Fourcast September 2016

➝ After years of on-and-off involvement with Hockaday, Laffitte makes a full-time return as Interim Head of Upper School. p7

Volume 67 Issue 01.

The Hockaday School | 11600 Welch Rd, Dallas, TX 75229

news p2

features p7

cityslicker p11

September 30, 2016 hockadayfourcast.org infocus p12

arts & entertainment p14

sports & health p28

perspectives p21

castoff p24

GENDER BIAS

On the night of the Women’s Gymnastics Team Final in the Rio Olympic Games on Aug. 27, the U.S. team, dubbed “The Final Five,” was simply dominant, leading the rest of the world by nearly 10 points.

The camera panned over to the five American gymnasts huddled in the sidelines, talking and waiting for their turn.

“They might as well be standing around at the mall,” NBC commentator Jim Watson said.

Continued p12

Photo Composition: Elizabeth Guo and Shreya Gunukula, Photo: Shutterstock

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SEPTEMBER 30, 2016 | THE FOURCAST

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THE HOCKADAY SCHOOL

Is my work valued?

news

New feedback system p3

PHOTO BY GRACE VOORHEIS

Seniors Score New Space ➝ STORY BY MARY CLAIRE WILSON

The Class of 2017 transforms commons into their own space Gone are the days of the dirty, dreaded and deserted Upper School Commons. As of the 20162017 school year, Upper School administration and Student Council officers have relegated the jaded space to the class of 2017 as a place to unify. With a new purpose, the space has been renamed the Senior Commons.

Head of Upper School Terry Murray describes the new change as a student-led initiative. During a junior form meeting last year regarding the discontinuation of the memory book, current Student Council president Joy Nesbitt suggested the idea of having a senior commons.

“I was just really eager to hear about their desire for a commons because it is something that I believe in and wanted to see happen,” Murray said. “I thought that it would be great [and] we would love to have it.”

Form Dean and Director of Health Rebekah Calhoun agrees with Murray, noting that this request for the 2016-2017 school year is not a new one.

“Having a senior commons is something that has come up for many years, in exit interviews and different things like that.

Seniors have always been interested in having a common space. And we have been a bit limited over the last few years because of the construction,” Calhoun said.

History Department chair and Upper School history teacher Steve Kramer agrees with Calhoun, calling the lack of space in previous years as a “Hockaday shortcoming.”

“You guys can go in [the senior commons] and be yourselves. I think it is all for the good. I just miss having seniors in the hallway,” Kramer said.

From a student perspective, Nesbitt noted

the Class of 2017’s eagerness to create a space to to look in and say ‘look what these girls personalize and call their “home base.” are doing,’ they are sharing a space, they “The idea came from the desire to have are hanging out in small groups, they are something much like the parking spots and studying, they are sitting outside. It is just something that the seniors could call their a great visual overall.” own,” Nesbitt said.

Additionally, students are no longer The commons, which lies in the down- allowed in the hallways during their free stairs hall of the Upper School, used to house periods, which is a change from the years printers and be open to all students in the Up- prior to construction. Instead, students per School, regardless of form. As a new ad- are encouraged to take advantage of study ministrator, Murray saw the space as wasted. spaces in the science building and new fine “It was, in my perspective, one of those arts building. spaces that wasn’t being But for some faculused well and as a new ty, like Kramer, who has person here, you really rectaught at Hockaday since I just miss ognize that kind of stuff,” 1980 and has had the Murray said. “It also is just seniors in his hall since having a great space because it about 2006, not having has got those four offices, a the senior presence in the seniors in the huge open space, and that hallways is a disadvantage. hallway. patio.”

“As a person who Now, the printer sits writes college recs, I could outside of the Senior Comempathize with what was mons and underclassmen going on with their lives Steve Kramer utilize the space under and so on in terms of Upper School the stairs into the fine arts them writing their essays History Teacher building to house their and me writing the recs,” sports equipment, bags and Kramer said. other items that are too big Calhoun, whose office to fit into their lockers. is now inside of the Senior The addition of the Commons, has seen the Senior Commons was not space utilized in a multhe only change for the new school year. Ad- titude of ways so far, from a quiet space ministration changed the hallway setup to to work on college applications to a loud accommodate the addition of the commons and creative space that houses impromptu and to spotlight the senior class. dance parties and poster decorations. “[The old freshman hallway] is a really “I think that it is going to continue great showcase area. It is a main thorough- to evolve and change. But I think some fare for us,” Murray said. “This is where people will work here [and] some people college reps come through, it is where a lot will visit here. Some people will celebrate,” of visitors come through so to have your Calhoun said. seniors there in the commons and be able The Class of 2017 has given mean-

SENIORS ONLY Seniors do homework and chat with friends in the colorful environment of the commons, with decorations brought from the State-Fair-themed Daisy Day.

ing and life to all parts of the once-misused commons. One of the offices houses Calhoun. Two of the offices serve as study rooms, and include white boards and tables. The other office is designated as the “self-help room,” where the seniors house miscellaneous objects.

Murray said that the commons was a relatively low-budget project. With that, the seniors have contributed in their own ways.

The main area of the commons contains a lounging area, complete with comfortable couches and fun decor. The large table serves as another study space for students. And in the outdoor patio, which the seniors can access through the main area, cushions line the benches and chairs. The seniors plan on setting up Eno hammocks when the weather gets cooler.

As the commons continues to evolve and develop, Kramer made an addition of his own: a Keurig machine.

“The machine belonged to one of my advisees last year,” Kramer said. “She left it here and never said anything about it.

So I thought, it is sitting here doing nothing, why not let the seniors have it?”

While the senior class has big plans for the commons, it appears that Murray has bigger ideas.

“The attitude and idea of unity and coming together fits this group well,” Murray said. “I hope thisMary spaceClaire helpsWilson them do that.”

Sports & Health Editor

Senior Patio Exit Couch (for naps)

Snack Stash (for college essay writing breaks)

Study Tables

Senior-only printer Entrance

Rebekah Calhoun's Office

Speaker (for dance parties) Study Table

Couch

Study Room

Couch

Study Room

Keurig (donated by Steve Kramer)

Entrance

Storage Space

GRAPHIC BY SONYA XU

Mapping Out the Senior Commons

news

HOCKADAYFOURCAST.ORG

p.4

➝

p.5

Alumna creates all-girls STEAM school

HockaBriefs

Nautical-Themed Mixer Makes Waves The Hockaday Student Council hosted its first annual mixer, “Drop it Like It’s Yacht,” for all Upper School students on Sept. 24. Freshmen and seniors alike, dressed in their wildest nautical themed clothing, enjoyed the live DJ and various food options, including Ruthie’s Food Truck and Steel City Pops. Fellow St. Mark’s lions, Cistercian hawks and Jesuit rangers also attended the large party in Penson Circle.

Fourward Oct. 1

Upper School Coffeehouse will be held at 7:30 p.m. in the Margaret Dogget Crow ‘37 Hockaday Amphitheatre.

Oct. 3-6

Freedom from Chemical Dependency representatives will speak to Upper School students about the dangers of drug use.

Oct. 3-7

Upper School Community Service Board will hold a coat drive benefitting the Salvation Army, T.R. Hoover and Dallas Independent School District schools.

Oct. 7

Upper School early release at 2:30 p.m.

Oct. 10-12

Hockaday will have a five-day weekend in observance of Columbus Day and Yom Kippur.

Oct. 14

The Student Diversity Board will host a forum on education at 11:45 a.m.

Oct. 19

All juniors and sophomores will take the Preliminary Scholastic Aptitude Test.

Don’t forget to bring a No. 2 pencil and a calculator.

Oct. 21

End of First Quarter

Oct. 24

The school's trustees will spend a day in the classrooms on Trustee Day.

National Merit Semifinalists Announced One and a half million high schoolers across the country were took the Preliminary Scholastic Aptitude Test last October. Now, almost a year later, the National Merit Scholarship Corporation announced that among the 16,000 National Merit Semifinalists, 15 Hockaday seniors qualified: Emma Deshpande, Sara Held, Natalia Henry, Helena Hind, Wendy Ho, Lauren Hoang, Amy Jia, Melanie Kerber, Erin Leblanc, Brenda Lee, Sarah Siddiqui, Chelsea Watanabe, Amanda Yang, Elizabeth Zhou and Jenny Zhu.

▲

The school’s annual Winter Formal can rack up a serious price tag if you take into account the venue, food, DJ and decorations. In order to raise money for the event, Student Council hosted a one-hour indoor cycling class at Terlingo Cycle in Oak Lawn on Sept.

17. led by seniors Molly Mahowald and Emma Paine.Twenty-three students and faculty members attended the class at a cost of $20 per person, ultimately raising around $500 that will go towards funding the annual dance.

p.6

A look at the upcoming elections

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Student Council Hosts Spin Class Fundraiser

THE FOURCAST | SEPTEMBER 30, 2016

.03

One Hockaday unites school

Talvera Ceramic Artist Visits Hockaday Javier Espinosa Mómox, a Talavera artist from Puebla, Mexico, visited the Hockaday Ceramics studio on Sept.

21. Mómox helped approximately 40 Hockaday ceramics students create 4-by-4-inch tiles in the Talavera style.

Mómox is currently in Dallas leading workshops, entitled “Homeschool Passport to Asia Program: Clay Connections with Uriarte Talavera Resident Artist Javier Espinosa Mómox,” at the Crow Collection of Asian Art from Sept. 17, 2016 to Febr. 12, 2017.

UPPER SCHOOL

i

New School Year Brings New Feedback System

t's the final loping stretch of the expectations and checklists. quarter. For a student, this is a The new Upper School feedback promising time. The many labori- system comprises of a rubric which inous weeks’ worth of dedication will cludes each department’s expectations. finally speak for themselves as grades From this point on, teachers will assess are published, a day that is awaited each of their students and place them with much anticipation. For a teacher, into one of four standard criteria: exon the other hand, the end of the quar- emplary, proficient, progressing and ter means only one thing: countless experiencing difficulty. hours spent composing paragraphs A “comment” from the teacher upon paragraphs of comments for ev- will not accompany this rubric unless ery student they teach. However, this a student falls into one of the two botprocess is about to change. tom tiers, “progressing” or “experiencIn previous school years, teachers ing difficulty.” In that case, the teacher were required to write comments for would then write a few short sentences their students twice a year. of additional feedback to the student, Upper School math teacher teach- addressing the issue, but more imporer Jessica Chu was not in favor of this tantly, instructing the student on how system. “Let’s say I have 80 students, they can improve and surpass this area then I have to write paragraphs for lit- of struggle. This rubric system will ulerally 80 students,” Chu said, referring timately replace the comment system to the previous comment system. as a whole.

Chu is not alone in her opinions, Upper School history teacher Traas all teachers experience the struggle cy Walder, who partook in the feedback of writing many paragraphs of com- committee this past summer, said that ments for their students. According the whole idea of the feedback system to Chu, the biggest disappointment is to show a student that there is more to teachers is knowing that some stu- to it than just their grade. She, along dents do not even take the time to with many other faculty members, read these comments that they slave believes that the previous comment away writing. system was simply a justification of a “Is my work valued?” Chu said. student’s grade, as opposed to an exThe excessive amount of time that planation of what the student could writing comments requires from teach- improve on. ers is only one of the many reasons that “It’s great to know why you have the comment sysa C, but how can tem was improved you do better?” this past summer.

Walder said.

At the last Another funNEW FEEDBACK SYSTEM faculty meeting damental change is of the 2015-2016 the fact that comTeachers use a rubric with four to five expectations. school year, the ments will be more idea that a new personal. Teachers Students are evaluated in comment system will write additional one of four standard criteria be implementfeedback directly to for each expectation. ed was formally the students, as opproposed. Once it posed to writing a Teacher writes additional was agreed upon third-person, narrafeedback on the rubric if student that this system tive-like comment falls into the bottom two criteria. be put in place, a about the student. committee, com“We as teachposed of Chu ers realized that along with fellow we were trying to Upper School faculty members Tracy appease every audience possible,” Chu Walder, Alejandra Suarez, Christie said, referring to the large number of Sullivan, Jennifer McEachern and eyes that comments generally tended Jen Fore, met regularly over the sum- to cycle through. mer to brainstorm and research other In addition to these changes, feedeffective systems in order to make the back will not come out at the same new one as efficient as possible. time that grades do. In previous years, While conducting this research, comments and grades were published Chu and her team learned that the at the same time. Grades will now be Lower School uses a checklist-like published one to two weeks before system in which expectations of what feedback. This not only allows grades a student should achieve are listed. to be released faster, but also gives Students are then evaluated on their teachers more time to work on the ability to meet these expectations. The feedback section, and, if needed, give updated system to be used for Upper thoughtful responses that will help the School is partially based off this idea of student improve their performance in

1 2

3

the classroom.

With the old system, a lack of authenticity in comments was one of the major challenges that teachers faced.

By simply stating how a student was performing in class, comments tended to end up identical. With the updated system, the additional feedback section will instruct a student on how to improve upon their performance, overall adding an authentic feel that previous comments lacked. Because all teachers have the same standard rubric format, it will ultimately allow them more time to spend constructing genuine additional feedback unique to each student when necessary.

Students across Upper School have varied opinions about the new system. Freshman Francesca Starkie is in favor of it, and feels that the implemented changes will be more effective than the previous system.

“I like how the feedback is directed at us, the students,” Starkie said.

“Since we are the students, we should be able to get the feedback instead of it being directed at our parents.”

On the other hand, sophomore Maddie McBride feels partially indifferent towards the system. She believes that the separation of grades and feedback will have a reverse effect on students, causing them to focus more on the letter grade itself and less on the feedback.

“Since grades will have already come out when feedback is published, I think that students will only glance over the feedback, and not read it very thoroughly or take into account what it actually says,” McBride said.

Although the system is directed towards students, the change will affect parents as well. Hockaday parent Roh Rohrich is in support of the system, and believes that the idea will be a success.

“I think it’s a good idea. It doesn’t leave any room for a lack of interpretation, and the student gets to see exactly what the teacher says,” Rohrich commented.

Because only three months of summer vacation were used to develop the system, it is expected that it may run into bumps along the road.

Head of Upper School Terry Murray acknowledges the fact that improving the system is a progress that takes effort and time.

“The goal of updating the system was to create a program that could, over time, grow and adjust to the needs of the community,” Murray said.

By Charlotte Dross Staff Writer

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SEPTEMBER 30, 2016 | THE FOURCAST

news

THE HOCKADAY SCHOOL

PHOTO BY AURELIA HAN

BY THE NUMBERS

WELCOMING SAGE DINING As the new school year begins, we welcome Sage Dining to Hockaday. While we enjoy the new meals and spa water, what does it actually take to feed over a thousand people?

ALUMNAE

The STEAM Scene

Hockaday Alumna STEAMs Forward Girls’ Education

300 lbs. of potatoes used on french fry day

a

benefits of being in an all-girls environment at a young age. Hockaday teachers also went out to Solar Prep in August to talk to their teachers about enriching girls.

“Hopefully, this is the beginning of a long-lasting partnership between Hockaday and Solar Prep, and both our teachers and students can network with one another,” Rhodus said. “I am so delighted that I not only got to know her as a classmate and friend but now as a colleague as well.”

Berardino grew up in a low-income home of East Dallas and would take a bus at 5 a.m. every morning to get to Hockaday by 9.

While switching schools from a co-ed public school to Hockaday was a culture shock for Bernardino, she appreciated the welcoming and supportive environment she entered every day.

Her four years at Hockaday also showed Bernardino the success girls can find when they support and celebrate one another. When the Dallas Morning News article about Solar Preparatory was published, Bernardino was overwhelmed with the Facebook and text messages from her Hockaday classmates who were all happy that other students were going to receive the all-girls experience.

“Girls have no limits in their minds at Hockaday, they can be whoever they want to be, and that is exactly what I want Solar Prep to offer,” Bernardino said, “I want our students to feel the joy that a sisterhood, bond and lifelong friendships brings.”

Her Hockaday teachers, in particular former English teacher Pat Saxon and Upper School History teacher Steve Kramer who was also her advisor, inspired Bernardino to aspire beyond the East Dallas and even Hockaday community to whatever and whoever she wanted to be.

According to Bernardino, Kramer guides students to follow their passions and dreams.

While sometimes teachers forget that kids and teenagers just want to be listened to, Kramer was always there to hear her out and give encouragement.

“Nancy always had a sort of determination that she knew what she wanted and would do.

She has always had a vision and desire to help students,” Kramer said. “Solar Prep, to me, is the culmination of everything she has done with education.”

Interim Eugene McDermott Headmistress Liza Lee also got to know Bernardino throughout her four years in the Upper School.

“She was radiant, thoughtful and so full of life. I think she is going to be the best principal ever! An all-girls STEAM school is absolutely great, and it makes me so proud to see her accomplishments,” Lee said.

Bernardino, in fact, leaned toward the arts but shied away from math and science while in school since those subjects, especially geometry, proved to be difficult.

However, she hopes to avoid her own high school mindset and aims to create classrooms where girls can have confidence in those areas.

