The Renaissance Fall 2013 by Fox Fusion

The Renaissance the student newsmagazine of dutch fork high school 1400 old tamah road/ irmo, sc volume 22. issue 1/ fall 2013

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Dutch Fork’s news nexus

eople often say “Oh, we have a newspaper?” The answer to that is yes; yes we do. Even though we aren’t as known as we would like to be, I’m proud to be on a staff that works hard and produces great work. The newspaper, even though it has its ups and downs, is a part of me. It has taught me so much. Even though I have only been on The Renissance staff for two years, I have learned more than I learned throughout my first two years of high school. The issue you’re reading was my realization of what it takes to be a leader and have everything in order. From football to band, tennis to iPads, this issue covers the most recent topics of this year. I’ve been blessed with a great staff and co-editor, as well as an adviser. People will ultimately get you places, and the people on this staff are going to go so far in life. Hopefully, I’ll see them again after we all graduate. However, my experience on The Renissance staff has made me grow in confidence as well as help me become my own person. Learning how to talk to people and ask questions has enhanced my people skills. The central focus of this issue of The Rennaissance is about how students and teachers in District 5 have become avid iPad users. You will find most of the stories throughout the issue are about how iPads are used in school. Check out page 15 and give us feedback about what you want to hear/see from us and what you thought about this issue. I’m excited to have this as the first issue of my senior year, and I hope everyone enjoys it.

usion

Editor’s Letter

Cover photo: Students cheer on the football team at the Dutch Fork vs. Irmo game. photo by Joy Price

Want to advertise with Dutch Fork’s The Renaissance? Contact (803)-476-3427. 02/ dfr.toc.fall 2013

Scan the QR Code to visit

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Have suggestions? Write us! Send your Letters to the Editor to room 252. Letters must be signed.

kirsten arnoult, editor-in-chief

table of contents News 04 inBrief 05 iPad Security 06 Changes in ALEC 08 Tinker Tour

Opinion 12 Staff Ed 13 Kids in the hall 14 Construction/Bell schedule

Life 16 Student musicians 18 Dutch Fork goes digital

Sports 20 Tech takes the field 22 Freshmen tennis players

08 18

dfr.toc.fall 2013/ 03

news

inBrief

Compiled and written by Jamie Gilbert-Fitzpatrick, Jamie Mason and Madison Metts â&#x20AC;˘ photos by Jamie Mason

Changes in cafeteria offer variety

U.S. government shuts down

ecause Congress could not agree on a budget, the United States government was forced to shutdown until the parties came to terms. Every year Congress has to agree to a budget to help fund the government. This year, they were unable to do so causing the shutdown. This also shutdown all non-essential services such as national parks, national zoos and NASA. There have been shutdowns in the past, but they have been short. The 2013 government shutdown is the longest.

Dutch Fork wins Homecoming game

any changes have occured in the cafeteria. New items include slushies, personal pizzas and Chinese food. There have been mixed reviews from students and faculty after the district-wide healthy eating initiative that went into effect last year.

District Five on top in SAT scores

he Dutch Fork Silver Foxes took home a victory at the Homecoming game Friday, Oct. 11 with a score of 59-28 against South Aiken. Homecoming king and queen were Devon Chatman and Rashida Williamson.

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istrict 5 of Lexington and Richland counties leads South Carolina in SAT scores with a higher average than both state and national averages for public schools.

news

iPad mini fast facts • 10-hour battery life

Dutch Fork buys iPad security story by Jamie Mason, Jamie Gilbert-Fitzpatrick and Madison Metts • photo by Jamie Mason

Pad Minis chime. Students tap away. Minds are engaged. And students are given a new approach to learning. “[The iPad] is an instructional tool,” principal Dr. Greg Owings said. “[iPads are] great with research and learning. The approach will [allow] students to do most work in class. Student engagement [in class] will [increase].” The iPad is equipped with apps that are complementary to teaching. The district has bought and installed six apps on each students’ iPad. “[The iPad] gives a wider range of teaching with the different apps [and] it’ll be more advanced and hands-on with more activities,” junior D’arcy Bass said. iPads are even beneficial to the environment. Teachers will be able to upload their notes to Edmodo and students will have the advantage of downloading notes and using them in Notability instead of using traditional paper copies. “They are more interactive and [students and teachers] will use

less paper--for all those concerned about the environment,” senior Blake Page said. Sophomore Kelsey Guard said with the integration of iPads, students will be more prepared, enabling students and teachers to accomplish more in the classroom. “They’re good because you can type your notes and you can have it every day and never lose it,” Kelsey said. Even though the students are at an advantage with receiving the iPads, they are also at a disadvantage because of possible theft. Parents and students have concerns about where the iPads will go during activities such as sports or physical education. “I play tennis, so I don’t use the locker room,” Blake said. “I am concerned about taking it to the bathroom. You can’t leave your iPad [and] you have to take it to lunch.” There have been problems with theft in the past, but Dutch Fork is working tirelessly to prevent future incidents. “We bought cases that will lock for after school [activities],

