what it’s going to be like when I actually go out and hopefully work as an actress among my peers.”

Each aspect of the play is a group effort. Katie says although she is mainly an actress, the plays this year allows her to explore the different parts of a play’s production.

“We direct, write, and do the crew work all together. There is no star, and since I normally act, it’s fun for me to get to work on parts of the play that I wouldn’t normally work on, such as directing and the crew work.”

The differences between the spring play and the fall and winter productions goes beyond the students being in charge of the production. Students favor the time commitment that the student written plays offer.

“It’s much more laid back, and allows the students to have a more flexible schedule when working on the play,” says junior Alex Hersh.

“Unlike the plays Hackley normally puts on, where we have to come in for a rehearsal at least four times a week, the student plays are different because we have a much different time commitment, we have to devote much less time,” says junior Angelia Xing.

Of the students, by the students, and for the students.

Although the theme is unfairness, the production seems pretty fair.

Dialogue from the student plays: “ No! Everything I do is

for France. It is you who t h re ate n Fra nce, yo u who have brought her to this state! Your kind killed my brother, my mother, my father, and my country! You die here!

Alex Dragone

“They prod her with prompts.

“ She had no idea what

she was getting into.

All of her options were closed off. It was up to her, and only her.

”

Alex Hersh

”

Q u e s t i o n s t h a t fe e l a l l t o o prickly. Conversations too stark and invasive for two strangers to be having. Once, she’s asked if she’d ever like to have a care in the world. Just for one day in her life, to have a problem...

”

Nadya Klimenko

Art department plans to put on two shows nickhallock

arts editor

This year, every student, from freshmen dabbling in sculpture to juniors taking studio art as a major, will be represented by at least one piece each at the annual show, which will occur on May 14 and 15. A week later the A.P. show will open, giving students in A.P. Studio Art the chance to present their entire concentrations.

For the past few years, the Upper School art show has been located in Allen Hall on the same night as the Middle School art show, which is in the Middle School art studio. “This way, different divisions are able to view each others’ shows,” Visual Arts Department Chair Gregory Cice said.

Despite the complexity of organizing many pieces for display – nearly 250 Upper School students take art in a given year – the department strives to involve students in the selection process. “We choose a combination of the best work [of the student] and work that a student himself likes,” Mr. Cice said. “It’s a joint decision.”

Sophomore Gabby Troya, who is in Intermediate Studio Art, is still unsure which of her pieces might appear in the show, but she knows which ones she would choose: her animal drawings. “The animal drawing is one of those things where you come into freshman year and say to yourself, ‘man, I really want to do that,’” Gabby said. “This project is our time to show our school what we can accomplish using the techniques we’ve learned so far. It’s the biggest picture I have ever done, which is a huge challenge – it’s taking a step out of an intermediate studio art

project and beginning to step into an advanced art career as a student.”

Sophomore Jordan Jones is also very pleased with her experience thus far. “All of the projects have been interesting, challenging, and fun,” she said. “I also really enjoy my classmates and seeing their progress.”

Those students in art this year have generally seen the teachers as informative as well as very helpful. Sophomore Austin Disher, who is in Intermediate Studio Art, said most difficult part of art this year was the art itself. “But [art teacher Mark] Green helps a lot through many demonstrations and working with students,” he added.

Jordan agrees that while there are challenging parts of art, they can be overcome with help from teachers. “The biggest challenge, I guess, would be starting a new project,” Jordan said. “It is hard to find a good subject, and once you pick it you are stuck with it… [the class] lets you use a different part of your brain for a while, and allows you to look at things differently. I also really enjoy having Mr. Green as a teacher. He makes it so fun and is quite helpful.”

For many students, the May art shows are the endpoint of a long process that included hours of work outside class. Gabby has often come in during her frees to work on a piece, especially for the popular animal picture that the class is working on. “I love art,” she said. “It’s my favorite class, and it gives me a break from academics and allows me to relax.”

Junior Melissa Chervin works diligently on a collage project in Mr. Cice’s Advanced Studio Art. This year’s art show will include at least one piece from every Upper School visual arts student. Nearly 250 upper school students participiate in visual arts classes.

Photo by Paul Rapisardi.

6politics

April

Voice of the student body

Passing the torch: Will Walks into Council Presidency

U

nopposed candidacies are becoming a trend for community council, as last year both the presidential and vice presidential elections went uncontested. On April 17 junior Will Walker ran unopposed as Hackley School President, delivering a speech that was heavily applauded, even though the result of the succeeding vote was never in doubt.