Besides the unique nature of a STEAM focused curriculum, Solar Prep also offers a dual language immersion program where 70 percent of instruction is given in Spanish and 30 percent is given in English.

As the school currently extends to second

LEARNING MATHEMATICS Kindergarten teacher Elizabeth Jones explains to students the concept of singles and pairs, using body parts such as tongues and hands.

grade and plans to add a grade each year until it reaches the eighth grade, instruction will be given at a 50-50 language split by the fifth grade. The goal of this program is to help native English speakers learn a second language while simultaneously strengthening native Spanish speakers’ English.

And the school also hosts economically and racially diverse students with demographics of 40 percent Hispanic, 30 percent African American and 30 percent white. 50 percent of the girls are at an economically disadvantaged level, and thus half of the students qualify for free or reduced lunches.

One of Bernardino’s main goals when opening the school was to allow students to interact with other girls who are all unique in their backgrounds. Through programs like the “Solar Six,” Solar Prep builds moral and civic responsibility within the students so they can be advocates for others.

“We hope to be a school that can be a model to show what happens when you intentionally build an inclusive community and bring different people together,” Bernardino said. “It has an amazing impact on not only the kids but also in return on the city and for the world.”

Back in 1913, Ela Hockaday paved the path for an all-girls education by establishing The Hockaday School for girls.

Over a century later, with the opening of Solar Preparatory, Nancy Bernardino builds on Miss Hockaday’s vision but brings her own dreams to the Dallas community.

SOLAR PREP DEMOGRAPHICS

40percent Hispanic

3600 ice cream cups purchased so far

3 gallons of fresh lemon juice per batch of lemonade

16 watermelons used each week

30percent African American 30percent Caucasian 50percent economically disadvantaged

3 new kitchen staff members Aurelia Han A&E Editor

PHOTOS BY WIKIMEDIA COMMONS AND PIXABAY

purple laptop with a Ron Jon Surf Shop sticker buzzes at a constant rate of 10 email alerts per minute. A walkietalkie in the back corner of the office muffles something to do with the end of recess for first graders. A “Shh!” right outside the door hushes the stomping of feet and chatter as this particular line of kindergartners passes the principal office. Nancy Bernardino ‘97, with her hair tightly slicked back into a bun and an SMU lanyard hanging around her neck, remains calm, cool and collected with the new school year.

This, however, isn’t the typical back-toschool story. Solar Preparatory, an all-girls science, technology, engineering, arts and mathematics (STEAM) school near the Knox Henderson area, opened Aug. 22. At the head of it all, Bernardino, a Hockaday alumna, hopes to make trailblazers and history-makers out of these young women.

“It’s only the second week of school, and I can already see how much these girls can offer to the world. Our job now is to nurture that potential and make sure that nobody can extinguish that light within them,” Berardino said.

In November of 2014, when Dallas Independent School District Superintendent Mike Miles called for district principals to design the school of their dreams and to write and submit a proposal with the incentive of school district funding, Bernardino, then the head of John Quincy Adams Elementary, took on the challenge of improving education for Dallas families. Alongside a small team led by herself and current vice principal, Jennifer Turner, Bernardino sent out the letter of intent that very month and a formal proposal

by January of 2015.

After less than two years of making a 60-page model proposal become reality, the school doors of what was once Bonham Elementary reopened this school year. Solar Preparatory, the first transformation school of DISD, welcomed 198 students grades kindergarten through second grade.

“I actually have four sons so my initial thought was to open an all-boys school, but as I gained more experience in the education field, I realized the need for support to girls,” Berardino said. “When we did additional research, we then found there was a huge underrepresentation of women in STEAM fields.”

Solar Prep not only prepares the girls academically to excel in the science, technology, engineering and mathematical fields, but also focuses on the social and emotional learning. Berardino realized that the school must prepare women, often the minority entering STEM-related career fields, to persevere through struggles and help other women. The school’s guiding principles called the “Solar Six,” which includes curiosity, selfawareness, empathy, humility, leadership and grit, closely resembles Hockaday’s very own Four Cornerstones.

In the process of drafting this school, Bernardino returned to the walls of Hockaday she walked through nearly two decades ago to draw inspiration. Her team visited the Hockaday Lower School, and Head of Lower School Randall Rhodus ‘97, a classmate of Bernardino’s, offered her thoughts on the

news

HOCKADAYFOURCAST.ORG

THE FOURCAST | SEPTEMBER 30, 2016

YOUR GUIDE TO

ELECTIºNS

Matrix: Hillary Clinton’s Cultural References

✶

2º16

three BIG TAKEAWAYS

Hilarious

“Delete your account.”

In response to a tweet by Trump

FROM THE FIRST PRESIDENTIAL DEBATE ON SEPT. 26

“Pokemon Go to the polls!”

At a rally in Virginia

1

Doing the whip on Ellen

Cringeworthy

ELECTION CALENDAR Oct. 4 8 p.m.

Vice Presidential Debate at Longwood University, Farmville, Virginia

Oct. 9 8 p.m.

Presidential Debate at Washington University, St. Louis, Missouri

Oct. 19 8 p.m.

Presidential Debate at University of Nevada, Las Vegas, Nevada

Presidential candidates have consistently released their tax returns since the early 1970s. While Clinton followed this trend, the question of whether Trump will follow this tradition still remains. He claimed in the Presidential Debate that tax evasions made him “smart,” further asserting that if he had paid his taxes, they would have been squandered by the government.

2

Clinton criticized Trump’s fiscal plans by referring to them as “trumped-up trickle-down economics.” She then pointed out that he had received significant economical support from his father. Trump responded by stating that his father had given him “a very small loan.”

3

Trump openly bragged about his travels. “You’ve seen me, I’ve been all over the place. You decided to stay at home and that’s okay.” Clinton countered that she used the time to prepare for the debate and to “prepare for the presidency.”

that’s what

TED CRUZ formally endorsed Donald Trump, futher consolidating the Republican vote

▲ GOOD WEEK BAD WEEK

▼

HUMA ABEDIN stepped out into the public eye less than 24 hours after her husband's public sex scandal

“You can put half of Trump's supporters into what I call the basket of deplorables.”

.05

they said

"Part of the beauty of me is that I am very rich."

vs.

PHOTOS BY WIKIMEDIA COMMONS

NEWS

Millennial Votes Impact Election Neha Dronamraju Staff Writer

m

illennials are the United States’ largest living generation. According to the Pew Research Center analysis of 2016 U.S. Census Bureau data, approximately 69.2 million millennials (adults aged 18-35) rival the 69.7 million baby boomers (adults aged 52-70), who had previously dominated the American electorate. The data suggests that younger people who are eligible to vote have greater electoral influence; however, voter turnout typically comprises everyone but millennials.

Lagging youth enthusiasm in elections, according to the Pew Research Center, can be partially attributed to the feeling that their vote is pointless in the grand scheme. According to the Washington Post, every youngest generation throughout history has had the least interest in voting due to the perception that their voices are unheard.

While many millennials abstain from voting and subscribe to this sentiment, a few are enthusiastic about the upcoming election. Junior Kaitlen Cerney looks forward to exercising her voting rights.

“If we want our voice to be heard, we obviously have to get out there, go vote and make our presence known,” Cerney said.

Although Cerney encourages her peers to vote, she said that her experience with sending in her voter registration is cumEach vote bersome, which she feels can also deter does young people from voting. actually “I find the sysmatter. tem of still having to mail in your voter registration form Alyssa Knight a bit antiquated Senior and that’s holding a lot of millennials back,” Cerney said.

“It would be great if the system could graduate to something online and easier to do.”

Elizabeth Bennett, government and U.S. history teacher, shares an opinion with Cerney regarding millennial votes. As an American citizen, she feels privileged to be able to exercise her right to vote and believes that anyone, regardless of their age, can have a voice. “[Voting] is one of the primary ways that we as citizens have a voice in our government.

I think it’s really important to be an informed voter,” Bennett said.

According to Bennett, one of the many reasons younger generations don’t vote is because they’re finishing their education, moving around and establishing their careers. Despite their preoccupations, Bennett feels that young people should find times in their busy schedules to follow politics and become informed voters.

“They tend to be very focused on social issues and they are very passionate about certain things,” Bennett said. “I think that if they want to make significant change through our political process, millennials should get out and vote.”

Similarly, senior Alyssa Knight, who feels that her generation can make an impact on the future, said it’s crucial to vote in this election since the candidates are polar opposites and tend to be radical in their policies.

“I know that people think that one vote won’t matter, but in the grand scheme of things each vote does actually matter,” Knight said.

Constituting almost half of the adult voting population and fast approaching the largest population in the electorate, millennials have the potential to make a difference by exercising their right to vote.

“It’s our future,” Knight said. “If we don’t have an input as a rising generation, things won’t be what we want them to be when we’re older, and that’s because we didn’t vote to enact change.”

news

SEPTEMBER 30, 2016 | THE FOURCAST

.06

THE HOCKADAY SCHOOL

PHOTO BY JENNY ZHU

COMMUNITY

Eyes, Knees and Throat

Hockaday alumna creates self-defense course at Stanford University

o

n Sept. 2, images of former Stanford University student and convicted sex offender Brock Turner appeared everywhere from news sites to social media outlets as the Santa Clara County Jail released him to a crowd of photographers and protesters, after Turner served just a fraction of his six-month sentence for sexual assault.

However, months before this highly publicized case, Hockaday alumna Daly Montgomery ‘12 attempted to address the problem of sexual assault on college campuses by creating a self-defense course during her senior year at Stanford, called “Protecting Your Bubble.”

While many self-defense courses focus solely on physical skills to prevent an attack, Montgomery’s course also emphasized the

importance of instinct and confidence in mitigating a threat.

“One of my goals in the class was not necessarily to teach a lot, but to have a lot of student discussions, to show my students that self-defense is not something that somebody needs to impart on you,” Montgomery said. “Self-defense is something that, especially as women, we already know a lot of instinctually.”

Montgomery tested her new course in the winter quarter of last year, teaching the over 20 Stanford students who enrolled, and due to its initial success, she offered two sections of the course in the spring quarter to 25 more students. Each class comprised of two sections: first a group discussion followed by a demonstration of practical defense techniques, such as targeting the eyes and throat

BY THE NUMBERS: Most Reported Sexual Assault Cases on College Campuses

University of Virginia

35

Brown University

33

43

Wesleyan College

37

University of North Carolina at Charlotte

32

Dartmouth College

Harvard University

42

Stanford University 26

Rutgers New Brunswick

University of Connecticut

32

43

University of Vermont

27

GRAPHIC BY MARY ORSAK

Source: The Washington Post

to incapacitate your attacker.

Madeline Sacks, a current senior at Stanford, enrolled in Montgomery’s class to find ways to empower and protect herself due to her small stature. However, one of the main lessons that Sacks learned from the class was not necessarily the specific moves, but rather she “learned that [she has] a lot of shared experiences of feeling unsafe in certain situations as other women.”

In addition to group discussions and defense techniques, Montgomery, after recognizing that many of her students did not know Stanford’s specific policies regarding sexual assault, dedicated one class to discussing the U.S. Department of Education’s Title IX, a law preventing discrimination based on sex in educational environments, as well as its enforcement at Stanford.

Montgomery, who joined the Marine Corps this year, had the idea to create a self-defense course at Stanford after a fellow dorm resident spoke up about an instance of sexual assault. After inquiring whether her friend would have known how to protect herself, Montgomery first realized the importance of her self-defense experience, including 13 years of karate lessons and Hockaday’s required self-defense course.

Thus, Montgomery set out to educate her peers, drawing much of the curriculum for her course from Upper School self-defense teacher Meg Hinkley’s senior-level course.

Hinkley, recognizing the multitude of threats in the world, believes that learning self-defense is as important as learning how to swim.

“It would be ridiculous for me to send my children—my son and my daughter— out into the world with never having taught them how to swim,” Hinkley said. “Even if

PROTECTING YOURSELF With the help of assistant AJ Tucker, Hockaday self-defense teacher Meg Hinkley demonstrates helpful strategies in a chokehold, such as tucking in the chin and using a "pull-up grip."

they said ‘I don’t care about swimming and I never want to swim,’ well you never know when you will fall into a body of water. To me, it is the same thing as self-defense.”

According to the National Sexual Violence Resource Center, one in five women and one in 16 men are sexually assaulted while in college, and although the numbers of victims of sexual assault continue to grow, 40 percent of colleges and universities reported that they had not investigated a single sexual assault charge in the last five years.

While Montgomery acknowledges that Stanford has begun to offer support to victims of sexual assault, she believes that the mental health resources and self-defense education are still inadequate.

“I think something universities should do is come at the issue [of self-defense education]. A lot of people talk about sexual assault as a women’s issue and about survivor's’ rights, which is important,” Montgomery said. “But [we need to be] educating and somehow really putting an emphasis on a culture of consent and treating sexual assault culturally as not necessarily as something you deal with after it happens but something that can be prevented.”

Mary Orsak Staff Writer

Data obtained from the Washington Post

One Hockaday Aims to Bring Campus Together

l

ast year before the Fall Southern Preparatory Conference tournament, the whole Hockaday community came together to support the athletes in a noisy and jubilant celebration: the Spirit Rally. After the SPC competitors processed through Penson Athletic Center, an inflatable cow appeared in the center of the gym.

The person in the costume? Interim Eugene McDermott Headmistress Liza Lee. This spirit rally is one of several One Hockaday events that were first introduced in the previous school year. This initiative, created by Director of Community Relations Stephanie Rhodus, strives to build a greater sense of community throughout the school’s three divisions. In addition to the existing Spirit Rallies and the Day of Service event, two new One Hockaday events will take place in the upcoming school year.

After viewing the results of the self study completed two years ago and identifying successful programs at The Kinkaid School, Parish Episcopal School and Greenhill School, Rhodus set out to create a program to foster more unity within the Hockaday community.

“We recognized in many different realms there weren’t many connections between Lower, Middle and Upper school,” Rhodus said. “Each [division] had their own unique traditions of encouraging school spirit and pride, but we didn’t do anything together as an entire community.”

In addition to the three special events that will occur through-

out the year, Head of Lower School Randall Rhodus said that “One Hockaday is bigger than just the things that have been labeled One Hockaday events. It really is just getting students and faculty together across all three divisions.”

For example, Upper School drama teacher Emily Gray addressed Lower School faculty last April about how they can incorporate drama and storytelling into their lessons. In addition, during the previous school year, Upper School art students transformed the pre-kindergarten students’ two-dimensional drawings of monsters into three-dimensional pieces and presented their work to the students, whose eyes lit up as they saw their monsters brought to life, according to Randall Rhodus.

Another new program began this year that pairs freshmen with first-grade students who share similar interests. This “buddy program” allows for students in Lower and Upper School to develop special friendships through monthly activities, such as writing birthday cards to one another and “get-to-know-you” activities. Even though the program will remain voluntary for both grades, Randall Rhodus said “all of our first-graders want to have buddies.”

The separation between the three divisions has been raised as an issue among Upper School students as well as school administrators.

Kay Johnson, a junior who regularly volunteers with two second-grade classrooms, noted that “the divisions have uni-

ILLUSTRATION BY BRENDA LEE

ty but probably not as much as we should. There aren't very many opportunities to interact with other divisions outside of the Day of Service unless you make special arrangements like I do.”

Stephanie Rhodus looks forward to growth in the program over the coming years as do all the division heads. When asked how he sees the program growing, Terry Murray, the Head of Upper School shared his vision. “[In 10 years], hopefully, One Hockaday is not just a pep rally,” Murray said. “I hope it is all of us connected in all of our things, whether it is sports, pep rallies, academics, classroom time, how we do events.”

Head of Middle School Linda Kramer emphasized this point, stressing the importance of the One Hockaday program.

“I just don’t think you ever lose when you bring the whole school together,” Kramer said.

To learn more about the One Hockaday progam, scan this QR code.

Mary Orsak Staff Writer

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HOCKADAYFOURCAST.ORG

THE FOURCAST | SEPTEMBER 30, 2016

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I try to find comfortable clothes for work.

features

PHOTO BY KATIE O’MEARA

Laffitte Back In

Where’d she get that? p9

➝ STORY BY KATIE O’MEARA

Renee Laffitte makes a full-time comeback.

Rushing through the double doors to the Upper School on the first day of school, students chatted with friends, carried pristine new backpacks and glanced to see a new face greeting them this year: an interim assistant head of upper school.

After Assistant Head of Upper School Elizabeth Jones decided to take a year-long maternity leave, Renee Laffitte, who has been involved in the school in various roles since 2000, took the position of Interim Assistant of Head of Upper School.

When Jones informed Head of Upper School Terry Murray of her decision to take a year off, Murray knew he had to hire an interim for the 2016-2017 school year.

“I have been recruiting Mrs. Laffitte back to campus since I got here,” Murray said. “I took her out to lunch, got to know her and went, ‘Wow, this woman is amazing; how do I get her back on campus?’ It was an opportunity to get her back on campus, even temporarily.”