so we’ll hopefully reduce theft,” Owings said. Freshman Talor Gamble said one added benefit of the iPad is its light weight. “I have to bring a lot of textbooks and since I’m so small and have to stay after school for cheerleading, it will help me not have so much to carry,” Talor said. Having her iPad secure while she cheers is also important to Talor. “I wouldn’t have to worry about whether it will get taken,” Talor said. Extra precautions to ensure iPad security diminishes students’ worries. Athletes will be able to focus more on the field with the security of the lock-ups. “No one will be able to steal it, so I don’t have to worry,” Kelsey said. As the worries of theft lessen, the potential for learning increases. Learning will become more interactive and intriguing to students. “It’ll be more of a learning experience for everyday [life],” Talor said. “[Students] won’t look at a book and get bored.

• A7 chip makes iPad run faster • Retina Display • Four times the CPU processing power • Faster than previous versions • Comes in black and white • More than 170 million iPads sold worldwide • Apple app store has more than 1 million apps • iOS7’s Air Drop allows faster file sharing Info compiled from apple.com

dfr.news.fall 2013/ 05

news

Budget cuts force changes in

Academic Learning Enrichment Center Senior Sara Riehm makes up a missed assignment in ALEC.

story by Jamie Gilbert-Fitzpatrick, Jamie Mason and Madison Metts • photo by Jamie Gilbert-Fitzpatrick

ilence settles in room 501 as the bell rings. Hushed whispers abound, pencils tap, eyes nervously watch the clock as students complete their work for the day. The Academic Enrichment Learning Center (also known as ALEC), is a place for students to complete missing work and tests. “[ALEC] is a service for the teachers and the students. [Students] can come in here and take a test during school and after school,” ALEC coordinator Larry McGee said. “[Students] can come in at their convenience to take a test. We also provide peer tutoring during school and after school.” With the start of the new year, though, there have been changes in ALEC. There used to be more than one coordinator but, now McGee is the only one in charge. Hours used to 06/ dfr.news.fall 2013

be from 7 a.m. to 6 p.m. but now they are 8:30 a.m. to 5:15 p.m. Monday through Thursday. On Fridays, ALEC closes at 4 p.m. “Another change is that we had a grant and were able to pay peer tutors for before and after-school [tutoring], but now we can’t do that because we no longer have that money,” McGee said. “So there is no tutoring before school (because hours have changed) but there is tutoring after school.” The changes in ALEC haven’t stopped students from seeking help. “It sucks. I can’t finish my work when I want to but I guess I have to [deal with it],” junior Turner Harrison said. “I feel as if it’s more detrimental to my studies but it brings on the challenge of self education.” Even though there is no grant to pay tutors, students are

still willing to help. “There are fewer people. They’re volunteering during their [free] time. Some of them are earning community service credit for that,” McGee said. Students give up free time to benefit others who need the help. “They give me community service hours for it, which I use for things like FACS club and my extended studies diploma,” junior and ALEC tutor Cassandra Drezek said. “I [also] like helping people, so it’s fun for me.” Cassandra said she enjoys tutoring and teachers a variety of subjects such as Algebra 1 and 2,Physical Science and Spanish 1 and 2. “It’s somewhat challenging because I’m having to figure out ways that will best help each student that comes in,” she said.

Even though changes have come, the overall environment of ALEC remains the same. “[The environment is] very friendly,” Turner said. “They’re there to help you and that is all they’re really there for.”

ALEC Fast Facts Hours: 8:30 a.m.-5:15 p.m. Test make-up: Moday - Friday with scheduled time Tutoring: Check available times and courses For more information: Visit ALEC

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Lauren Metts, Owner and Artistic Director Jessa Stewert, Assistant Director 10629 Broad River Road Irmo, SC 29063

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news

Tinker Tour South Carolina story by Jamie Gilbert-Fitzpatrick, Jamie Mason and Madison Metts • photos by Jamie Mason

he Tinker Tour bus (nicknamed “Gabby”) arrived on the University of South Carolina’s campus, where eager journalism students waited to hear the story of how Mary Beth Tinker’s case improved the rights of not just student journalists, but all students. “If you do something that is maybe a little unpopular you may be judged, but look at me,” South Carolina Scholastic Press Association conference keynote speaker Mary Beth Tinker said. “We were suspended, we had hate mail, we had someone threaten to bomb our house, we had someone threaten to kill me. But guess what? We were invited back to the Des Moines school 25 years later as visiting scholars.” Des Moines prohibited wearing black armbands back in the time of the Vietnam war, but Mary Beth Tinker