Although few students are running for these positions, the candidates are nonetheless taking their campaigns seriously.

This past year, Will, the junior class president, described his position on council as “one of the greatest things that has ever happened to me.” Vice Presidential candidate Sophia Carpiniello said that being on council is demanding. “My experience on council was very eye-opening to all the behind-the-scenes work that goes into our school events,” she said. “We’ve organized the rave, the Hive shirts, spirit week, and the compatibility tests.”

During the election, many candidates made a variety of promises. Rising senior and vice presidential hopeful Jake Israel promised that he would “make sure that any club would have an opportunity to come to council as well as plan many activities that will benefit the school–not only in an entertaining way, but also in a very productive way.”

Will promised to raise school spirit. His goal is “to bring us closer as a senior class and as a school by organizing more school spirit events, getting more attendance to home games, and raising more money as a council to keep up funding for these ideas.”

Will also intends to improve upon council’s weekly routine. “Community council could be more timeefficient with our meetings,” he said. “I would work on keeping our meetings thorough and concise next year.”

Sophia said that the council needs “to boost school spirit as much as possible and encourage more involvement in school activities.” Another item that Jake wishes to see council improve upon is having “more ideas brought to them by the student body.”

The results of the elections were announced on April 21.

petergerma technical editor

Council President Matt MacFarlane leads Wlll Walker to the podium as the other candidates look on. Will ran for President unopposed. Photo by Melissa Warshauer.

Sophia Carpiniello was elected Vice President and Xiaoling Keller was elected Secretary/Teasurer.

Other candidacies include Kate Grusky, Alex Hersh, Dan Hoffman, Ben Jurcic, Kieran McEvoy, Andre Newland and Greg Pon, all running for three positions on the Board of Magistrates, as well as Phil Brooks, Jen Horing, Rodrigo Mejias, Gabby Mezzacappa, Rebkha Michael, Ian Mook, and Meghan Philpott, all running for Board of Magistrates Clerk. Jack, Katie, and Kieran were elected to the Board of Magistrates, and, after a run-of, Gabby was named the clerk.

This year’s polling turnout was much better than last year’s. This is likely due to the higher number of contested elections. This year, the Vice Presidential and Secretary/Treasurer elections had multiple candidates, whereas only the Secretary/Treasurer position was contested last year.

This year’s elections have fallen into the pattern of last year, but at least they are more hotly contested than last year. Will, like Matt MacFarlane before him, took 100% of the vote for president.

Election Results Council President: Will Walker Council Vice President: Sophia Carpiniello Council Secretary/Treasurer: Xiaoling Keller

Sophia Carpiniello and Xiaoling Keller address their fellow peers with their winning speeches.

Board of Magistrates: Jack Ellis, Katie Gallop, Kieran McEvoy Alternates: Kate Grusky, Alex Hersh Clerk: Gabby Mezzacappa

“I’m honored to become the president of community council next year because I can offer not only school spirit, but also a better overall community for my peers and [me]. I’m looking forward to next year, and I have no doubt it will be a great year.”

-President Will Walker

Freshman begin three week project collecting for Rwanda jennielyons Adviser

Will Walker delivers his presidential speech. Photo

by Melissa Warshauer.

Sports Equipment. Laptops and Cameras. School Supplies. The Freshman Community Service Project is on to phase two. After a well-attended BOWLing for Rwanda event in April, which raised over $2500 to support the Sustainable Health Enterprises Foundation initiative to keep girls in school, the freshmen are now collecting goods to be delivered to the Duha Complex School in June.

The freshman class is working with the Rwanda Educational Assistance Project, and is making connections to support the school. For three consecutive weeks, boxes will be placed in the Grille Room to collect donations.

COMPUTERS AND CAMERAS WEEK OF MAY 7 The second week will be dedicated to collecting laptops and digital cameras under the supervision of freshman James Spann. This project focuses on collecting Intel based MacBooks and MacBook Pros to continue and expand the iMovie project that began last summer.

Digital cameras, Flip cameras, and PCs that are less than three years old are also on the list of items to be collected. Keeping the equipment as consistent as possible (newer PCs) will make it easier to support the equipment when it arrives at the school in Rwanda.

SPORTS EQUIPMENT WEEK OF APRIL 30 Week one begins with sports equipment, especially gently used cleats.