Prior to her interim position appointment, Laffitte has been a steadfast presence on campus. She first began her career at Hockaday in 2000, when she took a job as a Middle School history teacher. Then, in 2002, Linda Kramer was appointed Head of Middle School, and she then asked Laffitte to be her Assistant Head of Middle School.

“I knew what my part of the job would be,” Kramer said. “I needed someone for where my skills were not as strong, like the registrar and scheduling part of it. I knew that she loved that stuff, so I knew that together we would make a really good leadership team for the Middle School.”

Laffitte continued teaching two sections

2000

of seventh grade history, in addition to fulfill- Kramer said. “She is wonderful with chiling the roles as the Assistant Head of Middle dren, and she gains her energy from children School. In 2010, Laffitte decide to step down and it does not matter if they are 18 or 10.” from her role and stop working full-time.

During her years away from classroom According to Laffitte, she originally left teaching, Laffitte tutored girls in subjects to spend more time at home with her sons, ranging from preparation for the AP World who at the time were five years old and sev- History exam to organizational skills. Sophen years old, respectively. Although she left omore Michelle Chen, whom Laffitte helped full-time work, she continued her involve- prepare for the AP World History exam last ment with the school community. year, believes that Laffitte was essential in “In the beginning, I mainly subbed for her effective preparation for the exam. just Middle School, because those were the “She was really helpful and on top of kids that I knew and that was the staff I everything. On the first day she had already knew,” Laffitte said. “Then come up with this plan I started to sub for Ms. Jesbased on my book and she sica Kramer in the Upper looked at the units and School office, and slowly it said, ‘You have to comShe is evolved just this past year plete this by this time,’” on the that I sub in Upper School Chen said. “She was realsome.” ly organized and set this students’ Not only did Laffitte time frame for me so that I teach on a day-to-day basis could complete everything side. in both Middle School and before the exam.”

Upper School during her According to Laffitte, Michelle Chen 10 years as a full-time emshe enjoyed her role as Junior ployee, but she also subbed a substitute teacher and in long-term roles for varitutor, but she is excited ous teachers and adminisfor her new role and the trators, including in 2015 opportunity to meet even for Upper School registrar more girls.

Lyse Herrera during her “Mrs. Jones wanted to maternity leave and in stay home and Mr. Murray 2013 when former Middle asked me if I was interestSchool history teacher Bridget Cunning- ed. I said yes, but for only one year. I would ham underwent hip replacement surgery. love to come back and get to work with the According to Linda Kramer, Laffitte amazing girls, but it is hard on my family,” has an unmatchable presence in everything Laffitte said. “Knowing that Mrs. Jones was she does, including in the classroom. going to come back next year, it was a win“She is incredibly fun, smart, energet- win for me.” ic and a really good problem solver,” Linda Through her role as Interim Assistant

2007

2010

SEVENTH GRADE HISTORY TEACHER

ASSISTANT HEAD OF MIDDLE SCHOOL

SUBSTITUTE TEACHER & TUTOR

Laffitte first came to Hockaday as a seventh grade history teacher.

After Linda Kramer took over the role as Head of Middle School, she appointed Laffitte as her assistant.

In order to spend time with her two young sons then five and seven, Laffitte left the her full-time position in Middle School and began substituting and tutoring.

2013 LONG TERM SUBSTITUTE TEACHER

During former Middle School history teacher Bridget Cunningham’s hip replacement surgery, Laffitte returned to her role as a history teacher in a longterm substitute position.

LEADING THE WAY Around 8 a.m. every day, Assistant Head of Upper School Renee Laffitte greets students and faculty, like Academic Technology Specialist Candace Townsley, in the hallways.

Head of Upper School, Laffitte has retained all of the previous roles that Jones had, including working with the Student Council.

“My favorite part since I have been back is working with all of the students, like working with Student Council and [President] Joy [Nesbitt] and [Vice President] Molly [Mahowald],” Laffitte said. “I am just so impressed by the thoughtful young women. I am working with Sara Held on Convocations and it is just dynamo.”

Chen, who also serves as the secretary of the Executive Student Council, believes that Laffitte’s personality shines through as an advocate for the students as she has worked with her on Student Council projects.

“When she was working with us on Student Council, she was also really reliable.

She said she would do something and she does it immediately,” Chen said. “She is on the students’ side. Mrs. Laffitte always says that she will try to talk to the right people and try to convince them to contemplate the students’ ideas.”

Through her work with Laffitte on both Student Council and AP World History tutoring, Chen has gotten to know her and believes that she is a beneficial addition to the Upper School administrative team.

“You know those teachers where you are really comfortable with them and can tell them stuff?” Chen said. “She is one of those people.”

2015 ASSISTANT HEAD OF MIDDLE SCHOOL

After Upper School registrar Lyse Herrera gave birth and went on maternity leave, Laffitte took over the registrar role, fulfilling a part of her former position as Assistant Head of Middle School.

2016 ASSISTANT HEAD OF UPPER SCHOOL

Laffitte returned to Hockaday in order to fill the position of Assistant Head of Upper School while Elizabeth Jones is on maternity leave.

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features

SEPTEMBER 30, 2016 | THE FOURCAST

➝

p.7

Renee Laffitte Returns

THE HOCKADAY SCHOOL

p.9

Students perform summer research

Jumping into the New School Year

p.10 Homecoming Queen Nominees

Sonya Xu News Editor

MICAH LYLES Associate Director of College Counseling CHRISTINE SIGURDSSON Upper School Math Teacher Quote: “I’m having a very difficult time keeping the even versus odd days straight. I keep wanting to call ABCD even, no I mean odd. No, even. I want to call it even but it is odd.”

Location: Freshman hallway or kung fu class Favorite Math Concept: Volumes of Rotations Kung fu master, workout guru and mom to two Hockadaisies (seventh grader Stella and freshman Catherine), Sigurdsson does it all. Sigurdsson teaches AP Statistics and Integrated Math III. Prior to coming to Hockaday, she taught math at Ursuline Academy. However, before becoming a teacher, she was a registered nurse in orthopedic surgery. Math teacher by day, Sigurdsson is a kung fu master by night. She has had seven years of training. It is no surprise that she braved the Mo Pole.

Quote: “It’s been GREAT! Exclamation point. All caps.”

Location: At his standing desk in College Counseling or Montreux, Switzerland Currently Trying to Perfect: The Donut When Lyles isn’t dealing with distressed seniors, you may find him saying his favorite words “lechuga” and “seriously,” at the theater, shopping in Paris, winning spelling bees or baking. Before to coming to Hockaday, Lyles was a college counselor at Highland Park High School and had also been a counselor in the Plano Independent School District. In addition to being an avid craft coffee drinker, Lyles has been a vegan for four years. His favorite food is a vegan cannoli. And if he weren’t a college counselor, he would be a pastry chef, interior designer, theatre designer or a set dresser for a theater.

GARY STOLLAR International Programs Coordinator Quote: “What I like the best is being an administrator and teacher. " Location: Freshman hallway or sleeping in a monastery in central China.

Ideal Class to Teach: History of the Future Stollar is involved in many parts of the Upper School. He is the liaison and advocate for international students, oversees foreign exchange programs, coordinates international and domestic trips, teaches a middle school history class and partakes in the admissions committee. In the past, he has held a variety of positions at schools in Boston, Memphis, Los Angeles and Tokyo.

Stollar was a police officer right out of college. His hobbies include hiking, skiing, reading, traveling and spending time with his wife (whom he met in sixth grade).

To learn more about the new teachers, scan the QR code.

BETHANY DIES Middle and Upper School English Teacher CANDICE TOWNSLEY Academic Technology Specialist

SIX QUESTIONS

teal cohen

Senior Teal Cohen talks about racing at the National Can-Am-Mex Regatta.

1

How did you get there?

I had to go to an ID camp [instructional camp focused on improving rowing techniques to achieve success at the international level] where I did an erg test [measurement of strength and ability on an indoor rower] for coaches.

2

I was in the U.S. women’s sweeping boat of four people and another one of eight people.

Where did the rowers travel from?

There were people from California, Seattle, Texas, Michigan, Florida and some from the East Coast area. We raced against Canada and Mexico.

5

For the Mexicans, there was definitely a language barrier.

Mexico ran their rowing programs differently which was fun to see.

To be on the starting line next to someone from another country was very cool.

What role does crew play in your life?

Over the past few years rowing has become such a big part of me, and now I can’t even begin to imagine my life without it. My teammates have inspired me to always push my limits and never leave anything unfinished.

4

How was it different to race against Mexico and Canada?

Quote: “Okay, controversial opinion. I actually do not like animals.”

Location: History hallway or Whole Foods Favorite Economics Graph: Aggregate supply aggregate demand graph Avid bagel fan and pimento cheese lover Upper School History teacher Kristen Olson worked as a stockbroker at an investment firm before she decided that she wanted to teach. She is currently finishing her Masters in Education at SMU and is also getting married in December. She teaches AP Economics, World History and US Government. When she goes out to eat, she likes to try different restaurants. The strangest thing she has tried was pig’s ear in Spain. She describes it as being very chewy. After that, her pork consumption decreased.

6

What’s your next goal?

I’m hoping to go back and make the team for the World Championships. I want to to row Division I in college.

I should verbally commit to a school soon.

PHOTO BY MARIA HARRISON

In what event did you row at the CanAmMex championships?

3

KRISTEN OLSON Upper School History Teacher

PHOTOS BY SONYA XU

Quote: “Mac all the way.”

Location: Room 219 in the LLARC or playing the violin, cello or piano Favorite SAGE food: Grilled portabello mushroom with zucchini, squash and red bell peppers Townsley’s office is like no other. On one side, there are huge photographs of a few of the places she has visited—a roadside in Germany, the Parthenon in Greece, and the Grand Canyon. Another wall bears a poem that she heard over 30 years ago in an Apple commercial. At first glance, you may not have guessed that her position entails helping Upper School students and teachers incorporate technology into the curriculum (think less Powerpoint, more Prezi).

Quote: “I have three dogs, two cats and two chickens right now. It’s a zoo.”

Location: Freshman hallway or in Costa Rica Superpower: Rescuing animals When Dies isn’t teaching English to seventh grade and Form I students, she is raising her many pets or reading “Pride and Prejudice.” In the past, she has been a French teacher as well as an English teacher. During her 12 years of teaching, she has taught at a number of DFW schools and at UT Arlington.

However, Dies has never taught at an all-girls school.In her free time, she performs animal rescue work, gardens, restores old furniture and travels. The last place she travelled to was Cuba this past summer. However, Tahiti and Costa Rica are her favorite.

HOCKADAYFOURCAST.ORG

features

THE FOURCAST | SEPTEMBER 30, 2016

.09 PHOTO BY CHARLOTTE HOSKINS

RESEARCH

STARS of the Summer

Hockaday students participate in rigorous research program

n

eha Kapoor took a deep breath plication process for the STARS program as she walked into the Hockaday is rigorous and has many steps. Applicants Upper School conference room last must first submit an essay, transcripts, February. Her father sat beside her standardized test scores and letters of recfor support and across the table from her ommendation. Applications are reviewed sat a man and a woman in professional by science department faculty and five attire. They were ready to start a conver- to six candidates are selected to be intersation. In her head Kapoor, a junior at the viewed by STARS administrators. From time, went through all the questions she this pool, one to three girls from Hockaday was expecting to be asked during this in- are accepted into the program. terview. Introductions were made and the Once accepted into STARS, students interviewers asked their first question. are assigned to a lab based on their prefer“Could you tell us a science joke?” Ka- ence for a certain topic or field of science. poor was taken aback. She paused, unsure No two projects are the same. Samantha of how to respond.“ Did you hear oxygen Taussig ’16, for example, spent the sumwent on a date with potassium? It went mer of 2014 at STARS working on a clinOK.” Kapoor responded. The interviewers ical case study that focused on club feet. cracked a smile.

Heather Xiao ’16 worked in a lab that studKapoor was interviewing for The Sci- ied psychoneuron endocrine systems while ence Teacher Acwriting a paper cess to Resources with her mentor at University of on the connection Here’s how the application Texas Southwestbetween bipolar ern, better known disorder and alcoprocess works: as STARS, a sumhol abuse. mer research proJust because gram developed by the participants UT Southwestern are young doesn’t Write an essay Medical Center for mean that they’re high school juniors not doing importSubmit supplementary materials who show high levant work. els of interest or “The research Interview for the program have achieved acadone at STARS demic recognition is actual research in science. It is an that actual scienopportunity for ristists use,” Kapoor ing seniors to work in a fast-paced lab en- said as she described how the research vironment on cutting-edge projects. Every gathered during the eight weeks is utilized. year, a few Hockaday students are accept- “It’s cutting edge. I worked in the antibioted into this highly selective program, along ic delivery lab and the research done there with many other rigorous scientific summer will contribute to being able to deliver anresearch opportunities that the Hockaday tibiotics for life-threatening illnesses.” science department recommends. The apAnd adult researchers and mentors

where’d she get that?

A look into unique fashions of individuals at Hockaday

hold students to certain expectations in the lab. The program strives to simulate an environment that will prepare STARS scholars for careers in their adult lives. An average day at STARS would begin at 8 a.m and end at 5 p.m. with a lunch break squeezed in during the day.

Each STARS student prepares a poster and presents the findings of their projects to professors, mentors and faculty from UT Southwestern at the conclusion of the eightweek-long research program in late July.

Hockaday students who participate in any summer research program present their research posters to the school at a symposium in mid-September.

Those who participated in the STARS program may have spent most of their day in labs but many memories were made outside of the research.

Senior Maggie Stein views STARS as a life-changing experience.

“It was honestly the most amazing thing I’ve ever done,” said Stein. “The people I met there were incredible. They were all just as passionate as I was. I made lifelong friends that I still keep in touch with.

It’s a great environment to grow in.”

After the STARS program ends, those who were a part of it walk away with a newfound feeling of confidence and self-assurance in their ability to perform in a classroom setting.

“A lot what you do at STARS comes from what you learn in Hockaday science,” Kapoor said, “and a lot of what you learn at STARS can be applied to your science classes at Hockaday.”

Senior Wendy Ho is an advocate for STARS and summer research programs everywhere. “If you think you want to go into science as a career or even if you’re just casually interested in science. It definitely

A SHINING STAR Senior Maggie Stein presents the research that she performed through STARS at the Summer Research Symposium.

gives you a different outlook on learning.”

Dr. Kim Orth is the mother of Samantha Taussig ‘16, a Professor in the Department of Molecular Biology at UT Southwestern Medical Center, and a mentor in the STARS program.

“STARS students are very curious about science and how to set up experiments,” she said. “They want to know about future options in science and medicine.”

“I like to mentor students by making them work out problems in their own minds,” she said. “Although I may know the answer for a question that I ask, I only provide them with the information they need to know so that they can figure out the answer for themselves.”

Dr. Barbara Fishel is a faculty member of the Hockaday science department.

She helps choose STARS applicants, and is always searching for diverse research opportunities that Hockaday students can participate in.

“STARS, as great as it is, is not the only program and is not for everybody,” Fishel said. “I think it’s important for everyone to realize that just participating in any kind of research program, if that’s something that interests you, doesn’t matter where it is. It’s worthwhile to do.”

For a full list of summer research opportunities, contact Dr. Barbara Fishel.

Ashlynn Long Staff Writer

alejandra suarez Upper School Spanish Teacher and Form II Dean provides insight into her wardrobe and the factors that affect her clothing.

"l don't feel like myself without my wedding ring."

Q: How would you describe your style?

I buy black, white, and beige so I can mix and match and combo. Things that are comfortable, but they can still dress you up for work.

“I got this blouse at Allen Outlet Mall.”

Bracelet, Spanish jewelry store Tous

Q: What are your favorite stores?

I change a lot, but I shop a lot at Banana Republic and the Limited. Outlets are amazing because I get the best clothes for the best prices. Shoes are probably my weakness. I love high heels for the work, but I love tennis shoes for the weekend.

Shoes, found on sale at Nine West

Q: What’s your go to outfit?

Skirt, J Crew at Allen Outlet Mall PHOTO BY MARIA HARRISON

It depends. For work, I wear black pants or black skirt with a neutral top. On the weekends, it’s shorts or pants and a T-shirt.

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features

SEPTEMBER 30, 2016 | THE FOURCAST

HOMECOMING

Taking Their Places on the Stage Hockaday students nominated as St. Mark’s Homecoming Queens Maria Katsulos Business Manager

v

oter fraud? Stacked election?

Darkhorse candidate? These may be descriptors some could throw at the American presidential election, but there’s another election that could carry each of these words: the selection for Homecoming Queen.

Though St. Mark’s has long hosted the Homecoming that some Hockaday students attend, the nomination and election of Homecoming Queen has long been a subject as confusing as a contested convention.

Even Form IV Dean Rebekah Calhoun, often a source for the answer to any and all questions a senior at Hockaday may have, confessed that most of what she knows about the process for the Homecoming Queen’s nomination and election is “hearsay.”

“It feels somewhat strange to people, because it’s typically all our girls out there,” Calhoun said. “How did they get there?