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wore one anyway to protest the war. The school suspended her even though doing so went against her freedom of expression guaranteed in the First Amendment. “I felt like my rights were being violated,” Tinker said. “I felt like it was unfair.” Tinker is currently on a mission to help students across the country realize their rights and what they can achieve. “Rights are like your muscles,” Tinker said. “If you don’t use them, you could lose them. The way we keep our rights is by using them.” During her keynote speech, Tinker stressed the importance of knowing and understanding the First Amendment. “A lot of schools have cut journalism programs, so we’re encouraging students to stand up for what they believe in,” Tinker said. Senior yearbook staffer Joy

Price, who attended the SCSPA conference, agrees. “The First Amendment is very important because it gives us our rights,” Joy said. “The Constitution mostly talks about what the government should do but the First Amendment talks about what we should do as citizens. It is very important for everyone to have an understanding of it.” Mary Beth Tinker continues to fight for what she believes in by participating in protests around the United States. “I have been in many recent protests. I have been actively trying to keep public schools open. A lot of states are closing their public schools,” Tinker said. “I also went to a rally for Trayvon’s Law because I work with kids who have been shot or attacked.” Students at the fall conference said they enjoyed Tinker’s speech.

“I LOVED it. Mary Beth is so cool,” Joy said. “She has a lot of experiences of speaking up for what is right and what is fair.” Joy said students appreciate what Tinker has done for them by protesting the war and having her case make it to Supreme Court. “People see us as children and as not opinionated. With us, I feel like we need the voice because we’re just starting out in the world. Giving students the rights that they deserve to have is very important,” Joy said. Tinker said she hopes students exercise their rights but also aspire to do better. “When you speak from the heart, you have a power that you can’t deny,” Student Press Law Center attorney Mike Hiestand said. “You have to pick and choose your battles, but [your power] has to come from within.”

1965

A armband promoting the Tinker Tour.

Mary Beth Tinker and her brother, John, wore black armbands to school to protest the Vietnam war and then were suspended for doing so.

1969 The Supreme Court ruled in Tinker’s favor saying that students do not lose their First Amendment rights when in school. Mary Beth Tinker and Mike Hiestand offered a press conference for students at the South Carolina Scholastic Press Association conference Oct. 7.

2013

Mary Beth Tinker teaches journalism students about their First Amendment rights.

Now, Mary Beth Tinker is touring the United States on the “Tinker Tour” where she is not only sharing her story but informing students of their First Amendment rights. dfr.news.fall 2013/ 09

Experience a foreign culture

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opinion

Staff

Staff Vote:

Editorial

Agree: 13 Disagree:

Indifferent: 0

Richland Library bond referendum will benefit Ballentine community As voters lined up at the polls Nov. 5, an important decision ran through their minds: whether or not to expand and renovate the Richland County libraries. Voters approved the measure by a margin of 30 percent: 65 to 35. By voting yes, most of the Richland Library branches will see extensive renovations and expansions. The Ballentine and Sandhill branches will be experiencing the most drastic changes: they will be getting all-new libraries with many new features that make their spacesmore public-friendly. The new Ballentine library will include a 70-person meeting room, a large conference room, a covered drop-off and book return-just to name a few features. The Sandhill branch will

The

Renaissance

editor-in-chief, kirsten arnoult co-editor, michaela baker staff robin hendricks eddie bates maddie mason josh imholte carina leaman madison metts fusion staff sean riehm jamie mason lacee getter jamie gilbert-fitzpatrick mendy harris hayley younginer adviser, amy medlock-greene principal, dr. greg owings

12/ dfr.news.fall 2013

also see a new library complete with a lounge, computer area, and 250-500 seat auditorium. The remaining branches will be renovated to include features to make their libraries more user-friendly. Although these renovations are great for the community, they came with a price. By voting yes, the voters passed a $59 million bond referendum. This will mean an additional $35 in property tax on a $100,000 home. It will not cost too much to better our community, but many people are angry about the new tax and encouraged people to vote no. Although $59 million is a lot of money, it will be used for a good cause. Many of the libraries are too small or need new features to func-

tion and make their libraries better for the people. Features like computer areas, childrenâ&#x20AC;&#x2122;s spaces, teen spaces and tutor rooms help libraries function in a 21st Century environment and keep the public coming back. As the economy dropped, the number of people visiting libraries went up. Many people rely on the free Internet and many resources the library offers. Some people use libraries as a sort of refuge: children can be entertained, people can use the computers for free and multiple books can be checked out for people to enjoy. Libraries are public sanctuaries, and passing a bond referendum to make them better is extremely beneficial to the community. Making these libraries