Freshmen Amanda Rosenstein and James Firpo are heading the sports equipment collection project. Rwanda students play soccer, netball, basketball and volleyball with limited equipment, according to computer teacher Jennie Lyons who visited the school last summer.

SCHOOL SUPPLIES WEEK OF MAY 14 The final week will center around the collection of school supplies and will be led by freshman James O’Keefe. Students at Duha have limited access to even the most basic supplies— pencils and paper. Crayons and markers will be welcome as well.

feature

April

Voice of the student body

Hackley journeys to the far east

7

angelamauri Staff Writer

Japan

China

Upper School teachers Stephen Fitzpatrick, Raegan Russel, Richard Robinson and 12 students took part in the 2012 Casten trip to Japan over spring break. Traveling throughout Japan, visiting the cities of Kyoto, Nikko, Nara, Miyajima and Hiroshima, the students saw shrines, temples, museums and castles.

Senior Julia Dunn enjoyed the “gorgeous” view from Miyajima Island, where a Torii gate stands out in the blue sea. Sophomore Phil Yoo and junior Marcus Todd found the anime convention most memorable, surrounded by Japanese fans excited for line readings of scenes.

Julia appreciated the freedom the chaperones gave as they set the students loose in groups to buy food on their own. Julia said, “We were lucky when menus had pictures; there was a lot of pointing!”

Phil was impressed by the Edo castle and said, “It was interesting that its floors were designed to creak so that no intruder can go in the house unnoticed.” The Hiroshima museum affected the students with its underlying message to spread world peace after the devastation of the atomic bombing.

Eleven Hackley students, Chinese teacher Hui Wen and math teacher Oshon Temple traveled to China. After a grueling 14-hour flight, the students mainly traveled throughout Shanghai and visited Xi’an on the weekends.

Besides their Chinese studies in the morning, the students had the chance to become temporary inhabitants of the city. Sophomores Gaby Mezzacappa and Ian Mook agreed that the best way to practice Chinese was through bargaining at the markets.

Gaby said “the whole back and forth when bargaining for souvenirs was so much fun.” Freshman Emma Bhayani’s favorite part of the trip was the food.

“It’s just so different from American food. It’s funny because McDonald’s is better in China than here. They use a lot less salt!” Gaby agreed that “the food was really good.” But by the end of the trip, “all I really wanted was a slice of pizza,” she said.

Prestigious international organization, Round Square, admits Hackley samheyward News Editor

Its name is strange, a paradox. Some have seen the signs, but very few know what exactly it is.

Despite its importance, Hackley’s membership in the prestigious organization Round Square has flown under the radar. But membership in Round Square means that Hackley is now on the world stage.

“We are expanding our global presence,” Classics teacher and Global Education Coordinator Adrianne Pierce said.

Round Square is a worldwide organization of more than 80 schools across five continents. These schools are all united by six IDEALS (internationalism, democracy, environment, adventure, leadership and service).

All of the schools that are a part of the organization are devoted to these IDEALS. Round Square is split into five different regions: Africa, the Americas, Australasia, Europe and South Asia/the Middle East. Being a part of the program means that the faculty and students at participating schools can meet at regional conferences, each with a different theme.

Hackley’s inclusion in Round Square gives students many more opportunities to travel and attend conferences concerning what matters most to them. “I think we can really benefit from traveling around the world, to add to the pillar of adventure,” said senior Maria de la Piedra.

“This would be such a unique opportunity and experience,” sophomore Meghan Philpott said. “It would really allow us to get involved in environmentalism, get immersed in it, rather than learn about it in a classroom or from a textbook.”

“It was a rigorous process to become a part of Round Square,” said Kevin Rea, Assistant Headmaster and Head of the Community Studies Department. It began when both Headmaster Walter Johnson and Mr. Rea attended a conference in New York City with the head of Round Square. After they expressed interest in the program, they received a 30 page application. According to Mr. Rea, “it took about six months to do well.”

While Hackley’s application process to Round Square was mostly kept low-key, several other teachers were involved in the process. “The Community Studies Department were a great help in filing out the application,” Mr. Rea said. “They answered the questions that specifically dealt with their areas, like sustainability or diversity.”

Next came the interview, in which the school is assessed by Round Square members. Eleanor Dase, former head of Athenian School in California was Hackley’s interviewer. It was a day long visit, in which Ms. Dase met both students and faculty who were

doing work that coincides with the six IDEALS. There were twelve student representatives. They participate in clubs that are involved in the Community Studies Department.