How were they nominated? Nobody [at Hockaday] really knows.”

St. Mark’s Upper School Student Council President Christian McClain outlined the general process of the nomination and selection. First, he said in an email interview, the student council seniors meet after a general student council meeting to discuss potential nominees. Though it’s just the beginning of the process, McClain described this part as the most difficult.

“There are so many factors that we take into account when we are deciding who the nominees will be,” McClain said. “We look for...someone who is well[-]involved in the community and always seems to bring a

THE HOCKADAY SCHOOL

positive outlook to situations.”

Narrowing down this year’s potential nominees took a while — about an hour, according to McClain — but eventually, the St. Mark’s seniors had selected their 10 nominees (five for Homecoming King, five for Homecoming Queen).

Calhoun also agreed that though she may not know the ins and outs of the actual nomination process, she has found the end results of the nominees to be a selection of Hockaday students that really represents and reflects the senior class. “[The St. Mark’s Student Council] typically [does] a good job of picking a variety of people,” Calhoun said. “Not everybody is a cheerleader or the president of student council.”

Though the process has been effective, if the Form IV Dean could change the process just slightly, she would.

“Ideally, I think it’d be great if [Hockaday students are] going to be nominated, then we get to be apart of the voting process,” she said.

However, Calhoun also acknowledges that Homecoming is hosted by St. Mark’s, and that it is the St. Mark’s students’ prerogative to manage the nomination and election process. That doesn’t mean she’s wholly accepted the process as it stands, though.

“It kind of falls in that grey area of sort of being brother-sister schools, but it not being a completely dedicated relationship,” Calhoun said.

Sloane Castleman ‘15 was Homecoming Queen last year, and remembers the

process as being casual.

“I’m friends with the [former] president... we just had a conversation about it,” Castleman said. “He texted me the details.”

Castleman, along with the other nominees, had to complete a questionnaire filled with mostly silly questions. They were also interviewed live for the Homecoming video.

“I don’t think there was a big reveal,” Castleman said.

This year, though the nominees were initially told they would be part of the Homecoming video, the video was published to YouTube on Sept. 21. They were briefly introduced in the Sept. 23 Remarker, the St. Mark’s student newspaper.

Below, match the Homecoming Queen nominee with her quote. a. “I would make all the St. Mark's boys come to our mixers.” b. “It would be really cool if we had joint dance classes.” c. “I would let the cafeteria expand to accomodate them.” d. “I really want classes with them.” e. “I would set up a secret penpal thing.”

PHOTOS BY MARIA KATSULOS AND KATIE O’MEARA ILLUSTRATION BY MICHELLE CHEN

1. Hannah Sung

2. Emma Paine

3. Isabel Smith

4. Joy Nesbitt

5. Ashna Kumar 1. c, 2. b, 3. e, 4. d, 5. a

THE BOARDER LINE What’s happening in boarding right now As the 101st year of boarding rolls around, the boarding department made a few changes which took place with the inception of the school year:

▲

What happened to the boarding halls?

The halls [Upper Trent, Lower Trent, Upper Morgan, Lower Morgan] in boarding used to be divided by grade level. While the upperclassmen would be in one hallway together, the eighth graders and underclassmen would be mixed in the other hallways. After roommate surveys done at the end of last year, Director of Residence Life Meshea Matthews along with the rest of the boarding faculty decided to completely integrate the boarding hallways. For example, House Council President Heidi Kim’s hall has seniors, juniors and sophomores. “I love the integration,” junior boarder Grace Zhang said. “It brings everyone together so we’re truly unified. Now, I can talk to new freshmen and get to know them well.”

▲

What’s new with boarding study hall hours?

Boarders have mandatory two-hour study halls. In past years, boarders would have to choose between two-hour blocks for studying in the library: either 7-9 p.m. or 8-10 p.m. Monday through Thursday. “House Council [changed] this, because people have things that conflict with their schedule and it’s hard for them to do those hours,” Kim said. Now, you still have to complete two hours, but you can do it any time during the day. Boarders can now do 30 minutes during conference, an hour right after school and half an hour later in the evening. “It’s really flexible and allows people to have more options for how they want to study,” Kim said.

▲

Why are boarders wearing a lanyard?

All boarders have key cards to their rooms now–it used to be a senior privilege.

The only difference is that the senior key cards work during the day as well, and the underclassmen key cards only work after 4 p.m. “The key cards now allow the boarders to use the elevator in boarding which is super nice and efficient,” senior boarder Vyanka Sotelo said. The key cards work for every door except for the outside doors, due to security issues.

HOCKADAYFOURCAST.ORG

THE FOURCAST | SEPTEMBER 30, 2016

dallas proud

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city slicker

With City Slicker’s triumphant return, we pay homage to Dallas Pride with our September issue.

Hosted in Oak Lawn, Dallas Pride has been running in its current iteration since 1972. Though Pride may be over for the year, we’ve outlined a way to spend a day in fabulous Oak Lawn.

United Methodist Church At the heart of Dallas Teen Pride,

the United Methodist Church serves as a jumping-off point for other great places to check out in Oak Lawn, especially those whose missions also include supporting the community. olumc.org

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1 Oak Lawn Coffee Oak Lawn Coffee donates 10 percent of its profits to local non-profit organizations. They also plan on bringing back their Artist of the Month program this coming November to feature Dallas artists. Stopping by for a mocha and a muffin is the perfect way to start a day in Oak Lawn. oaklawncoffee.com

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stores in the company’s coast-tocoast repertoire, is a resale shop benefiting the AIDS Healthcare Foundation. In addition to the retail profits going toward the foundation, the store also offers free HIV testing and counseling.

Out of the Closet always has a great stock of gently used clothing and furniture for great prices. outofthecloset.org

Museum of Geometric and MADI Art

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The Museum of Geometric and MADI

Art is your next stop. The Museum has been in operation for over 12 years, and this longevity is evidenced by their impressive collection. The Museum always features Dallas artists as well, so going to these exhibits is a great way to learn about the culture right in our own city. geometricmadimuseum.org

291 2 Dal Oak L las, aw TX n Av 752 e 19

4

Cosmic Cafe Just down the street from Oak Lawn Coffee, popular options include Buddha’s Delight plate full of their greatest hits (curried vegetables, dhal, samosa, rice and naan), their Spinach Enchiladas and the vegetable-filled Cosmic Stir.

They also offer yoga almost every day in the evening and often have meditation sessions on Sundays. cosmiccafedallas.com

Lion & Witch Just a five-minute drive away from these other great Oak Lawn locations, Lion & Witch was named the 2016 Best Women’s Affordable Clothing Store in Dallas by D Magazine. The decor is elegant, with gold hangers and a large open space filled with colorful clothing. After a long day of walking around, treat yourself to one of their whimsical pieces, or just admire the classy decor. lionandwitch.com

5

425 2 Dal Oak L las, a TX wn Av 752 19 e

Maria Katsulos Business Manager

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in fo

THE FOURCAST | THE HOCKADAY SCHOOL

Breaking the Glass Screen

ON AUG. 7, ASSOCIATE ED ILLUSTRATED KIDS AND H NA, ELIZABETH MCGARR M HERSELF TALKING BACK, TO HER LIVING ROOM TELE

J

ust a couple of minutes earlier, she had switched channels to wa Dana Vollmer attempt to defend her title in the 100-meter butte Cue expected the race to be exciting. What she didn’t expect wa Vollmer’s motherhood and post-pregnancy weight loss.

“For that announcer to call out the fact that a mom can’t be compet had a child will still want to win a race and succeed in life,” McCue, who Costas’ gendered remark was just one of many examples of sexist re Summer Games in Rio. And she’s not alone. With the recent Olympics an amount of news coverage, people all around the world are noticing sexis

LOOKING BACK: A DOUBLE-STANDARD MEDIA On the night of the Women’s Gymnastics Team Final in the Rio Olym “The Final Five,” was simply dominant, leading the rest of the world by n five American gymnasts huddled in the sidelines, talking and waiting for “They might as well be standing around at the mall,” NBC comment Critics were quick to point out the inherent gender bias underlying “You wouldn’t be talking about male gymnasts like And this instance with the gymnastics team is jus coverage of the Olympics. Entire lists of such instan Post’s “Top 10 Most Sexist Things To Occur At The When asked on her opinion of general sports cov swim coach Rachel Grabow’s mind jumped to the ap “I watched all of the some gymnastics,” Gr people have been co for the genders.”

According t primarily from p in sports.

“I think pa ininity,” Gra strong an

a P b

tial nom “I think the thing medical records issue,” W lary’s health, but Donald Coverage of both th presidential elections ha media coverage. This gen otherwise highly different This bias is not new, but if 2003 study from the Journal of Co as much NBC prime-time as women study featured in the book “Olympic revealed that 58.5 percent of prime was devoted to women.

The relationship between peop outlets depend on people for viewersh dia for reliable, desirable news. How does th unbiased coverage? And how should the public receive and respond to sl

BEHIND THE REPORTER’S PEN With the exception of opinion pieces and editorials, journalistic obj media world. Journalists strive to maintain disinterest in order to give th ry Leavell, Assistant Managing Editor of the sports section at the Dallas “From a professional journalistic point of view, our job is to root out try to take a lot of care not just with what we write but what we cover to However, a sexist headline or a slanted news story crops up from tim the Summer Olympics was the Chicago Tribune’s publishing of a story w a bronze medal today in Rio Olympics.” This headline neglected to men band’s profession instead. (The headline has since been changed to “Core wins bronze in Rio.”)

ocus

DITOR AT SPORTS HOCKADAY ALUMMCCUE ’01, FOUND RATHER ANGRILY, EVISION.

atch Olympic swimmer and 2012 gold medalist erfly at the 2016 Rio de Janeiro Olympics. Mcas NBC announcer Bob Costas commenting on

titive, I was outraged. Of course a woman who is a new mom herself, said. eporting that McCue was able to recall from the nd current presidential race garnering a record st journalism and speaking out about it.

mpic Games on Aug. 27, the U.S. team, dubbed nearly 10 points. The camera panned over to the r their turn. tator Jim Watson said. this comment. e that,” a Twitter user posted. st one of many deemed as gender-biased media nces have been made, including The Huffington 2016 Rio Olympics So Far.” verage, Upper School Math Teacher and assistant pparent double-standards of the media. e swimming and running in the Olympics and rabow said. “And this is something that other ommenting on as well: how the reporting differs

to Grabow, gender-biased sports media stems people’s ingrained beliefs on the place of women

art of it is our idea of masculinity versus femabow said. “We often think of men as being nd participating in sports as more acceptable or commonplace in our society. But, [gender bias] is also more in the public awareness now than it was in the last Olympics, so I think gender equality has improved in sports already.”

Just a few weeks later, on Sept.

17, Democratic presidential nominee Hillary Clinton stood inside her campaign plane, surrounded by a circle of microphones. Blue posters emblazoned with the words “Stronger Together” lined the cabin walls. Clinton was responding to questions from a flock of reporters about the midtown Manhattan explosions that had occurred earlier that day.

And several media outlets, including Bustle, responded to Clinton’s statement with news stories titled along the lines of “Hillary Clinton Looked Tired at 11:00 p.m. While Reassuring New Yorkers About the Explosion, and People are Freaking Out.” The hashtag “#ZombieHillary” even began to surface on Twitter.

Upper School history teacher Tracy Walder, who agrees that there is some degree of bias in media reporting, noticed the media’s more insistent investigations of Clinton’s health compared with Republican presidenminee Donald Trump’s. that upsets me the most recently is the whole Walder said. “They’re talking more about Hild’s actually older.” he past Summer Olympics and the forthcoming as been continuously stained by accusations of nder bias is a significant link between these two t events. anything, it has improved from years past. A ommunication found that men received twice n in the 2002 Winter Olympics. In contrast, a Television: Inside the Biggest Show on Earth” e-time coverage in the 2016 Summer Olympics

ple and the media is a convoluted one: media hip and support, and people depend on the mehe media handle its responsibility of providing lanted news when it inevitably comes?

jectivity embodies a significant principle in the he public bias-free (and sexism-free) news. Gars Morning News, attests to this. t any sexism in our coverage,” Leavell said. “We avoid that.” me to time. One widely criticized example from with the headline “Wife of a Bears’ lineman wins ntion the medalist’s name, referencing her husey Cogdell, wife of Bears lineman Mitch Unrein,

HOCKADAYFOURCAST.ORG | SEPTEMBER 30, 2016

McCue attributes this Tribune’s headline to old habits of writing attention-grabbing—and often male-centric—headlines. “That person was taught to write headlines a certain way so they’ll get traffic on the Internet,” McCue said. “Their readers want to know about the Chicago Bears. It’s about what generates readers, and it’s what we are surrounded by and what pops into someone’s head.”

Associate Professor of American Studies Cheryl Cooky, Ph.D., teaches courses on gender and sexuality in sports and in the media at Purdue University. According to Cooky, it is difficult to determine the root cause of sexism in media coverage. Nevertheless, there are three main elements of U.S. sports that have contributed to bias: historically, sports are male-dominated, male-identified and male-controlled.

“Male-dominated means that the majority of those who play sports have been and are men. Male-identified refers to how our culture associates athleticism with masculinity,” Cooky said. “Male-controlled means those who are in power, decision-making positions are men.”

By “decision-making positions,” Cooky means that the majority of editors, journalists, broadcasters and sportswriters are men.

“This in part shapes the amount and type of coverage female athletes receive,” Cooky said. For McCue, a former Nascar reporter, the male-domination in the sport is palpable. “There’s certainly not a lot of female reporters in Nascar,” McCue said. “When you’re surrounded by men who aren’t used to seeing women all the time, you can feel intimidated.

Sometimes older men can come off as patronizing. They certainly don’t mean to, but sometimes they aren’t used to explaining things to a 5-foot, 3-inches woman.”

Both Leavell and McCue acknowledge that in the newsroom, journalists do conscientiously aim to limit bias on females portrayed in the media. In the Dallas Morning News, Leavell noted that writers have an editing process where they first talk about stories beforehand.

“If we perceive there could be an issue, historically female gymnasts in particular, there’s always a heightened sensitivity as to how they are characterized, how they’re described, the adjectives you use to describe them,” Leavell said.

Accordingly, McCue cites awareness and care when writing stories as powerful tools to combat possible bias.

“Tell all sides of the story, do your research, think through the adjectives you use to describe somebody,” McCue said. “If you are reporting the story with all the facts, the only room for bias is if you’re leaving a part of the story out and using certain descriptions to suit your narrative.”

Reflecting on the media coverage of the Olympics last summer, Leavell acknowledges that while there were a few instances of sexist reporting, most journalists that he reads and knows strive greatly to be as fair as possible in their coverage and reporting. Indeed, he saw most of the Olympic coverage as fair and celebratory of female athletes.

“I would challenge the idea that there was a lot of [bias] in the overall media coverage of the Olympics in how much coverage there is of the Olympics,” Leavell said. “It’s an overwhelming amount, so those instances are certainly valid, but I don’t think that’s the majority of the coverage.”

According to Leavell, general sexism in the media has already improved greatly from 20 to 30 years ago, when women’s sports had an extremely low profile. He recalls that when he graduated from college in 1989, the Women’s Final Four basketball championship had only existed for about five years. A U.S. women’s soccer team had not yet taken shape. The Women’s National Basketball Association had not yet been created. “[Women] are now a regular part of the sports landscape,” Leavell said. “Do they get the same amount of media attention that the most popular male sports get? No, for sure, they still don’t. But I would like to think and hope that our country is more enlightened on women’s issues than 30 years ago.”

HOW DO WE RESPOND? Scientific studies, such as those performed by the National Technology for Biotechnology Information, show that sexism has a longstanding negative effect on women’s mental health. Reading degrading or biased headlines can lead to stress, depression and low self-esteem. However, some people note that the growing list of sexist interviews, headlines and articles actually creates both beneficial and adverse effects in the classroom and on the field.

In a survey sent out to the Hockaday Upper School, several students said that they change certain aspects about themselves because of sexist reporting. “After reading some of these stories, it makes me feel very conscious about how I act and speak and like I have to fit a very specific mold,” an anonymous student said in the survey.

Hockaday’s Head of Athletics Tina Slinker, who before coming to Hockaday was the women’s basketball coach at the University of North Texas, categorized girls who consume sexist media in three ways: those who are fearful of what they hear, those who are motivated to do better and those who want to commit themselves to changing the world of reporting by choosing journalism as a career path.

Slinker also admits that she holds her athletes to a higher standard because of how the media treats women in sports. “When I prepped my [college] athletes for an interview, I always made sure they were dressed properly and knew what they were saying,” she said. “Any slip-up can be misunderstood by the media and ruin your reputation.”

Beyond the latent silver lining that some people have managed to find, the negative effects of sexist reporting can take a toll on girls. Supporting Slinker’s argument, junior Shelby Schultz, who plays varsity basketball and is an avid sports fan, said that sexism alters her personal outlook on life.

“It not only affects my self-image and makes me feel that my effort in sports is for naught, but also creates an environment in which women have to prove themselves as athletes and sports fans,” Schultz said.