The Renaissance is an open forum for student expression at Dutch Fork High School. The purpose of The Renaissance is to inform the student body about events affecting them, to influence its readers through responsible editorials, to entertain through feature content, to reflect the overall personality of the school and to bring buyer and seller together. These goals will be achieved through fair, accurate and responsible reporting. Unbylined editorials reflect the views of the majority of The Renaissance staff, but not necessarily the view of the school board, the administrators, the faculty, the

better and providing the resources people need will help bring more people into the libraries and offer more opportunities for them. Libraries can better a community and help bring people together who share a certain passion. Reading is important and should always be encouraged to youth and adults. The new Ballentine library will be located near the Walmart and will offer many improvements and a larger library. More people will be able to study, check out books and learn. The new conference rooms, learning labs, meeting rooms and all the other features will make the Ballentine library the new hot spot for studying and will allow more people to fit in the library. And we will be there for the grand opening.

adviser, the entire staff, or student body. All bylined editorials and cartoons reflect the opinion of the writer or artist. Advertisements do not reflect the opinion of The Renaissance or its adviser. The Renaissance encourages letters to the editors as they constitute a constructive avenue for opinion. All letters must be signed by the writer to be considered for publication. The staff reserves the right to edit letters for poor taste, libel, grammar and space. The Renaissance is published four times a year by students in the journalism classes. The online edition, updated regularly, is available at www.foxfusion.org.

Kids in the Hall How beneficial are QR codes? “[I’ve] never really [used QR codes]. I haven’t gotten the app yet.”

“[QR codes] actually help me a lot. I think it’s really much more efficient.”

sophomore Sarah-Emily Rish

freshman

Christian Mikola jezate

“I haven’t used them at all.”

“I don’t ever use them; I don’t even have the app.”

junior

senior

Haley Plemmons

Lauren Hagan

Quick Response codes help students navigate iPad minis column by Robin Hendricks

lthough the new addition of iPad minis is meant to make student work more simple and efficient, it takes a while for both students and teachers to learn how to navigate the new technology that the majority of them have never used before. The basic idea of the iPad is simple enough, but with all the apps and shortcuts, it is difficult to understand fully the iPad within the short amount of time

the school expects it to be mastered. This is where QR--“Quick Response”--codes come in. These codes are sometimes used to get to the iCare website or to access FAQs about the device. To scan the QR code, open a QR code scanning app, such as Red Laser. After launching the app, open your lens cover and hold the iPad in front of the QR code. It should then scan it and automatically bring you to the desired website. Simply pointing the camera at the code will not bring you to a website and will only leave you with a boring picture in your camera roll.

QR codes have been in use for years and have been accessible by smart devices, but now they are a common sight around the school this year. The prevalence of QR codes is obviously a result of all students who were issued iPads allowing all students have access to these codes. Before, the codes could not be used in mandatory assignments because those who did not have a smartphone or other smart device would have been unable to use them. But these codes can now be used in projects and are easy to make. Also, if there is a club or ex-

tracurricular activity that needs more attention from the student body, QR codes are a quick and efficient way to spread information to as many people as possible and within the shortest amount of time. QR codes are relatively easy to create as well and are free. They can also be customized. For any information that needs to be spread quickly, a QR code is a simple solution because it is both simple to make and simple to use. Overall, this new technology goes along with everything the district wanted the iPads for: to increase efficiency and decrease excuses. dfr.opinion.fall 2013/ 13

opinion

Ro a d c o n s t r u c t i on decreases traffic

Bell schedule changes bring frustration

column by Mendy Harris

column by Robin Hendricks

orns honking, cars bumper to bumper, fidgeting hands on the steering wheel, eyes checking the clock, and frustration in the air: the new school year started in a traffic jam. Beginning last spring, construction of a new road between Dutch Fork Middle School and Dutch Fork High School began, and continued through Labor Day. Because of the alteration of the carpool line, students from the middle and high schools are now being dropped off and picked up in the back of the schools. Although the decision was made with good intentions-to ease the journey to and from school--the process of building the new road was anything but pleasant. Because of the laborintensive construction, excessive traffic was a primary problem for students, teachers and parents. Adding the new bell schedule to the loathed construction, meant getting to and from school at the beginning of the year escalated to a whole other level of inconvenience. Despite the disadvantage of the construction process, once the road was built, traffic has dwindled significantly. Administrator Randy Gold said the new road was constructed to alleviate traffic for student pickup and drop off-, to provide more visitor parking, and to improve the overall safety of traffic and students. “I think [the students] will be able to get to school a lot quicker and they will get out of here a lot quicker,” Gold said. “It will be easy on the parents and [the new road] will make it a lot safer.” 14/ dfr.opinion.fall 2013