These clubs, such as UNITY, HEAL and AGSA, do work in various fields including sustainability and diversity, all which fall under Round Square’s IDEALS. “I got an email from Mr. Rea asking if I would like to participate,” Maria said. “I researched the group and it sounded great, so I agreed to be a tour guide.”

“To me the highlight of the day was the meeting in the Lidnsay Room,” Mr. Rea said. Ms. Dase met with a room full of students and faculty from all three divisions and members of the board of trustees. The meeting’s focus was Hackley’s current ways of fulfilling Round Square IDEALS. It also included what possibilities could lie ahead if the school were accepted.

“Ms. Dase told me she was inspired by her visit,” Mr. Rea said. Apparently she was, because after her written report, Hackley was accepted to Round Square as a regional member.

The vote was unanimous. There are two levels to Round Square membership, regional and global. As a regional member, Hackley faculty and students are able to attend regional conferences in America. The school can also participate in Global conferences by invitation.

“Hackley’s membership in Round Square can add a lot to the school,” senior Kathleen Sullivan said. “Student exchanges, adventure trips, and a greater focus on service are just a few things our membership can offer.”

“Most importantly, we are now a part of a worldwide network,” Dr. Pierce said. “We have a connection to other schools around the world.” These connections can be used as soon as this summer during the Kenya Casten trip. There is a Round Square school in Nairobi that Hackley may meet up with.

There is also the possibility of Casten trips to countries where there are other Round Square schools. “It’s an added bonus,” Dr. Pierce said. “There is a set of students and faculty there for us to connect with.”

According to Mr. Rea, membership could give Hackley an edge when looking for future faculty members. “Faculty from other Round Square schools can be attracted to Hackley,” he said, “or faculty from other schools who are already doing this sort of work can come to Hackley.” The teachers’ knowledge in these fields of focus can integrate their knowledge into the classroom.

The possibility of student exchanges is still being explored.

“Students may be able to spend the summer at a school that is in session during our summer break,” Mr. Rea said.

Christina Meyer to attend summer MIT Program

Junior Christina Meyer is one of sixty students accepted from a nationwide applicant pool of the top female 11th grade math and science students to participate in the MIT Women’s Technology Program.

The MIT Women’s Technology Program is a rigorous four-week summer academic program designed to give girls who have excelled in math and science an opportunity to explore, in one of two programs, either Electrical Engineering and Computer Science or Mechanical Engineering. Christina Meyer will attend the Electrical Engineering and Compter Science program this summer.

Christina was also a featured “young artist” in a special exhibition of her photographs, Christina’s World, at Via Vanti in Mt. Kisco.

All this follows her participating in fencing competitions at the Junior Olympics in Salt Lake City and qualifying to compete at the Summer National Championships in Anaheim in Julhy.

8lifestyles

April

Voice of the student body

Bloom into spring: 2012 top trends GIRLS

ariannafirpo

W

Managing Editor

hen it comes to fashion, everything this spring will have you thinking bold. From patterns to colors to accessories, everyone will certainly be able to inch their way out of comfort zones this season into daringly stylish territory while still remaining in dress code.

Colored denim is in

One trend that has been apparent from the very beginning of this premature season is colored denim. While blue jeans are out of dress code, pastel shades of yellow and pink will keep you safe from receiving a DD. While simple chiffon blouses are a staple this spring, keep in mind that bold patterned blouses are also a trend this season. When wearing a chiffon top, make sure to underlay it with a tank top or bandeau, depending on the transparency of the shirt. In addition, while donning a patterned blouse, try to keep other patterns in your ensemble to a minimum to avoid clashing.

Although this next look may sound like it falls beyond the dress code, if it is done right it is definitely wearable for school. Try pairing a short, bustier-looking top with a high wasted skirt and a thin or thick belt. Also, while wearing an outfit like this, try to find either the short bustier top or the skirt with a pattern to add a little flair. Since most tops with a bustier style will be sleeveless, wear a trendy jean jacket or white blazer to ensure that you are meeting dress code restrictions.

Tight is out

When it comes to school and fashion worthy dresses this spring, flowy is hot and tight is not. The most popular dresses this season seem to be boldly patterned floral dresses that are loose fitting. Another trend that is making headway is high-low styled dresses, meaning that the front is short while the back of the dress falls longer. One last dress trend this spring is color block dresses. For this trend, don’t be afraid to play around with really bold colors; that’s what this spring is all about.