In turn, a majority of Upper School girls surveyed—about 78 percent—respond to such instances of sexist reporting by telling their friends and families about it. Schultz believes that opening up conversation about sexist reporting will prove beneficial in the long run.

“Conversation is the first step in changing the system,” Schultz said. “If people in our generation can identify and talk about the issue in their households, they will be more bold in working to resolve it.”

LOOKING FORWARD: PLATFORMS FOR CHANGE Ultimately, the public’s calling out of sexist comments provides an opposing force to inherent journalistic bias.

Leavell saw the public pushback against the “Wife of Chicago Bears” headline in a positive light.

“It’s the ultimate goal to eliminate bias within your coverage,” Leavell said. “Calling out and criticising that bias heightens the sensitivity for people.”

One solution forward, cited by both Leavell and McCue, is the diversification of the newsroom—especially with more females in editorial positions. “I’m sure any sports editor would tell you that they wish they had more diversity among their staff,” Leavell said. “And probably a lot of employers would tell you the same thing.”

These journalists strive to diversify not only the personnel, but the content of stories written. McCue actively tries to raise awareness on the accomplishments of female athletes in Sports Illustrated. “We definitely try to include female athletes and their backstories in Sports Illustrated Kids because that’s an important way to influence the next generation,” McCue said. “For them to see powerful women succeed and how they got here today—we try to be very inclusive at Sports Illustrated Kids for that reason.”

In addition to these internal fixes for the journalism industry, social media has proven to be a valuable impetus for promoting change. Leavell calls social media “a game-changer,” particularly as a forum for dissemination and debate.

Accordingly, 38 percent of Upper School students surveyed first learn about sexist commentary from other people posting about it on social media platforms such as Twitter and Instagram.

While she admits social media and public criticism can draw attention to sexist reporting and thus effect change, McCue also warns people to avoid excessive ire towards the media. “Are we shaming or bullying the reporter who did this?” McCue said. “I think the goal should be to be thoughtful and provocative in our questions and ask, ‘Why did this happen?’”

Overall, many journalists, students and teachers alike believe that solving bias comes down to education.

Organizations have been echoing this sentiment by educating the next generation of reporters on how to cover women and men equally.

MediaShift, a media and technology analysis company, recently published an article on their website with advice on how journalism educators should teach their students unbiased reporting. The company acknowledges that many headlines out of the Olympics and the presidential election were sexist because reporters were used to men in sports and politics. When faced with a high concentration of women athletes and an unprecedented female presidential nominee, current reporters are unprepared to cover these situations. MediaShifts tells teachers to emphasize being informed, employing the old adage, “think before you speak.”

In addition, Columbia Journalism Review, which is published by the Columbia University Graduate School of Journalism, publishes articles on fair reporting such as “How to Report on Hillary Clinton.”

At the end of day, the process for reform for a fairer media will be a gradual, perhaps painful one associated with a long-term cultural shift. Schultz understands this and believes that as exposure increases for successful women, more people will acknowledge them and support their future endeavors.

“The more we recognize sexist media and support those who publicize women’s achievements, the sooner we will reach a point where women in the media are defined by their achievements,” Schultz said. “Then, we will reach a point where young women will look to the media and find encouragement that they will succeed.”

STORY BY ELIZABETH GUO AND SHREYA GUNUKULA, ILLUSTRATION BY WENDY HO

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SEPTEMBER 30, 2016 | THE FOURCAST

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THE HOCKADAY SCHOOL

I don’t think it ever dawned on me as a career path.

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Student Bound to The Boston Ballet p16

PHOTO BY PONETTE KIM

Building the Arts ➝ STORY BY HEIDI KIM

Hockaday enjoys the the completion of the new Center for the Arts Frantic morning runs from the science building to the main hallway. The rusty portable village that resided on campus the past two years. The yellow caution tape for construction, preventing students from using multiple entry ways. All of these are long gone with the welcoming of The Nancy A. Nasher and David J. Haemisegger Family Center for the Arts.

After countless meetings and over a year of planning for each feature of the building, the 2016-17 school year welcomed the newest addition to the Hockaday campus. Hockaday alumna Nancy Nasher and David Haemisegger donated $6 million toward the construction of the facility, which is Phase II of the Centennial Center.

The new center features a bigger theater, an art gallery with customizable exhibition space, a new black box theater, an outdoor amphitheater, a redesigned ceramics studio and expanded rooms for choir and orchestra. With Contractor Lee Lewis heading the project and Pritchard Associates acting as the liaison between the school and the contractor, each space was carefully designed by GFF Architects with teachers’ input to help ensure that the building would benefit the students as best as possible.

Fine Arts Department Chair and Upper School Orchestra conductor Ed Long appreciates the versatility of the rooms in the new fine arts building.

“There’s enough, not only complexity to each room, but such variation,” Long said.

“Indeed, the facilities really respond to very specialized teacher needs and student needs.”

With new features of the fine arts building like the Lacerte black box and the Nasher-Haemisegger theater, the performing arts will be able to be more flexible and creative in their productions.

BY ING ERS D B IL BU NUM E TH

1200

Choral Arragements in the Music Library

The fall play “The Boxer,” for example, folks on stage. But now, suddenly we have will be set in the corner of the black box in wings and a stage, almost as if they are deorder to utilize the real window on set. In signed for that,” Long said. addition, the seats will be arranged diagoThe Center will also be utilized for nally, which is not typical for a play. Drama more social, extracurricular events such as teacher Emily Gray is already thinking of coffeehouse, and Fine Arts Board Chair Tori ways to take full advantage of the new facility. Gudmundsson is looking forward to it.

“The black box is completely flexible, “I’m excited because we are going to try so we can move the audience, the stage, and to have coffeehouse in different locations create all kinds of magic,” Gray said. each time to mix it up,” Gudmundsson said.

In the winter, the Upper School muThe Fine Arts Board already plans to sical will showcase the classic “Beauty and have one coffeehouse in the new outdoor the Beast” and will utilize amphitheater, located the expanded stage of the between the new Center theater, which can accomfor the Arts and the Upmodate up to 770 seats, per School building, and and the additional features hopes to also utilize the Use me, that come along with it. black box and the the“Beauty and the Beast ater to encourage more utilize me, is a big, scenic extravagannon-singing acts to get invent in me! za,” Long said. “One thing involved. it typically has, even in its “In general, we are Broadway manifestation, trying to use the building is drops. Now, with the full a lot to get people used to fly spaces, we can drop an it,” Gudmundsson said. entire set in and take it out, As the new school which we simply couldn’t year hype starts to setdo in the old theater.” tle down, a few minor Ed Long And for the orcheschallenges have been Fine Arts Department Chair & Upper School tra program, the building discovered with the new Orchestra Conductor has brought a significant building. For example, change. Housed in a portathe extensive amount of ble outside the main buildpaneling in the orchestra ing for many years, the orchestra now has room has left the acoustics flat, while the a designated space with the building of the black box has experienced the exact opposite new facility. Unlike the portable, the room problem. is extremely spacious and leaves plenty of However, the school has already made room for each musician and her instrument. plans to alleviate these issues as soon as posAlso, the theater will aid in the Upper sible, and the teachers are not concerned School orchestra’s performance in the spring. about the turnaround.

“In trying to do the finale of the Bee“Things this complicated are going to thoven’s Symphony No. 9 [in D minor, Op. have to be tweaked, and the school is very 125], we’ve never been able to put all those open to getting it right. It’s not an overnight

18 140

Synthesizers Used in Orchestra

Maximum Occupany in the Black Box

Number of years it took to build the fine arts building

1.5

IN REHEARSAL Students are all smiles, as Upper School Orchestra conductor Ed Long leads a rehearsal, in preparation for the Oct. 16 preview of the new Center for the Arts where Upper School Orchestra will perform short excerpts.

They will play songs like Stravinsky's "Rite of Spring" and Star Wars themes.

process. Things have to be tried and tested and retried, which is hardly a surprise,” Long said. “But I don’t see anything going ahead that will end with a disappointing result.”

The Fine Art Department’s plans to move forward already show the level of excitement that will hopefully characterize the rest of the year. Each fine art is stepping out and trying something bold, in honor of the beginning of a new legacy.

And with the center’s completion, the next step for the department is taking on the daunting challenge of hosting the Independent Schools Association of the Southwest Fine Arts Festival next school year in 2018.

“When we start these facilities and inaugurate them, we are also reimagining them in terms of ISAS and hosting it in a year,” Long said.

While this unique challenge waits ahead, students and teachers remain eager as they continue to find new and innovative ways to utilize the Center for the Arts and its features to the fullest.

“We tend to think of new facilities as new facilities first and foremost but really, they are new opportunities,” Long said.

“Each of those say, ‘Use me, utilize me, invent in me!’ I think students have a great chance not only to use a spanky new facility, but truly to ignite their own sense of adventure and off they go with new opportunities.”

730 to 770

Seats in the Nasher-Haemisegger Theatre

31

Pianos Owned

By Hockaday

arts & entertainment

HOCKADAYFOURCAST.ORG

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p.16

The Birth of the Recomenndation Letter

Put it in your

planner

✏

If you find yourself caught in the last minute Halloween costume rush, the Dallas Vintage shop is the place to go. It offers a variety of costumes ranging from masquerade wear to frat party themes.

855 N. Central Expressway, Plano Mon. to Sat 10 a.m. - 7 p.m.

ENJOY

A DMA Late Night

On every third Friday of the month, the Dallas Museum of Art hosts a “late night.” Most DMA late nights have a theme, live music, free food and engaging activities for people of all ages.

1717 N. Harwood St., Dallas Oct. 21 6 p.m. - 12 a.m.

DROP BY

Knuckle Sandwich Company

This new sandwich shop features deli-style sandwiches and craft cocktails that will soon be available for delivery.

3619 Greenville Ave., Dallas Sun. to Tues 11 a.m. - 12 a.m.

Wed. to Sat 11 a.m. - 2 a.m.

VISIT

The Cutting Edge Haunted House

If you’re feeling the haunted Halloween vibes, Cutting Edge is the place to be. Ranked the sixth most terrifying haunted house in the U.S.

by Yahoo! Travel, this freaky Friday night will have you spooked for days.

Oct. 1, 7-9, 13-16, 20-23, 25-31 East Lancaster Avenue, Fort Worth

“Pete’s Dragon” Fires to the Top

DY

A Dallas Vintage Shop Halloween Costume

p.17

Dallas Welcomes Donut Ice Cream

SP

Pajama House

BUY

p.17

Y STU F I T O o sessi n

PERFORM AT For a fun, free-spirited night, stop by Coffehouse and support your friends as they showcase their talents. Better yet, grab your guitar or favorite poem and perform!

Margaret Dogget Crow '37 Amphitheater Oct. 1, 7 p.m.

THE FOURCAST | SEPTEMBER 30, 2016

s

chool is back in session, and Upper School students are conscientiously studying for their first tests and quizzes. Along with their flashcards, Quizlets and notes, one other study tool might prove just as effective: study playlists.

Whether it is a casual few songs between subjects or a strict playlist that a student swears by to study better, music is ubiquitous throughout the learning environment. To sophomore Natalie Lanners, a student who needs to have music playing while she is studying, music is essential while doing schoolwork. “I feel like I’m missing something if I don’t have music playing.”

In a survey of 190 Hockaday upper schoolers, 72 percent of students liked music with lyrics and 51 percent liked classical music with instrumentals. Most students did not like white noise when they studied — 75 percent of students were actually against it — while 67 percent of students disliked nature sounds.

But girls don’t listen to the same kinds of music for every class they study for.

“It depends on the subject,” Lanners said. “For math, I listen to something that pumps me up, like rap. For english and history, I listen to classical.”

Stanford University professor, Clifford Nass has done extensive research on the effects of music on the brain and what types of music are the best for productive work.

“Music with lyrics is very likely to have a problematic effect when you’re writing or reading, probably less of an effect on math, if you’re not using the language parts of your brain,” Nass said.

Nick Perham and Joanne Vizard, scientists at the University of Wales Institute Cardiff in the UK, have studied the science of background music on the brain. In the journal Applied Cognitive Psychology the two scientists published a study that said that when it comes to the types of music one should listen to, music that one likes but doesn’t know, is better for concentration than music that you like, but already know. Perham and Vizard also wrote that listening to songs without sudden tempo shifts or distracting chord changes.

Although fast- paced music may be good for some activities, a study led by University of Toronto researcher Glenn Schellenberg found that fast, up-tempo music hurts our ability to concentrate or grasp new ideas. The scientist also said that “music that is suddenly loud and then goes back quiet again is the worst for concentration, because it’s too distracting.”

According to a survey, Upper School students tend to gravitate towards classical music, instead of nature sounds or white noise, while studying. Upbeat music, like pop or hip hop, is preferred when working on assignments that require creativity and less concentration.

Many studies have been conducted all around the world, and one solid conclusion has been formed; music not only helps boost your concentration, it also increases your productivity. Because of these promising signs, The Fourcast suggests a study playlist to help you tackle the school day:

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➝ ➝

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➝

"All I Want" by Kodaline

For those who want softer beats, but still lyrics while studying, look no further. This song is peaceful, with a slight tamborine noise and guitar strum, but still has a soothing beat.

"Shake it Out" by Florence + the Machine

Although calm at the beginning, this song picks up after a few seconds, and leaves you with a fun and energetic mood to help you complete your homework with ease. It has lyrics and a beat.

"Nocturne No. 2 in E flat Major" by Chopin

This soft classical composition sets the tone for those who need to get work done in deep concentration mode. There’s just enough melody to keep alert but still focused, with no lyrics. But beware, the soft violin might lull you to sleep.

"Violin Concerto No. 2 in G Minor" by Vivaldi

A fast-paced classical piece that will keep those who don’t like lyrics in their music wide awake. The violin and viola command presence and will help you tackle those hard math problems and English papers.

Paige Halverson Staff Writer

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SEPTEMBER 30, 2016 | THE FOURCAST

THE HOCKADAY SCHOOL

PHOTO BY MARIA HARRISON

From Conception to Birth: Your Letter of Recommendation

a

ILLUSTRATION BY HALLET THALHEIMER

college application is littered with numbers—the GPA and scores of the ACT, SAT, SAT subject test scores and APs. Colleges use these figures to help them understand the academic profile of an applicant. But to get a deeper appreciation of a candidate, colleges look at a lot more than just those standardized numbers. They turn to college counselors and teachers to wax poetic pieces of work that will ultimately humanize a paper-bound applicant with a golden ticket: The Recommendation Letter.

Much like the development of a fetus in the womb of its mother, a letter of recommendation must be nurtured over many months before it is ready to be born and shown to the world. The first trimester of the letter’s development starts in April of junior year, when students are asked to formally ask two teachers to write them letters of recommendations.

Director of College Counseling Courtney Skerritt advises students on how to choose which teachers to ask for recommendation letters.

“Our general recommendation is one left brain, one right brain,” Skerritt said.

“I’ll often tell girls, ‘You ask the teacher who you feel you gave the most raw material to,’ because that’s what’s going to make the most effective application.”

Senior Emma Deshpande followed this advice when asking teachers for letters.

“It's easy to choose the teachers whose classes you have the best grades in, but I think that's too simplistic,” Deshpande said.

“A rec letter is the teacher vouching for a student; Ichose teachers who I knew would vouch for me and tell my story well, portraying my failures as well as my successes.”

The second trimester in the development of the letter is the writing phase.

Before school ends, the college counseling department holds an optional information session to discuss what a college letter of recommendation looks like.

“Our faculty come with such a strong background in academia that they are used to and are familiar with writing recommendation letters, [and] reading recommendation letters, so they already come to the table with expertise,” Skerritt said. “We hold a training every spring, so we’re telling them what we’re hearing from admissions officers and what we’re learning about at conferences.”

From that point on, the letter is in the teacher’s hands.

Read the entire story at The Fourcast's website

Ashna Kumar Web Editor

Four Stages of High School

By Lauren Hoang Staff Artist

STUDENTS

Boston Ballet Bound Senior leaves Hockaday to explore a dance career

h

air wrapped tightly in a bun, Interim Eugene McDermott Headmistress senior Lily Bines dips the tips of Liza Lee, created an academic plan for her, her pointe shoes into the rosin based on the same circumstances as a yearbox to prevent slipping as she runs away program. Thus, while Bines attends through the dance piece in her head for a the Boston Ballet Pre-Professional Program, final time. Music turns on. It’s just anoth- she is able to take courses through the Oner ballet class en pointe during the Boston line School for Girls in order to meet the Ballet Summer Dance necessary requirements Program she attended for graduation. In addilast summer. This time, tion, Bines can return to DAY AT BOSTON BALLET however, a group of Hockaday to attend Winjudges are watching. ter Formal and prom and Bines was auditionalso walk down graduaing for the competitive, tion terrace in May. a.m. full-year Pre-Profession“As a school, we want 9:30 Pilates al Program at the Bosto support Lily in the best 10:30 ton Ballet School. way we can,” Murray said.