It is obvious the goal of the new road has been met. With little-to-no parents’ or teachers’ cars near the entrance of the student parking lot, the ease of entering and exiting the student parking lot has been greatly improved. With newly painted symbols on the road, drivers are also able to understand where to go and what to do easier than before the renovations. Because of the freshly painted crosswalks and the addition of traffic officers escorting students across the cross walks, walking to school has become a great deal safer. Combining the new road with additional parking in front of the school, teachers’ commutes have also improved. Because most parents are now carpooling in the back of the schools, teachers have much more freedom of turning out and into the school parking lot (both behind the school and in front). Even with the new policy of pickup and drop-off in the back of the schools, some parents are still dropping off kids in the front of the schools. The ultimate goal of the added road is to get everyone to follow the new protocol. With the advantages of the new road and location of the carpools set in place, Gold said because the road is finished, there will be no nearby projects involving hazardous road construction. And construction is definitely something we can all live without.

n the last year alone, Lexington Richland School District 5 has seen two major changes that, even by themselves, would cause drastic changes to the district and the way it is run: the Center for Advanced Technical Studies (CATS) and Spring Hill, the new magnet high school. Because of these new institutions and their transportation issues, Dutch Fork, Chapin and Irmo High School school days have been lengthened by about 10 minutes. School starts five minutes before it began in the previous year, and ends five minutes later than last year. Those 10 minutes, though, were tacked on to the instructional day instead of the already short lunches. After a ridiculously long line for food, students are left with only about 10 minutes to eat and socialize with friends. So, why was the extra time not added to lunch? “The transition time was going to affect instruction, so I wanted to increase the instructional time so we wouldn’t miss out on that,” administrator Jason Pollock said. “The lunch periods stay the same because we still have an ample amount of time at lunches.” That is faulty logic, though. The transition time did not have to take away from instructional time if they did not want it to do so. The extra 10 minutes still could have been added to third block and divided up amongst the four lunch periods. Third block would be

much longer, in turn, but those extra minutes could be added to Academic Enrichment, too. A little extra time for homework never hurt anyone. If that were the strategy put in at the beginning of the year, then students would have more time to eat, socialize and prepare for classes instead of having extra minutes tacked on to an already colossal amount of class time. Maybe the reason the school needed more class time was because of the CATS bus schedule, but that would not make much sense either. Students have missed out on a substantial amount of class time already this school year because the CATS bus was late dropping them off at school. This did not occur so much last year, and the only reasonable conclusion to draw is that the cause of students missing class is the new bell schedule. The new bell schedule that is, in fact, meant to increase instructional time, not take away from it. While the new schedule is likely “here to stay” as Pollock puts it, with a little more thought put into what would be best for the students themselves, the extra time could have been used to give students and teachers alike a well-needed break along with more time to prepare for future classes.

Divergent diverges from normal review by carina leaman

t’s rare for any new teen franchise to break away from the pack of identical novels being thrown at readers these days. Every new young adult novel strives to be the popular series that came before it: Suzanne Collins’ The Hunger Games, Stephenie Meyer’s Twilight and J.K. Rowling’s Harry Potter series have all spawned series after series of knock-off characters and seethrough plots. So when I picked up Veronica Roth’s Divergent, there wasn’t much hope in my mind. The Hunger Games-like flame on the cover had already sent up warning signs: it was just going to be another one of “those books.” I have never been so glad to be proven wrong. In the novel, Beatrice Prior has not known much of life outside of her tightly knit community. Her family is a part of the Abnegation faction, one of five created after an assumed apocalypse. The Dauntless are courageous, the Candor are honest, the Amity are kind, the Erudite are intelligent, and the Abnegation are selfless. Beatrice has never felt comfortable in her lifestyle, yet doubts her resolve ever to leave her family. But when her aptitude test--designed to place each person in the faction best suited for them--comes back as inconclusive and labels her a dangerous Divergent, Beatrice sheds her old skin and joins the Dauntless, sending her slow-paced way of life spiraling into chaos. In the beginning it is easy to label the book as another knock-off grasping for fame. The “factions” in the society were strongly similar to the beloved houses of Hogwarts’ School of Witchcraft and Wizwardry, a key role to the Harry Potter franchise. For the first few chapters it was easy to predict what Beatrice--or “Tris” (as she becomes upon her entry into the Dauntless faction)--will do, or how she will react to