Tips for accesorizing

In terms of beauty and accessories trends, the same styles follow. Bold bracelets are an extremely popular trend this spring. However, when choosing a bracelet or bracelets for your outfit, make sure to not go overboard. If you feel that you need a pop of color (P.O.C) for your outfit, wear colorful bangles. If your outfit already has too much color, try a gold textured cuff.

While the usual spring nail colors like bright red and coral will always be stylish, a more trendy color to wear this spring is blue. No, you don’t have to have a baby named Blue Ivy to be sporting this color–just be bold and you will totally rock it!

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One of the bolder trends this spring is patterns. Sophomore Daniel Chung knows this all too well as he pairs a bold printed navy and white button-down with neutral khakis. He effortlessly ties together the classic pant with an edgy top to stay on trend this season, while still being in dress code.

Ju n i o r C hr is M e y e r p u l l s of two of the top trends this spring: colorblocking and bold colors. His mint green pullover contrasts with the subtle grey T-shirt underneath, drawing more attention to the vibrant top.

He color blocks his ensemble with a bold coral pant, giving a springtime feel to his outfit.

GUYS

sarahbonanno Staff Writer

M

en’s fashion is being redefined this spring season. You can expect bolder colors, a new kind of tailoring, and the demise of the skinny pant leg in both suits and jeans.

Designers are using color in new ways especially in men’s fashion. Instead of outfits simply having accents of bold color, expect to see a lot of vibrant oranges, greens, and mustards acting as the dominant color.

This trend is easy to pull off while still being in dress code. Try different bolder colored pants or a bright colored shirt with a neutral bottom in order to make a statement this spring.

Color-blocking is in

Another huge trend this spring is color-blocking, which is not just for girls.

Add color-blocking into a dress-code-approved outfit by wearing a pastel colored polo shirt and a bright colored short sleeve pullover without a hood. Another way to integrate this trend into your wardrobe is to wear a pullover that is a different color at the arm bands. This will contrast the secondary color on the pullover and make you stand out.

Designers are also revamping the classics by putting their own spin on the traditional blue jean. “Non-denim denim,” a pant that gives the appearance of a jean without the harsh stiff fabric, has quickly become a hot trend. Racks will be filled with pants made from cotton tweed, ranging from the classic blue to bolder colors like red and green. Don’t be afraid to add a pop of color (P.O.C.) with vibrant pants. Wear your favorite non-denim denim in a new color, pairing it with a subtle top in order to emphasize this trend. Not only will you be school-appropriate and comfortable in familiar fits, but you will also be in style.

Skinny jeans are out

Senior Senna Oh tackles one of this season’s biggest trends: colored denim. Her vibrant red pants immediately draw attention to her ensemble, making her stand out. Yet by pairing it with a simple thin black belt and a flowy off-white top, Senna pulls off this spring’s hottest trend flawlessly.

Photos courtesy of Arianna Firpo

Sophomore Isabella Berland emphasizes graphics and layers this spring putting a cream colored sweater with a thunderbolt over a denim button-down. Her black bottoms don’t take away from her layered top.

Her TOM shoes made from recyclable material are not only eco-friendly but fashion-friendly.

Although skinny jeans have consistently been popular with designers looking for a sleek fit for guys, skinny jeans are no longer considered to be a designer’s go-to cut for boys this year. This year look for wider pants in both suits and separates to accentuate a broader physique.

For those interested in Dapper Wednesday, changes in formal wear have also taken place. This season, suits are cleaner, looser and boxier. Try pairing a solid colored suit with a patterned button down. Tribal patterns and sea stripes are a great way to contrast a solid color without having to color-block. You can also have fun with ties this spring. Bold prints and graphics on ties can finish off any outfit, adding a splash of color and personality.

Tips for the extra bold

For those feeling extra bold, try wearing different shades of white in the same outfit. White, bone, off-white, and even dirty white contrast to form crisp whites that stand out. The easiest way to pull it off is by wearing off-white pants and a bleach white shirt that has some color accents. Otherwise, you can try white jeans with a P.O.C. shirt, like yellow or pink, which provides just the right amount of color.

While not as bright or contrasting as the other color trends, gray is also a color to watch out for this season. No matter what shade, gray always looks sleek, goes well with all skin tones, and is easy to match with brighter patterns.

Whatever trend you wish to follow, be bold and show off your individual style!