The following week, “She has a unique opporthe Boston Ballet School tunity to follow a passion sent Bines an acceptance and potential career.”

10:30 Technique letter. It was then that Even though Bines 12:00 she began to consider will receive her GED didance as an occupation. ploma from Hockaday p.m.

“I don’t think it ever and send in college apdawned on me as a career plications, her main fo1:00 Modern path,” Bines said. “Dance cus right now is dancing 2:00 is something that I enjoy. since she wants to pursue It’s not something I think a professional dance caof as a job.” reer with the help of the Before she accepted Boston Ballet Pre-ProfesPerformance 3:00 the offer, Bines first dissional Program.

6:00 Workshop cussed going to Boston During the year at Ballet School instead of the Boston Ballet School, attending Hockaday for Bines has two perforher senior year with her mances: the Nutcracker parents. Because Lily and NextGen, a gradis the oldest child, Audrey Bines ‘88, Lily’s uation performance with solo and group mother, had concerns about her daughter pieces featuring Pre-Professional students leaving home before college. with Boston Ballet II at the Boston Opera “I wasn’t prepared for Lily to leave House in late spring. Additionally, at the end home this early,” Mrs. Bines said. “At the of the year, she will audition for the trainee same time, I was very excited for her be- program, a two-year dance program which cause it was her dream.” helps students get ready to audition for Since Bines had set her mind to going dance companies at Boston Ballet as well as to Boston, Mrs. Bines discussed with Head other ballet schools. of Upper School Terry Murray the possibilHowever, Bines understands the difity of Lily graduating from Hockaday even ficulty of pursuing dance as a career. “It’s if she was going to be away from school scary because there are so many people goduring her senior year. ing for the same thing,” Bines said. “The likeWorking with the Bines family, Murray, lihood of you getting the same spot as somealong with other administrators including one who is just as good as you is hard to tell.”

PIROUETTING & PLIÉING Bines warming up at barre in her home studio, The Dallas Conservatory, in Park Cities before leaving to join the Pre-Professional Program of The Boston Ballet School

If Bines does earn a spot in a trainee program, she might defer from college for a year or begin her college degree online. But, once she finishes dance, she would still like to go to college because to her, a college education is important.

And Mrs. Bines has the same concerns about a life in dance.

“Every parent wants to make sure that their children can take care of themselves and provide for themselves and someday for themselves,” Mrs. Bines said. “[Her father and I] felt strongly that she had to finish her education for high school.”

However, Boston Ballet School Director Margaret Tracey took a specific interest in Lily and convinced her parents that attending the Pre-Professional Program was the right decision.

“Boston Ballet is Lily’s dream company, and [her dad and I] knew we had to let her pursue it even if it meant missing out on her senior year,” Mrs. Bines said.

Bines’ schedule is packed. After academic classes in the morning, she attends mandatory dance classes, such as ballet technique, modern and character. These are held generally in the afternoon from Monday to Saturday and take anywhere between 18 to over 23 hours each week.

Although Bines will miss the senior experience at Hockaday, she is firm in her choice. “This is what I want to do,” Bines said. “Even though it’s a hard decision, I know it’s the right decision.”

Maria Harrison Staff Writer

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HOCKADAYFOURCAST.ORG

THE FOURCAST | SEPTEMBER 30, 2016

MILKY BUN: Pick a warm glazed or regular bun

PHOTO BY CHARLOTTE DROSS

reviews & reflections

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Wild World, Wild Ride “Wild World” Bastille iTunes

i ICE CREAM: Decide between flavors like cookie monster to lavender bean

Milk & Cream Doughnut Ice Cream Sandiwch

Milk & Cream Dessert "Donut" Disappoint Milk & Cream $ 5420 Ross Ave., Ste. 160 Sun–Thu 12 p.m. – 10 p.m.

Fri–Sat 12 p.m. – 12 a.m.

Sun 5 p.m. – 8 p.m.

o

pening in Dallas this summer on Greenville Avenue, sweetshop Milk & Cream offers a trendy new dessert to the area: the ice cream stuffed doughnut.

The “milky bun,” the term used by employees to refer to the dessert, first originated in Southern California in 2014. Originally from Houston, founder of the Dallas franchise Man Ho decided to introduce the exotic treat to Texas after trying it in Orange County, California where he watched the growing success of the bun. He was right to assume that it would thrive in the environment of the hot Dallas summers.

The interior of the store has a visually appealing industrial-style look to it. When first walking in, one is overwhelmed with the tempting scent of warm doughnuts baking in the oven. A colorful display of enticing ice cream lines one side of the store. In the corner, a black wall with the store’s logo in white print is designated as the “picture wall,” a place in which satisfied customers can snap shots of their desserts.

Despite the store’s entrancing aesthetic, the surrounding Lakewood neighborhood is somewhat of a drawback, as it’s not

very convenient to reach. Depending on from where you are traveling, it can take some amount of time to reach; for example, it is a 25-minute drive from Hockaday. Additionally, the store is not in plain sight. It takes some searching to find the cramped shopping strip where it’s tucked away.

The ice cream display boasts an impressive array of colors, each its own unique flavor. Of course, standard flavors such as chocolate and vanilla are offered. However, for those who tend to stray from the usual, a light-green matcha tea or pastel-purple lavender bean might catch the eye.

After choosing an ice cream flavor, the next decision involves the doughnut itself: regular or glazed. This call can be a hard one to make, as both look equally appealing. It is important to note that the ice cream alone is already extremely sweet, so if you are not craving an additional burst of decadence, a regular bun instead of a glazed might be best.

The last step to perfecting the milky bun is adding toppings. If you are a cereal enthusiast, you are in luck, as two of the offered toppings happen to be breakfast foods: Fruity Pebbles and Cinnamon Toast Crunch. On the more traditional side of topping selections, chocolate chips and whipped cream are available as well.

After taking some amount of time to construct a milky bun that would satiate my needs, my finished product looked something like this: a regular, un-glazed bun stuffed with a vibrant, electric blue ice cream containing bits of crushed up cookie. Although it may seem exotic from its description, this blue ice cream, dubbed

“Cookie Monster,” is simply a cookies-andcream flavor disguised in a different color.

What happened next still amazes me.

I watched in awe as my ice cream sandwich was placed in an oven, warmed for 30 seconds, and then delivered to my waiting hands, and no less-intact than it was before it entered the furnace.

After extensive questioning of the employees, I learned that by some miracle, the density of the bun absorbs the heat so that the ice cream itself does not melt, staying perfectly frozen in its original form.

Now more excited than ever to eat this dessert that seemingly defied the laws of physics, I eagerly chomped away at the milky bun. The sensation of biting into something that is first hot on the outside, then freezing cold on the inside is something I had never before experienced. The two complemented each other perfectly.

The hot and cold blended together, creating a heavenly mess of rich cream and sweet pastry. My mouth continued watering for the dessert even after I’d finished it, longing for another taste of the flavorful combination of hot and cold.

Alone, the doughnut and ice cream wouldn’t particularly strike me as amazing; they are both fairly average. However, it is the combination of the two that makes the dessert so unique and appetizing. Together, the warm bun and cold ice cream make for a truly delicious dessert.

Charlotte Dross Staff Writer

f there’s one song that encapsulates Bastille’s new album, it’s track eight: “Send Them Off!” It epitomizes what Bastille achieved with “Wild World”—because it’s not what you’ll be expecting.

Nearly every song on “Wild World” is a surprise. It’s a smart move for the British indie pop band, who scored big in 2013 with their hit “Pompeii.” They could’ve released near-copies of the song in hopes of repeating their success, but instead they’ve expanded their sound.

Too often, artists make the mistake of choosing a sound and clinging stubbornly to it. Bastille turns this habit on its head. There’s a wide variety of styles in “Wild World,” from tear-jerkers to music that even hip-hop fans will enjoy.

But that’s not to say there’s nothing in there for fans of “Pompeii.” Bastille kicks off the album with the lead single “Good Grief,” an upbeat number that serves as a notice that yes, Bastille is still an indie band and no, they’re not going to forget it. Drummer Chris Wood stands out, setting the stage for an album that relies heavily on the strong beats that he provides. “Good Grief ” is a happy-sounding song that is fun to listen to, but it’s when Bastille departs from this signature sound that they really shine.

“Way Beyond” is one good example of this departure from typical indie. The song is characterized by an almost hiphop beat. Dan Smith, the lead vocalist, delivers his lines with flow, and while he’s no Kendrick Lamar, the rap influences are clear. It’s a pleasant surprise for those with strict expectations, and showcases the band’s versatility.

Bastille unfortunately falls short when they try too hard to diversify their sound. In songs like “Glory,” starting slow only to have the song jump to a markedly different style and then back again becomes confusing.

You can see what they’re trying to achieve, and when it works, it works well. In “An Act of Kindness,” the slow ballad start and the surprise “Wild World” is available of a hard-hiton iTunes for $12.99. ting beat has the same chilling effect as a bass drop. But the reason it works for “An Act of Kindness” is that when it picks up, it keeps that pace.

Despite the shortcomings, however, Bastille has delivered an enjoyable piece of work. With 19 tracks, there’s something for everybody in “Wild World.”

The album is proof that this band has a flexible style, and it’s this flexibility that ensures Bastille isn’t going to be another one-hit wonder. If they can keep this going, then it’s all uphill from here.

Amanda Kim Managing Editor

"Pete’s Dragon" Flies into Theaters “Pete’s Dragon” David Lowery AMC and Cinemark

w

alking into the theater, I sighed, reluctant to spend two hours watching a movie I thought only young children would enjoy.

I was shocked when, even in the first scene,David Lowery's “Pete’s Dragon” exceeded all my expectations. Based on the 1977 film of the same title, “Pete’s Dragon” appeals not only to young children who want to see a Disney movie about dragons, but also to older audiences who accompany them to the theater.

The film begins with a young Pete (Levi Alexander) and his parents on a road trip for a family vacation. Just before Pete’s father swerves off the road to avoid hitting a deer, Pete’s mother says to him, “I think you are the bravest boy I’ve ever met.” This sentiment

proves to be true, as after crawling into the woods from the car his father crashed, killing Pete’s parents, Pete survives in the woods with the help of an unlikely friend—a dragon.

The dragon, named Elliott, rescues Pete from a pack of wolves, and the two form an instant bond. But this dragon is not your average fire-breathing monster—Elliott is a loving, fluffy green dragon with eyes that reveal a range of emotions. The animation of this dragon is part of what makes this movie so remarkable. Elliott’s appearance, movements and sounds are realistic and gentle, showing true artistry in the special effects and allowing the audience to appreciate him as more than a frightening creature.

Lowery takes time to show off the beautiful New Zealand forest with clips of Elliott and Pete playing in the forest and splashing in the water. Part of the magic of this movie is that not every moment is filled with dialogue; sometimes, you can just get lost in the sounds of nature.

The audience then meets the other characters. Grace (Bryce Dallas Howard), a local

forest ranger, finds Pete and takes him to town. After initial confusion and an attempt to escape, Pete settles in with Grace, her husband Jack (Wes Bentley) and their daughter Natalie (Oona Laurence).

The understated performances by the cast are key elements to the film. Rather than adding lots of drama to their performances, the actors and actresses show emotion while keeping the focus on the things that make them feel that emotion.

While kids will enjoy the alluring story of a boy who is best friends with a dragon, mature audiences will appreciate the powerful relationships in the film. Moments in the relationship between Pete and Elliott brought tears to my eyes more than once. After Pete is found by Grace, Elliott searches for him, and finally finds him in Grace’s house, reading with her family. Elliott sees how happy Pete and leaves, putting Pete’s happiness above his own. Moments like those between Elliott and Pete, in which you can grasp the raw emotions of the characters, were the most touching.

“Pete’s Dragon” is not a violent, action-packed mythical monster movie. The climax is the most violent part, when Elliott, after being captured by a forester, attempts to escape by breathing fire and destroying a bridge. Even this scene, however, ends with a positive and heartfelt moment when Elliott saves Grace and Jack after knocking them off the bridge in his panic.

Lowery creates a magical world, a town with a quaint charm and woods surrounding it. The timelessness of the movie contributes to its magic, as it is unclear in which time period the story takes place in. Spoiler alert: if you don’t want to know the ending, stop reading here. The movie concludes with a happy ending: Pete is adopted by Grace and Jack, and Elliott finds some new dragon friends, whom Pete and his new family visit often. A simple ending to a simple but beautiful movie.

Morgan Fisher Staff Writer

SEPTEMBER 30, 2016 | THE FOURCAST

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THE HOCKADAY SCHOOL

It’s all about the process and the season is marathon not a sprint.

sports & health

PHOTO BY GRACE VOORHEIS

Give me a B! Give me an O! Give me a Y!

New volleyball coach p3

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STORY BY CHERYL HAO

For the first time in five years, St. Mark’s student joins cheer team

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riday night lights at the St. Mark’s School of Texas creates an unforgettable environment.

The varsity football team hustles down the field, the band decorates the air with cheerful music, the Spurs, St. Mark’s students dressed in blue jeans and cowboy hats celebrate the touchdowns and the cheer team guides spirits to an all-time high. This year, however, shows a scene that many students have never seen before: a boy on the cheer team.

Nick Kowalske, a new freshman at St. Mark’s, broke the five-year absence of boys on the cheerleading squad, officially joining the team in early September.

Eager to be involved in extracurriculars, Kowalske signed up to be in the photography class, but the class was full, and he was unable to get in. Then, he tried out to be on the volleyball team, but he was cut.

With some background in gymnastics and tumbling on the trampoline, Kowalske took an interest in St. Mark’s Cheerleading.

“I thought [cheerleading] would be not only fun, but also a good opportunity to gain skills and get better at gymnastics,” Kowalske said.

The St. Mark’s cheerleading squad is open to Hockaday and St. Mark’s students alike to try out and is considered a varsity sport. During the fall, the squad cheers at home and away football games. During the winter, although not one of their official seasons, each cheerleader is required to cheer in at least two St. Mark’s basketball games.

Director of Athletics and P.E. Mark Sullivan, who has been at St. Mark’s since 1982, sees cheer as a crucial part of the spirit

The 1981-1982 St. Mark's cheer squad, led by head cheerleaders David Wood and Nancy Purse '82, cheer on the St. Mark's student body in raising school spirit at pep rallies and Lions' football games in the fall of 1981.

CHEER ON Brooke Balthrope, Catherine Dedman, Emma Roseman and Nick Kowalske support flyer Caylee Anna Sanders as they practice different stunts for the upcoming football game.

interesting and more fun, and it give us more opportunities to experiment with stunts and different formations,” Paine said. “It’s something new to spice things up.”

And Sullivan believes that males can bring something as simple as aesthetic satisfaction to a squad. “[The addition of males] can take on a dimension that maybe a single-sex squad can’t quite do,” Sullivan said. “That could be aesthetics in nature quite frankly, like having a bit more bass sound with the cheers; it could be a whole variety of things.”

However, being a male cheerleader is not always seen as positive. Though Kowalske says that all peers and teachers at St. Mark’s have been supportive of his interests in cheer, there has always been a negative stigma around males in cheerleading.

“A lot of guys don’t see it as a masculine sport, which I think is weird because it requires a lot of strength,” Kowalske said. “For stunts you have to be able to lift people and have the strength to tumble.”

Sullivan sees Kowalske’s decision as a step against the current. “[Kowalske] is brave because he’s the only [St. Mark’s student] that’s joining the cheer squad,” Sullivan said. “Not because he’s a boy trying out for cheerleading, but because there’s probably dozens of kids that would love to do that, but they don’t want to take that step.”

PHOTO FROM ST. MARK'S & HOCKADAY 1982 YEARBOOKS

Pompoms from the Past

environment of the school and a sport that the team comprised an equal number of girls provides an opportunity for both Hockaday and boys. In 1999, there were four boys and and St. Mark’s students to work as a team in 12 Hockaday girls on the team, and it marked a co-ed setting. the last year the cheer team was co-ed. After “[St. Mark’s Cheerleading] is about that, sporadically a St. Mark’s student would building an environment, and a way to sup- show interest in the team, but there has not port your friends and support your peers in a been any consistent interest. team fashion that’s different than just comLooking at collegiate teams, many uniing and cheering from the stands,” Sullivan versities have cheer teams that are either said. “We don’t have too many opportuni- mostly male, or exclusive to males. What is it ties between the two schools that we can that boys can bring to this sport that maybe do that and have that kind female cheerleaders canof relationship and experinot? ence.”

Head cheerleader of In order to establish a the split team in the fall good relationship between of 1982 David Wood ‘82 It’s something thinks that while the girls Kowalske and the rest of the squad, he is invited to on his team could accomnew to spice attend all team dinners, outplish great stunts and tumside bonding activities with bles that the boys at the things up. the team and cheer camp in time could not, the males May of 2017. on the team changed the Senior Megan Hudseffect the cheerleaders had peth, one of the three cheer during the games. captains, believes that it’s “[The St. Mark’s stuimportant for the girls to dents] were familiar with Emma bond with Kowalske bethe school and would see Paine cause it’s crucial to completthe athletes everyday, Senior ing their routines. whereas the Hockaday “There has to be a lot of girls would just come over trust on cheer teams,” Hudonce or twice a week,” speth said. “Because he will be stunting, we Wood said. “Having males on the team really have to be able to trust [Kowalske] to catch helped with the spirit during games and got the girls.” the crowd riled up.”