certain scenarios. She is the typical main character, befriending the miscreants of the new initiates and being bullied for her Abnegation upbringing. But that’s where the comparisons cease. All, not simply the obvious soon-to-berival Peter Hayes, throw about the nickname “Stiff ” and rude remarks. But instead of lashing out at those who taunt her, Tris laughs with them and merely rises to the challenge in an attempt to prove herself, earning respect from the instructor nicknamed Four and fellow initiates Christina, Will, and Albert. Success, like popularity, is not immediate either. Tris has to learn to come out of her shell and be strong, yet knows when it is best to conform to the other initiates’ expectations in order to survive. Another surprising aspect of this novel was the fact that the romantic subplot was just that: a subplot. There was no cliche love triangle between Tris and two equally dangerous guys with dark pasts. Any romantic scene written would quickly become vital to character development or later scenes in the book, and Tris does not let a small crush overpower her sense of judgement, nor send her spinning head-over-heels in love with a boy she’s only known for a week. Her survival and success in training always come first. Also, none of the characters had cookie-cutter personalities. No one was exclusively evil, and yet in the same way no one was explicitly good. Lies and betrayals are rampant throughout the novel, many of which appear so suddenly and with such force that they leave the reader clutching the book with white knuckles, jaw hanging open in disbelief. The plot was gripping, the characters were riveting, and the scenery was so vivid it was like watching a movie instead of merely reading words on a page. All in all, Divergent was a pleasant surprise amidst a sea of trivial, young-adult paranormal romances.

We want to hear from you! Scan the QR code to tell us what you think of this issue and if you would like to see anything in the upcoming one.

“It has everything action, adventure, and romance,” -English teacher Megan Estes

CCCC

“You should read it; it’s full of interesting twists and a creavitve idea.” -sophomore Sean Riehm

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“It’s a fast-paced novel and it’s interesting because you get to learn more about the characters and their pasts.” -junior Robin Hendricks

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TR dfr.opinion.fall 2013/ 15

life

Student musicians find the melody story by Hayley Younginer, Maddie Mason and Lacee Getter • photos by Maddie Mason As melodies fill the air, music blasts through the walls and vocals harmonize throughout the halls. “Music makes me feel like I’m exploding,” sophomore Lauren Elliot said. Music is a form of artistic creation and a way of developing skills for aspiring student musicians. “I like being able to create music and being able to make people happy with it,” sophomore saxophone player Emilie Weinerman said. “I enjoy it because if you know how to play an instrument, then you are able to appreciate the skill that it takes.” Musical talent is showcased and diversified throughout the department. “I don’t think people realize how great of a program the music department is and how many talented students we actually have at Dutch Fork,” junior Eneida Rivera said. “Being a music department student, I think the huge program gives us variety in our schedule due to the classes we take and just a chance to show our 16/ dfr.life.fall 2013

talent and express ourselves.” department struggles with Not only is skill, creation, not getting the attention it and talent a part of the wants and needs. department, but hard work is “I think the music also involved. department is very good, but “I am a part of chorus isn’t supported enough by the and dance and it feels great district. The arts in public especially when I perform schools tend to suffer the because I think it’s a great most when budget cuts come chance to show everyone around, and it angers me,” what we’ve Lauren said. all been “A l t h o u g h practicing I am an and working athlete, I hard,” Eneida am involved said. with the arts The band and I think it prog ram is unfair how h e l p s the athletes increase are treated the spirit like royalty of students whereas the and guests arts are at at sporting the bottom events by of the food --junior chain.” she performing. “I enjoy Lauren Carnes said. the band W h e t h e r the most or not they because they do a very good receive lots of attention, the job of getting spectators and music department is a place athletes excited at sporting for students to express their events,” junior Lauren passion and love for music. Carnes said. “Honestly, the faculty is Sometimes overshadowed great,” Eneida said, “and, just by athletics, the music overall, I love it.”

“I think the music department is very good, but isn’t supported enough by the district. “

Photos, from left to right: Left: Freshman Micah Zahn follows along with the rest of the freshman orchestra. Top: The Silver Spirit band performs during halftime of a football game. Above: Orchestra students practice with sheet music.

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life

Dutch Fork goes digital story by Hayley Younginer, Maddie Mason and Lacee Getter Chimes echo throughout classrooms, fingers tap, screens unlock. With different learning techniques and new technology, Dutch Fork introduces iPad minis to the classroom. “We’re becoming more technology based and we’re relying on the Internet,” junior Lauren Grogan said. Students and teachers alike are affected by the new standards involved with the iPad minis, and must learn how to use them properly for educational purposes and resources. “I think it’s a good thing and a bad thing,” junior Sarah Sneath said. “I think it’s good because it makes it easier for everyone to keep on track but a bad thing because a lot of people get distracted easily by playing games.” The benefits to having a more technologically-advanced school are expressed through teachers’ using the iPad minis in class. “I think overall it can be positive just because we’re just moving into an a lot more technological age and a lot of students are used to using technology: iPads, cell phones and things like that,” English teacher Megan Estes said. “I think it will be a plus as long as we use them for educational purposes and not distractions.” As a learning resource, the iPad minis have helped students stay on top of their school work both at home and in the classroom. “I think iPads have benefitted the school because it increases the stuff teachers can do in the classroom and helps the students with organization and it allows technology to intertwine into teaching,” senior Kyle

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Cannon said. For seniors, these iPad minis help prepare them for college. “It has a lot of stuff that we use in college (like planners), and they keep us on track or if we need anything,” senior