Although in recent years the team has One of the three cheer captains, Hockonly featured female cheerleaders, in 1966, aday senior Emma Paine, believes that the squad was an all-male team. As the years having Kowalske on the team will bring progressed, the number of boys began to di- excitement during games. “Having [Kowalminish. But in 1982 there was a split squad; ske] puts a twist on the year and make things

sports & health

HOCKADAYFOURCAST.ORG

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p.20 p.20 Recovery is the Key to Success

Play it Back

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2 3

Newcomers on the Court

Staff Stance

Hockaday vs.

St. John’s field hockey

KATIE’S KOURT

Game Background Houston’s St. John’s, reigning SPC champions, battled it out with the Hockaday varsity field hockey team, at the annual field hockey festival, which took place at Hockaday on Sept. 10.

Olympic Standouts Katie O’Meara Graphics Editor For two weeks during August, the world came together in Rio de Janeiro, Brazil for the 2016 Olympic Games. While the NBC coverage focused mainly on big names like Michael Phelps, Usain Bolt and the Final Five, over 10,500 accomplished athletes from around the world competed in all the various disciplines.

Among those 10,500 competitors, the United States team accounted for 554 and won over 120 medals, 46 of which were gold. But who besides Phelps and the core of the United States’ Swimming Team earned Olympic medals? These are two underrated American Olympic gold medalists you should know.

First Half With only 40-minute games, St. John’s secured their lead by scoring early on.

Biggest Play Starting at the Hockaday defensive line, the ball made its way through the midfield with precise passes until it finally reached senior Isabel Smith who scored and tied the game with only four seconds left on the clock.

1-1

Final Score

STICKING TO IT Junior Audrey Magnuson takes on her opponent with agression, stealing the ball and dribbing down the field towards the goal on Sept. 10.

PHOTO BY GABBY WALLEY

PHOTO BY TASHIA COUTEE- MCCULLUM

B WE IVE LUS EXC ORY ST

OLYMPICS

Chasing 2020

Two students from the class of 2019 reach for the 2020 Tokyo Olympics

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our years.

What will have happened four years from today? By then, everyone now in Upper School will have graduated. By then, the United States will be in the midst of a new presidential election.

By then, current sophomores Justice Coutee-McCullum and Carolinwa Villanueva Suarez hope to call themselves Olympians from the 2020 Summer Games in Tokyo, Japan.

“It’s so exciting to even think of this because the Olympics have always been a dream,” Suarez said. “But now, it’s becoming more of a possibility and a reality.”

Of course, the Olympics—the pinnacle for international excellence in sports—entails relentless devotion and unparalleled hard work. Both girls have trained rigorously outside of school for many years in their respective sports.

Justice Coutee- McCullum Coutee-McCullum began running track eight years ago after a gymnastics coach noticed an affinity for running during

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PHOTO BY JILL MAGNUSON

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THE FOURCAST | SEPTEMBER 30, 2016

conditioning sessions. She began hurdling six years ago and now specializes in the 100-meter hurdles event.

“I didn’t decide that I wanted to go the Olympics until a year before the 2012 Olympics, Coutee-McCullum said. “This year was the year I really wanted to go because they had the US sweep [in the 100 meter hurdles], and that was the first women’s sweep.”

Carolina Villanueva Suarez When Suarez was born with a minor disability in her right leg, people told her that she could never walk again. Riding a horse was, obviously, out of the question.

Now, surpassing the odds, Suarez participates in the equestrian jumping event at the highest level of her sport, which is Olympic height. While she has practiced her sport since the age of three, Suarez has been specifically working towards the Olympics for three years now.

“Of course, the four years leading up to [the Olympics] is the most intense training time,” Suarez said.

GOING FOR THE GOLD Left: Justice Coutee- McCullum continued to pick up speed until she reached the finish line of the 200 meter dash at the Arkansas Classic.

Right: Carolina Villanueva Suarez and her horse Big tackle the Grand Prix competition.

Read the entire story at The Fourcast's website

Elizabeth Guo Copy Editor

Helen Maroulis Maroulis, an American wrestler, competed in the 53-kilogram wrestling final against three-time defending Olympic gold medalist Saori Yoshida of Japan and defeated her, winning America’s first women’s wrestling medal since the sport was expanded to include women before the 2004 Athens Games.

After her win, Maroulis received congratulatory messages from women ranging from Democratic Presidential Nominee Hillary Clinton to Olympic bronze medalist and former Mixed Martial Arts champion Ronda Rousey.

In an interview with Team U.S.A. following her win, Maroulis emphasized her hopes to continue to compete at the Olympic level at the 2020 Tokyo Games and to inspire other young female wrestlers.

“I hope this generates change and growth in women’s wrestling.”

Maroulis said. “That’s always been my goal, to give back to the sport that gave so much to me.”

Gwen Jorgensen Jorgensen competed in London on the Olympic stage for the first time in 2012, finishing in 38th place, but at her second Summer Games in 2016 she won the first Olympic gold medal in triathlon for the United States.

Triathlon, which debuted at the Olympics during the 2000 Sydney Games, consists of a 0.93mile swim, a 25-mile cycle and a 6.2-mile run.

Jorgensen graduated from the University of Wisconsin in 2008 and competed for the university’s cross country, track and field and swimming teams. Six years ago while still at Wisconsin, the United States Triathlon Collegiate Recruitment Program recruited Jorgensen to start competing in triathlons.

Since her first triathlon in 2010, Jorgensen has collected a plethora of titles, including the 2014 and 2015 World Title.

Jorgensen hopes that her win will help show young Americans how great of a sport triathlon is.

Maroulis and Jorgensen have a combined 191,600 followers on Instagram. Boomer Phelps, the three-month-old son of Michael Phelps, has 706,000 followers.

That says it all.

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SEPTEMBER 30, 2016 | THE FOURCAST

sports

THE HOCKADAY SCHOOL

ILLUSTRATION BY SARI WYSSBROD

Fourward Oct. 1

Oct. 4

Varsity cross country McNeil meet at Old Settlers Park in Austin

Varsity volleyball home game vs.

Grapevine Faith at 6:30 p.m.

OLYMPICS

Recovery is the Key to Success Athletes try out different treatments to recover from constant training

Oct. 8-9

Head of the Brazos crew regatta, Waco

Oct. 18

Varsity field hockey home game vs.

Oakridge School at 4:45 p.m.

Oct. 20

JV field hockey home game vs. Highland Park at 5 p.m.

Oct. 27

JV green volleyball home game vs. E.S.D. at 5 p.m.

Nov. 5

Cross country SPC Championship at Tuhabonye Trail, Texas

s

quinting to escape the bright lights shining directly into her eyes, junior Trinity Thomas found herself lying flat on her back, trapped in a hot, cramped room. Struggling to deal with a pinching discomfort in her ankle as strong, masculine hands inserted needles into her skin, she clenched her jaw in pain as several jolts of electricity pulsed through her leg.

A few months after spraining her ankle last September, Thomas, a member of the Dallas Texans Soccer Club and Harvard soccer commit, tried electroacupuncture for the first time in an attempt to speed up the recovery process so she could jump back into her daily soccer routine.

Thomas and other athletes recovering from injuries or exhausted after hours of training look for ways to relieve pain by experimenting with recovery treatments.

Acupuncture, a fairly popular treatment, originated in China around 6000 BCE. According to the Abiding Spirit Center, acupuncturists use needles as thin as a strand of hair to stimulate points in the body and balance the circulation of energy in an attempt to improve the body’s natural healing ability.

Specifically, electroacupuncture, which is similar to traditional acupuncture, stimulates points on the body with needles connected to a device that generates electricity.

“The flow of electricity is painful because it makes your legs twitch, but it really reduced the amount of pain I was feeling in my ankle,” Thomas said.

However, acupuncture is not the only way athletes relieve their muscles of different stressors. Submerging themselves in freezing temperatures, some athletes prefer to take ice baths.

Head athletic trainer Jeanne Olson said that throughout the year many athletes request ice baths despite the temporary discomfort they may feel from the cold.

“The purpose of ice baths is to cool the muscles down more rapidly and more evenly,” Olson said. “With an ice bath you get more of the muscle then you would by just wrapping an ice bag on a body part. It’s more intense, and it gets deeper into the muscle.”

Junior Claire Jurgensmeyer, who plays varsity volleyball, enjoys taking ice baths after intense volleyball practices that include burpees, jump rope conditioning and team scrimmages.

“I like ice baths because it relaxes all of your muscles at the same time, and even though it feels awful at the time, it feels great afterwards,” Jurgensmeyer said.

But ice baths are not for everyone.

Thomas feels the results can be inconsistent.

“My coach always advises me to take ice baths after our games,” she said. “But I don’t like ice baths because sometimes they work, and sometimes they don’t.”

In fact, according to The Conversation, an independent source of news and views, ice baths have only been proven to provide short-term benefits. Athletes that are searching for long-term results turn to cryotherapy.

Cryo Body Works, a cryotherapy center in Austin, Texas, instructs people to stand

in their cryosauna for three minutes or less, exposing their body to cold vapor that decreases the temperature in the chamber to about 240 degrees Fahrenheit below zero.

Junior Audrey Magnuson, dancer for the Dallas Youth Repertory Project and varsity field hockey player, recently tried cryotherapy and was shocked by the longterm results.

“Afterwards, my muscles felt really loose and relaxed and any sort of tension that I was holding in specific places seemed to be gone,” she said.

Despite the benefits of many of these treatments, some athletes choose to recover with simpler methods. Sophomore Adoette Vaughan, varsity track and cross country member, does not use a specific treatment to recover from her constant training and she has never suffered from an injury.

“I don’t really do much to recover except running on the grass which really helps because it prevents stress fractures,” Vaughan said.

It is important that athletes choose a method that works best for them because failing to maintain a healthy body results in injuries and a decline in overall performance.

“After years of participating in team sports, I have realized that the best athletes make it a priority to take care of their bodies,” Jurgensmeyer said. “These athletes are the most successful when it comes to achieving their goals in an individual and team setting.”

Amelia Brown Staff Writer

PHOTO BY GENNY WOOD

VOLLEYBALL

Newcomers on the Court New varsity volleyball coach leads the team in 2016 season

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he screech of the shoes on the gym court, the slap of the volleyball onto girls’ arms, the screams from the excited crowd: familiar scenes and sounds during a Hockaday varsity volleyball game. But one thing that has not been seen since 2007 is present this year: a male coach.

New to the Hockaday volleyball program, but definitely not to volleyball, coach Andy Gass is cheering on the team and coaching them on the sidelines.

Gass has 24 years of experience, having started playing volleyball since 1992.

He has played on the University of North Texas Men’s Club team from 1995-1996 and has been coaching since 1997.

Gass brings his club volleyball experience to Hockaday. In 1993, he founded Summit Nitro in Plano, an elite volleyball club which teaches the complexities of the game as well as life skills.

“Thus far, the season has been going well,” Gass said. “We have had some ups and some downs, but I am really proud of the team and how they have responded to the new coaching staff.”

Junior Camryn Dixon, a Hockaday varsity team member who is an outside hitter, has seen first hand Gass’ top-notch club as she played at Summit Nitro along with her brother Parker this summer.

“Overall, I had a very positive experience at Summit Nitro that not only helped me grow as a volleyball player but also as a teammate,” Dixon said. “Coach Gass is incredibly different than any coach any of us on the team have had before. He completely re-taught the way we think about the game and is focused solely on perfecting our technique. Our practices are more efficient and driven than last years’ were.”

Gass is not the only newcomer to the Upper School volleyball family. A new assistant coach was hired for the varsity team: personal trainer Jenny Francuski. Not new to Hockaday, Francuski was the former Middle School coach, and this is her first year as an Upper School coach.

Francuski played the sport for 22 years.

Her volleyball team experience started in high school and continued at William Jewell College, a liberal arts school in Missouri,

but a third injury forced her to quit. She never stopped enjoying the game though; for the past 13 years she has been playing beach volleyball with her husband.

Francuski said that Gass has brought a lot of varying drills and techniques that have not been seen on the Hockaday courts.

“We are learning a different system of play,” Francuski said. “We have introduced conditioning and lifting. All the drills are new to us.”

And according to Francuski, the attitude towards the game will help the girlssucceed in future games and tournaments.

“The drills are very stress-driving. It’s all about how you are going to react under pressure. All of his game decisions and practice decisions are about if we are going to win a game,” Francuski said.

Gass takes his job very seriously.

During practice, he constantly reminds the girls not to fool around, emphasizing that practice exists only for volleyball and improving at the game.

“He showed us that he wasn’t messing around and that he was here to turn the

ON THE COURT Gass led the varsity volleyball team to victory in their game against Casady on Sept. 23.

Hockaday volleyball program around,” Dixon said.

Gass has a positive outlook for this coming season.

“I feel that we are getting better every time that we step out onto the court and have made huge leaps since the beginning of the season,” Gass said. “It’s all about the process and the season is a marathon, not a sprint.”

Change is not always welcome in sports, since some like to stick with tradition and techniques that they know work. It’s not the case, however, with Gass and Francuski.

Whether it’s the new coaching, new practice rules, or new training techniques, as Dixon said, “It’s working.”

Paige Halverson Staff Writer

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THE FOURCAST | SEPTEMBER 30, 2016

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What I wouldn’t give to be a freshman again.

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Mo Ranch Letter Response p23

Taking the Con out of Conflict

MS. CALHOUN Form IV Dean, during a form meeting discussion about uniforms.

“We get it.

You like science.”

Ellie Pfeiffer, senior, due to senior Maryam Bolouri’s excessive AP Chemistry questions for Dr. Lawson during advisory.

“Sin(x) is better than cos(x).

Wanna know why? Because Sinex relieves congestion.”

EFFIE GUO, junior, during AP Calculus BC.

Welcom in

E AG S g

ILLUSTRATION BY CHRISTINE JI

“IF ISIS WANTS TO PLAY GAMES, THEN LET’S DANCE. ” SAM GALARDI, senior, to her Spycraft class, during a discussion on current events.

“IT’S PRETTY SAVAGE.” ED LONG Fine Arts Department Chair and Upper School Orchestra Director, explaining Stravinsky’s “Rite of Spring” to orchestra students.

Spa water, panini press, french fry bar: these are only three of the many delights that we love about SAGE.

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Sweate rW

feel validated and heard, for this will reduce the likeliness of another similar misunderstanding from occurring.

Be sure to plan for future conflict. “It’s only when people cool down and reason through problems that they find a meeting place,” Ware said.

As the craziness of fall continues to occupy your planbook and social calendar, stay alert and don’t get bogged down by it all. Find a way to tackle each issue one by one in the most effective way possible.

Even if you find out your best friend is a Trump supporter or that your mortal enemy is getting asked to homecoming by the guy you thought was “the one,” I promise, it’s not the end of the world.

It’s officially that time of year.

Time to store away shorts and tanks and pull out your leggings and hoodies.

No Mo re

“Being in uniform is like being pregnant.

You either are or you aren’t.”

After a long first month of tests, projects and overall stress, we can say we have officially survived.

o Fr

-Yo

Chocolate zucchini cake is nice, but the frozen yogurt machine holds a special place in our hearts.

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That’s What She Said

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If the conversation is spiraling out of control, another tip is to simply stop talking. “Ask the person if you can have a little bit of time to think about what they just said. ‘Could I just process that for a second?’ Ask for permission to do that,” Ware said.

As an argument intensifies, so do the people’s emotions, which often makes it extremely difficult to walk away from the conversation.

However, there’s nothing wrong with taking a step back and regrouping later. Some conflicts unfortunately cannot be fixed with one conversation.

“You really need to assess your own thoughts about the issue in as neutral a way as possible, as if you are standing on a hill and looking down on something. That way, your response is couched in a way [as] not to escalate conflict.”

Once you have regrouped, sit down with the other party and lay out what the conflict is from each of your point of views.

Avoid public confrontations and lean more towards intimate, private locations where it will be easy to be open and vulnerable with one another if necessary.

“If the goal of a public confrontation is to humiliate someone then mission accomplished. But if the goal is to repair a relationship, then that’s the furthest thing away. It will never work. It’s just guaranteed to charge the atmosphere with so much negativity that nothing good can come from it,” Ware said.

Rather than assigning blame to one another, try to directly acknowledge the conflict at hand and brainstorm solutions collectively.

In terms of moving forward, make sure that each of you accept your agreement and

d th

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b

usy.

That’s the first word that comes to mind when thinking of the fall season. As school finally settles in with September trickling in, the stress of homework, tests, quizzes, projects (and for seniors, college applications) looms over the Upper School. With all this commotion and stress levels running high, conflicts are bound to come up along the way.

Nationally, the presidential election, only a little over a month away now, continues to spark heated debates over which candidate is the most qualified to lead the country.

Even within our own community, eligible upperclassmen continue to ponder over who they will cast their vote for in November. And with a plethora of social events and homecoming season also just around the corner, tensions are getting high, and drama will soon characterize our hallowed halls, as it always does this time of year.

Conflict is inevitable; everyone deals with it on a day to day basis. And with the right approach, conflict actually has the potential to instigate useful conversation and thus, progress.

Handling conflict in a way that is both productive and meaningful can be challenging. As a result, we have come up with a few ground rules to follow when dealing with contentious conversation.

According to Psychology Today, there are a few proven key points to do so. Often, when our opinion doesn’t match up with someone else’s, we get defensive in attempts to validate our belief. However, while discussion is important in handling conflicts, listening is equally vital.

Upper School Interim Counselor Judy Ware stresses the significance of accurate communication.

“Repeat what you think you’ve heard.

Check it out. That gives the person a chance to clarify,” she said.

Avoid interrupting the other person; instead focus on what they’re saying. Facilitating both listening and speaking in any confrontation will help ensure that both sides are heard and that a sense of equilibrium is maintained.

We Love it, We Love it Not

One m on

STAFF STANCE/EDITORIAL

For seniors applying early to any schools, the final stretch towards Oct. 15 and Nov. 1 is drawing near.

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SEPTEMBER 30, 2016 | THE FOURCAST

THE HOCKADAY SCHOOL

STAFF STANDOFF

Should Food Be Used at Club Fair?

Yes

No

VS. Entering Metzger Plaza on the day of Club Fair, any given student can be overwhelmed by the sheer number of clubs. Posters wave in the wind and the rows of tables seem to stretch on forever.

She might wonder how she’s ever going to explore all of these clubs, and then she sees it: a heaping plate of homemade brownies.

Drawn to the dessert, she takes one and is instantly bombarded by an excited club member, armed with facts and all the answers to questions she didn’t know she had.

After scrawling her name on the sign-up sheet, the student walks away, armed with a dessert and a newfound sense of awe, ready to explore the next 83 tables. Without the brownie, she might have never known about the club.

Forming a club is not an easy task. First, the student interested in creating it, usually the club president, has to write a “purposeful and descriptive” mission statement with a list of possible activities for the club to do.

Then, the club president recruits a sponsoring faculty for the club. If the club is accepted by the assistant head of Upper School, the club president gets to showcase her club during Club Fair with the purpose of informing and recruiting club members. And this is when the competition really begins.

Many girls work hard to outfit their tables with the necessary props needed to draw attention, but they shouldn’t have to worry.

A short 30 minutes of baking can provide them with enough bait to ensure that they achieve a desirable number of club members while also spreading their message.

Baked goods are a security blanket for clubs: they never fail to draw in possible club members, and they are relatively cheap. Without a reliable source of attraction, some clubs may go unnoticed, and all the work the club officers poured into flyers and posters is wasted.

Food is the “voice” of small clubs with big dreams, and perhaps the only way they can spread their message is through a heaping pile of cookies.

So next time you go to Club Fair, make sure to allow yourself time to hear each club’s message — while also taking a treat. Maybe you will even surprise yourself and find some clubs that interested you, along with some you had never even heard of.

Ponette Kim Staff Writer

An endless stretch of warm, gooey brownies and freshly-iced cupcakes lie, glistening, on the tables of Club Fair, enticing girls to various organizations’ tables. While advertising a club with food is a tradition, this practice should be discontinued. Desserts distract from the real attraction at Club Fair: the clubs themselves.

Furthermore, recent research performed by The New York Times reveals that mindlessly consuming large amounts of sugar at the end of the day, right before sports, can have a detrimental impact on athletic performance. Even for non-athletes like many of us, the extra sugar slows down metabolism and gets converted to fat.

Downing a dessert at club fair doesn’t just impact athletic performance — it actually undermines the purpose of club fair itself by increasing the chance that clubs will accrue a list of ghost members: girls who never attend the meetings. And freshmen aren’t the only ones who are guilty of scribbling their names on sign-up sheets a little too hastily. Food motivates girls from all four grades to sign up. Eliminating desserts, however, ensures that each and every club member signs up for a club because it truly interests her.

The vast number of choices among the treats at club fair promotes the wrong kind of competition between clubs. Rather than thinking about the club’s time commitment or what differentiates it from other clubs, girls consider the benefits of a cookie over a brownie or compare candy to cupcakes.

Rather than encouraging the reward mentality — the exchange of a club sign-up for a dessert — we should actively discourage it. Instead of offering a treat to a prospective club member, club officers should focus on promoting the most engaging aspects of the club’s meetings.

In fact, eliminating food at club fair allows club presidents to direct their energy toward planning creative and interesting activities for meetings, rather than purchasing treats. Just imagine: with the extra effort that club officers put into the meetings, officers could attract even more members and enhance the club experience for all of its members.

So, as you walk through the tables at club fair, instead of scrawling your name on a club list, grabbing the brownie and leaving, ask yourself whether you’re signing up for the club — or for the food. If your answer is the latter, it goes to show that food has no place at club fair.

Eshani Kishore Features Editor

No-Stress Headmistress Neha Dronamraju Staff Writer As the selection of the new head is fast approaching, applications are rigorously examined, re-examined and tossed out as the administration searches for the person capable of leading one of the top all-girls school in the country.

Interim Eugene McDermott Headmistress Liza Lee has confirmed that there have been both men and women applicants, evoking mixed reactions from the Hockaday community.

The gender of the new head will not, in my opinion, directly affect the student body.

A headmaster would be just as effective, approachable, charismatic and well-liked as the headmistresses we’ve had in the past. I trust that the selection committee will select the most qualified candidate, regardless of gender.

The chosen headmaster would be capable of fostering a positive and encouraging environment for young girls to grow into empowered women. That being said, a new headmistress will benefit Hockaday students in a more profound way than a headmaster ever can, simply because she will set

a more relatable example.

There is no doubt that women face more obstacles than men when it comes to success in the corporate America.

Sexism is ingrained in our society; female bosses are called derogatory names, there is chasmal wage gap, women are 15 percent less likely to be hired than men for the same position according to a study by LeanIn.Org and McKinsey & Co, the list goes on and on.

With Hockaday sustaining a strong student body, being able to look up to a female role model in a position of power is a valuable part of the Hockaday experience and is vital to the Hockaday mission to develop “resilient, confident women.”

Hockaday’s mission statement also addresses the school’s goal to educate, inspire and ultimately empower students.

According to a recent Business Insider study, women leaders excel at nurturing competencies such as inspiring others, fostering collaboration and teamwork and building relationships.

In a school environment, these skills

are crucial to educate children in their formative years. I do not believe that these qualities cannot ever be promoted by a male head, but female leaders have been proven to possess these characteristics, and an ideal headmistress would thus be capable of integrating them into the school system.

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On average, female management brings greater success to corporations as well.

According to Catalyst.org, Fortune 500 companies with a board comprised of predominantly women performed better in terms of finances and employee satisfaction than companies with less women on their board.

The results of this study indicate that a woman head is better for a large institution, which is an interesting fact to consider during the ongoing selection process.

In the news, we often hear about extraordinary women overcoming mammoth obstacles. These stories are undeniably inspiring to other girls but can sometimes be seen as a stretch, or an unattainable feat.

We need a real-life example we can interact with to further cement one of the greatest lessons Hockaday offers: that women can do anything.

The privilege of having somebody tangible, who has already faced the journey all students will eventually undertake in their own professional lives is truly a privilege only a headmistress can offer.

GRAPHIC BY JENNY ZHU/PIKTOCHART

HOCKADAYFOURCAST.ORG

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THE FOURCAST | SEPTEMBER 30, 2016

A Response to My Mo Ranch Letter

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EDITOR-IN-CHIEF Jenny Zhu MANAGING EDITOR Amanda Kim WEB EDITOR Ashna Kumar BUSINESS MANAGER Maria Katsulos NEWS EDITOR Sonya Xu

Jenny Zhu Editor-in-Chief

There’s nothing more embarrassing than rediscovering our past selves. Whether it’s leafing through our seventh grade New Mexico photos or watching old home videos, seeing ourselves through the no-holds-barred lens of the past is like meeting a whole other, incredibly cringe-worthy person.

But for nostalgia’s sake, I’d like to not just confront my past embarrassments, but to gloriously bask in them. Hence I present a response to my Mo Ranch Letter.

Dear Jenny,

I love that when presented with the prompt, “Write a letter to future self,” you took it upon yourself to completely disregard the instructions provided and instead scribble out a random list of facts, you teen rebel you.

I also appreciate the Earl Grey tea bag you enclosed—I remember how you thought it would be endearing to break off a crumb from your life and share it with me. It is, but it’s also just kind of weird.

Let’s address some of the facts you outlined in the segment aptly titled “Basics.”

Sea-blue is your favorite color, but you’re not unique—it’s also everybody else’s. I’m also surprised that Chipotle is your be-all and

end-all favorite restaurant right now. In a few years, an E. Coli outbreak will plague Chipotle food, forever deterring you from entering its plywood-steel interiors ever again. It’s a tragedy, I agree.

I’m also glad you’ve noted that EARL GREY (notice the use of all caps) was your favorite type of tea, as if the attached crusty tea bag wasn’t indicative enough.

To be fair, I do remember drinking Earl Grey tea for the first time at Mo Ranch as a near-magical experience. On day three, tired of drinking plain water, I obtained a cup of it in the cafeteria and subsequently downed two more—what I wouldn’t give to be a freshman again.

Real talk though, I really enjoyed reading back on your reflections on your school life. Your enthusiasm is infectious, palpable through your little remarks and tidbits. I’m happy to say that the feeling doesn’t wear off.

Even as a senior, the beginning of the school year carries a certain giddy excitement of learning, getting to know your teachers and seeing everyone in your grade again, both close friends and the acquaintances you wave to in the hall.

Despite these initial enthusiasms, I can visibly discern your anxiety about the future in your questions about the JRP, about college, about friends.

I remember writing this letter, my elbows propped on the sticky cafeteria table, a sudden nervousness washing over me as I thought about the future.

In response to these queries: it’s not so bad. To put it in your terms, tackling the JRP

PHOTOS BY JENNY ZHU

or college is like the first step up the Mo Pole. It’s talked about in interested whispers throughout the hallways and looks absolutely terrifying from afar.

But when you take a breath and heave yourself up the first staple of the pole, you can only see your feet and your hands, one-by-one climbing the structure. Only after you get to the top and look down can you see how far you’ve really gotten.

And don’t be so excited to “get it all over with”—you won’t realize the true impact of your high school experience until senior year.

Work harder, play harder and savor the minute details you’ll never get anywhere else: the profound discussions you have in English, the familiarity of putting on that plaid skirt, the subconscious humming to the music seniors blast Friday mornings, the struggles and the laughter and the worry and everything in between.

I can only hope that I can follow through on the advice you posited at the end of the letter. I’ll keep close to my heart those words you so carefully wrote down all those years ago: “I love you so much, be the best you can be this last year.”

Sincerely, Jenny at 16

Ali Hurst Staff Writer Following the 1957 launch of the Russian satellite Sputnik, the U.S. government began to fear falling behind technologically and scientifically to the advances of the rest of the world. Scientific, quantitative fields were thus emphasized in the years after the launch, continuing to the present day. In the 1990s, the National Science Foundation coined the acronym “STEM” in an effort to link the fields of science, technology, engineering and mathematics.

Recently, however, educators have made the transition from STEM to STEAM, adding “art” to the pre-existing acronym.

This seemingly small change is the root of newfound controversy surrounding the STEAM movement.

With the creation of STEAM came a disconnect in understanding of what the “A” entails. Some STEAM educators might argue that the idea of “arts” includes the language arts and social studies, while others believe that the controversial letter solely entails the fine arts. Educators in the English and history fields do not feel that they are included in the movement even when working with science teachers who argue for the inclusion of the humanities in STEAM. Because science, technology, engineering and mathematics are all quantitative, objective fields, STEM seems to be a natural integration of subject matters.

These practices traditionally go together.

The addition of the creative, subjective

ARTS & ENTERTAINMENT EDITOR Aurelia Han SPORTS & HEALTH EDITOR Mary Claire Wilson VIEWS EDITOR Heidi Kim CASTOFF EDITOR Emily Fuller PHOTO & GRAPHICS EDITOR Katie O’Meara COPY EDITOR Elizabeth Guo SOCIAL MEDIA DIRECTOR Cheryl Hao VIDEO EDITOR Shreya Gunukula ART EDITOR Wendy Ho STAFF WRITERS Amelia Brown, Neha Dronamraju, Maria Harrison, Mary Orsak.

Charlotte Dross, Morgan Fisher, Ali Hurst, Ponette Kim, Ashlynn Long STAFF PHOTOGRAPHERS Lauren Puplampu, Genny Wood, Grace Voorheis STAFF ARTISTS Lauren Hoang, Christine Ji, Brenda Lee, Karen Lin, Anoushka Singhania, Hallet Thalheimer, Sari Wyssbrod

Time to Blow off Some STEAM realm of the arts threw a curveball into the trend.

And the idea of STEAM creates a slippery slope: once one qualitative or non-objective subject matter is added to STEM, where do you stop?

Providing proof of this slippery slope, the idea of adding the humanities to STEAM, making the acronym SHTEAM, has sprung up as a solution to the ambiguity of the subject matters addressed in STEAM. You might be wondering: aren’t those all the subjects covered in schools? It is that thought that makes me believe that the STEAM acronym is not necessary.

Don’t get me wrong; I fully support the idea and practice behind STEAM. STEAM promotes interdisciplinary learning and the integration of all subjects, which is vital to a good education. There is no one profession that only requires one or two subject matters; doctors have to write reports, archaeologists must know history and artists need to know the chemistry of their mediums.

FEATURES EDITOR Eshani Kishore

Emphasizing this idea, in 1987, Mount Sinai’s medical school in New York City implemented the HuMed, or Humanities in Medicine, program. This program recruits high-ranking students from liberal arts schools across the country and admits them into the pre-medical school for their sophomore year and beyond. These students stick to their former major, whether it be English, history, or some other form of the humanities, and take the necessary science courses in the summer. This program was created due to a concern that students that only focused on the sciences turned out to be mediocre doctors. Students need the idea and study of humanity to be successful and caring health care providers.

This program does incorporate all subjects, yet it is called HuMed, not STEAM or even SHTEAM. The program does not need a universal acronym to tell its purpose; its’ unique and telling name makes it that the system is an integration of all subjects.

The STEM acronym as well, in my opinion, while it served a vital purpose in the past in increasing the number of Americans trained in quantitative fields, is unnecessary. Any overt grouping or banding together of subject matters has the potential to make other subjects feel excluded, while the grouped subjects seem more valuable. Even without the arts included, STEM makes the sciences seem more important and useful, thus contradicting the idea of interdisciplinary, equal focus learning that lies behind STEAM. The idea behind the acronyms is excellent, but the acronyms themselves hurt more than they help as they leave subjects not explicitly represented feeling left out.

ILLUSTRATION BY ANOUSHKA SINGHANIA

FACULTY ADVISER Ana Rosenthal

EDITORIAL POLICY The Fourcast is written primarily for students of the Hockaday Upper School, its faculty and staff. The Fourcast has a press run of 1,200 and is printed by Greater Dallas Press. It is distributed free of charge to the Hockaday community. Businesses who wish to advertise in The Fourcast should contact Maria Katsulos, Business Manager, at mkatsulos@ hockaday.org. We reserve the right to refuse any advertising which is deemed inappropriate to the Hockaday community. Opinions will be clearly marked and/or will appear in the perspectives section. Commentaries are the expressed opinion of the author and do not necessarily reflect that of The Fourcast staff, its adviser or any member of the Hockaday community.

Unsigned editorials that appear on the opinions page will reflect the official position of The Fourcast, but not necessarily the position of the Hockaday community.

The Fourcast staff may cover student, staff, faculty or alumnae deaths as the staff is made aware. We reserve the right not to cover a death based on relevance, timeliness and circumstance.

Corrections and clarifications from previous issues will be found as designated in the news section. Any questions or concerns about should be addressed to Jenny Zhu, Editor-inChief, at jzhu@hockaday.org.

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Humans of Morocco Junior Lauren Puplampu spent her photography trip this summer with the culture and people of Morocco.

In today’s society, there is a lot of stigma around the Islamic culture and people.

Words are thrown around like “terrorist,” “extremist” and “radical” to describe people of Islamic faith. So when traveling to a primarily Islamic country, I expected some hostility towards my group of American travelers considering the vitriol coming from Western civilizations. But, I could not have been more wrong. The people I met during my two week trip to Morocco were curious about us and openly engaged us. While there, I met nomadic people, people who live in the desert and people who live in Rabat, their second-largest city. Every single one of them was amicable and warm-hearted, especially in the villages.

When you go to a country as peaceful and calm as Morocco, you truly understand how absurd Islamophobia really is.

castoff

THE HOCKADAY SCHOOL