“I am interested to see how paperless I can go in the classroom and how much I can do on the iPads and without students turning in lots of papers.” --English teacher Megan Estes

Austin Ruger said. For others, these iPad minis are seen as an unnecessary tool. “I haven’t used them in a single class,” junior Emily Peak said. “You can’t type on them easily and they blocked Madden [NFL].” Others agree that apps available for downloads cause distractions in class. “The fact that you can download pretty much anything is distracting. You can

download games, and I know a lot of people who sit in class and play games,” sophomore Jalyn Barfield said. “I honestly don’t think they help with grades; I’m better off with paper and pencil than this technology.” The use of this new technology is predicted to help Dutch Fork High School as a whole, challenging both students and faculty to use the iPad minis as often as possible. Estes counts on this technology to help make her class more green. “I am very excited for the new iPads,” Estes said. “I am interested to see how paperless I can go in the classroom and how much I can do on the iPads and without students turning in lots of papers.” Some students have been using apps that help them keep up with homework and help them stay organized. “There’s this one app I have that I can put my homework in as my agenda and it can help me keep up with my homework,” sophomore Peyton Lumpkin said. Although some teachers have not started to use the iPads in their classrooms yet, Sarah said she thinks they will begin to use them soon. “My teachers haven’t used them yet, but I think they’re planning to because everyone just got their iPads,” Sarah said. iPads are a big responsibility for students, so teachers expect their students to take care of the devices. “I think students will take good care of them because it’s new and it belongs to them.” Estes said. “It’s something that they’re really going to want to take care of, so I hope that they won’t break them easily and won’t have too many problems.”

iPad Q & A Q: How many students received iPad minis? A: 1846 students. Q: How many students did not receive them? A: Only 15 students. Q: How many students have not yet turned in their paperwork? A: 45 students. Q: Which apps did the District purchase? A: Pages, Keynote, Numbers, iMovie, Notability, & Explain Everything dfr.life.fall 2013/ 19

sports

Tech takes the field New wave of technology improvements causes concerns for athletes story by Eddie Bates, Sean Riehm and Josh Imholte â&#x20AC;˘ photos by Sean Riehm

Freshman middle linebacker Marcus Montgomery uses the app, HUDL, to watch game film on his iPad mini.

Football is not the only sport that uses the district-issued iPads. An iPad rests on a tennis bag outside the DFHS tennis courts.

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ith the district-wide iPad distribution, students are going paperless in class--and on the field. For student athletes, the iPads are a blessing. Football players and coaches now have another tool to use to better their game. “We use our iPads to watch game film,” junior varsity football player Jacob Solomon said. “We go on Hudl [an app], and can watch all of our game films. You can look at upcoming teams’ films or you can watch the game you just played in.” Game film isn’t the only thing for which the new tech is used. “[If I could use my iPad] I would probably have a friend time me [while I run],” sophomore cross country runner Nick Dorman said. For a few, student athletes, though, the iPads also present a challenge. “I can’t really do anything with [the iPad] because I don’t have time to run home and put it somewhere and then go to practice,” senior varsity golfer

Jenny Klett said. And for others, the iPads are just an unnecessary burden. They present a legitimate target for theft, and most sports don’t even use them during practice. “Our coach teaches at a middle school, so he doesn’t even address that we have iPads,” Jenny said. Theft is a huge concern for athletes who have the iPads.

said.” [I’m concerned about theft] because people get everything stolen in the locker room. I got my phone stolen and people get their [football] pads stolen all the time.” Because theft is such an issue, students and coaches have devised their own ways of keeping their property safe. “My coach doesn’t want us

“[I’m not concerned about theft] because most of the time [the iPads] are locked in the coach’s office; I trust the coaches, not the students.” --cross country runner sophomore Nick Dorman Tech items have a long history of being stolen from locker rooms and practice fields. “[Some] coaches don’t lock [the iPads] up during practice,” freshman b-team middle linebacker Marcus Montgomery

to be on [the iPads], so she will sometimes make us line them up against the wall so we aren’t on them,” sophomore varsity cheerleader Rebecca Norris said. While students are not

allowed to use them during practice, they still need to have them on their person or among their possessions, and they need to have a safe place to leave them so they do not get stolen. “I just leave it in my backpack 100 percent of the time,” Jenny said. Nick said he has nothing to fear from a thief because his coaches lock up the devices. “[I’m not concerned about theft] because most of the time [the iPads] are locked in the coach’s office,” Nick said. “I trust the coaches, not the students.” While Rebecca and Nick said the coaches’ system for keeping their athletes’ iPads safe is good enough, others said it can be improved. “[The coaches could] let us lock them up in a lock box during practice [to reduce theft and make us feel safer],” Marcus said. Rebecca said the current system works. “I think the system is fine. I like having it near me,” she said. “I like being able to see it so I know that it’s safe.”

With the activity screen of HUDL, players can use their iPads to watch game and practice film and see what other players and coaches have uploaded.

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sports

Rise of the freshmen

Power trio of freshmen is new face of girls’ varsity tennis story by Eddie Bates, Josh Imholte and Sean Riehm • photos by Sean Riehm

Freshman varsity tennis player Sam Caliais serves in her match against White Knoll.

Freshman varsity tennis player Lauren Joch serves against Lexington’s first court.

Freshman varsity tennis player Allison Walsh walks back to the baseline after winning a point.

Player Spotlight: Sam Caliais • Singles Champion for her region last year • 2nd court for the Girls Varsity team • Has played tennis since she was five

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• Favorite food: lasagna and pasta • Favorite TV show: “Pretty Little Liars” • Favorite Color: Purple

In common vernacular, a “power trio” is a rock-and-roll band featuring a lead guitarist, bassist and drummer. On the girls’ varsity tennis team, though, the power trio is a group of three freshman girls who are the next generation of team, and who are already on their way to achieving great things. Freshmen Lauren Joch, Sam Calais and Allison Walsh are the trio’s members. They play first court, second court and third court singles respectively, which puts them at the top of the tennis team. As mere freshmen, this is a notable accomplishment. “Right now we are just trying to take it one frame at a time,” varsity girls’ tennis Coach Gina Hilts said. “[The trio] will be very strong in power and they will continue to grow both physically and mentally.” Lauren first made the team as a seventh-grader, and immediately played second court singles. Last year, as an eighthgrader, Lauren played first court varsity singles, spearheaded a run for the 4A state title last year and also made the all-region team. Although a tad bit smaller than other girls her age, Lauren’s teammates say she doesn’t allow that to affect her on the court. “I’m most impressed with the fact that she’s so small and

so powerful,” senior and varsity team captain Sara Riehm said. In addition to the success she’s already had, Lauren said she has big plans for her future. “I would like to play collegiate tennis at Clemson, then go pro if things come to that,” she said. Allison’s beginnings as a player were more humble; ten-

paint the lines and move you side to side like it’s nobody’s business,” Sara said. Tennis is an extremely mental game, and Allison said she maintains focus and concentration to succeed. “I try to stay in the frame and not really worry about the score,” Allison said. This is Sam’s first year at

“[The trio] will be very strong in power and they will continue to grow both physically and mentally.” --Coach Gina Hilts nis was not always her first choice. “My parents got me into [tennis],” Allison said. ”Lauren told me about it and I always liked watching it on TV.” Unlike Lauren, Allison did not start and was fairly low on the ladder as a seventh grader, but through hard work and practice, she worked her way up the ladder and was playing second court singles by her eighth grade year. “She [Allison] is a really good player and she’s unbelievably consistent; she is able to

Dutch Fork, but not her first year of tennis. “She has a passion for the game,” Sam’s father, John Calais, said. “She averages about 10 tournaments a year, plays five times a week, and has been playing since she was five.” Sam used to attend MidCarolina high school, but said her experience there was not the same. “This school has a better tennis program,” Sam said. “The head coach here actually cares about [the tennis team].” Early into the season, Sam

was already making a big name for herself. “I am impressed with Sam’s groundstrokes and her footwork; she gets to everything and hits a good shot off of everything,” Sara said. “She makes everybody work to beat her, which they haven’t, because she’s that good.” Not only are the girls a force on the court, but “they’re really easy to get along with and really nice,” junior and varsity player Bailey McLaughlin said. Dutch Fork is primed for another run at the state title, and this time, should be able to bring it home. “[My favorite moment so far] has been when we went to state last year,” Lauren said, “I think we would all be excited [if we went to state again].” But, no matter what, the team is always there for each other. “[The tennis team] is all really close,” Allison said. “We are always supporting each other.” To call the Dutch Fork girls’ varsity tennis team a “powerhouse” or a “dynasty” now may be jumping the gun, but with the Power Trio, it shouldn’t be too long at all. “They’re our top players; they’re the ones that we expect to win,” Sara said. “I expect them to be undefeated, and I don’t think they’ll have a hard time doing that.”

Tennis Team Stats • 10-0 during the regular season • 1st in the region • Lower State Champions • 13-1 overall this year • 2nd in the state at the end of the season • Undefeated until the State Championship dfr.sports.fall 2013/ 23

Who we are 2013 -2014

The Renaissance staff front row: robin hendricks, jamie gilbert-fitzpatrick, hayley younginer and carina leaman back row: madison metts, lacee getter, sean riehm, kirsten arnout, josh imholte, eddie bates, michaela baker, jamie mason, maddie mason and mendy harris *From left to right