Garfield Messenger: Volume 100, Issue 2 by Garfield Messenger

THE

MESSENGER

MONTH VOLUME 100 ISSUE 2

STAFF Adam Friesz Amritha Dewan S. Avalon Leonard Ben Fleishman Eden Huschle Ellen Taylor Ellie Wakefield Eva Hightower

Evelyn Bartlett Gunvor Langhout Lakelle Bridges Layth Stauffer Lucy Gaines Maile Quenzer Mairead Averill Michelle Tong

Mika Ichikawa Peja Harding Riley Perteet-Cantu Taylor Gale Tess Wahl Zac Meyer

EDITORS

Nhu Tat - Editor in Chief Audrey Abrahams - News, Feature, Opinion Autumn Henson - News, Feature, Opinion Nikita Landfield - Arts & Entertainment Griffin Hintze - Sports Alwin Ma - Assisant Managing Tyrail Minor - Business

SUPPORTERS OF THE MESSENGER Cliff Meyer - Heidi Unruh - Janet Lardizal - Janet Chung - Lorriane Bardeen - Paul Hughes - The Warner/Fleishman Family

These contributions help make the production and publication of The Garfield Messenger possible. If you would like to support The Messenger, please contact us at garfieldmessenger@gmail.com

TABLE OF

4 4 5 5

NFO

GARFIELD BOMB THREAT Adam Friesz & Alwin Ma

A BOMB TASTE IN MUSIC Audrey Abrahams DEVELOPMENT VS DISPLACEMENT Ben Fleishman PROMISING PROFESSIONS OF THE FUTURE Gunvor Langhout

THE 6 ENDING CYCLE

Mairead Averill

SPORTS

TO E4 16 PAWN Adam Friesz

ROW, ROW, ROW YOUR BOAT Tess Wahl

ISSUE 2, VOL 100

CONTENTS

WHERE’S MY COUNSELOR? Michelle Tong

A&E

KING COUNTY SMACKDOWN Maile Quenzer

DAWGS 7 DEAR Messenger Staff

AND 12 SOUL SPICE

THE ISSUE WITH AP LANGUAGE ARTS OPINION Riley Perteet-Cantu MENTAL HEALTH FLIES SOUTH FOR THE WINTER Mika Ichikawa

10 MESSENGER UNIVERSITY Layth Stauffer & 11 Lucy Gaines 17 18

LEVELING THE PLAYING FIELD Zac Meyer SPACE ODDITY Ellie Wakefield

STUDENT ART SUBMISSIONS

Eden Huschle

Cover By Nia Dozier

“THE BOOK IS ALWAYS BETTER”...OR IS IT? Amritha Dewan

UP 14 WHAT’S WITH WES AN-

DERSON? S. Avalon Leonard

HAS 12 GARFIELD A MUSICAL IMPROV? YES, 15 MEMOIR AND... Ellen Taylor

Lakelle Bridges

FACULTY FASHION GUIDE Peja Harding

18 GENERATIONAL TABLE TENNIS Eva Hightower

OR BUST 19 2.0 Evelyn Bartlett

SHREDGAR EVARS Taylor Gale

NEWS

GARFIELD BOMB THREATS

Response dictated by varying guidance leaves few in building. By Adam Friesz and Alwin Ma

wo bomb threats were made at Garfield High School on the 4th and 5th of November leading to school evacuations and an ongoing investigation. These incidents were riddled with communication errors and revealed procedures many were unaware of. Flexibility in response In both instances, administrators coordinated with the Seattle Police Department and Safety and Security Department, a division of Seattle Public Schools that advises schools in emergency situations. “We provide consultation and guidance for principals, on how they operate their schools, and keeping them safe,” Benjamin Coulter, a department representative, said. “We offer guidance… Every emergency is a little bit different and needs to be handled a little bit differently.” The variability in response is evident looking at the two situations at Garfield. Following the first bomb threat, students and teachers were evacuated to the field where they were held for an hour before being dismissed. Bomb sniffing dogs swept the building and found nothing. On November 5th, students were not evacuated, but released two minutes before school ended. There was no sweep of the building. “Time of day, credible threat, information that we had all led to the decisions in the moment and many of those decisions were not made in isolation they were made with the support of district office and our response through the city 911 call,” Vice Principal Regina Carr said, adding that the caller was believed be the same person. “A lot of the time, people make these threats because they’re looking for a reaction. And so we have to be careful about what reaction we provide, so that we don’t encourage them to do the same thing,” Coulter said. Communication errors Also different was the way in which these threats were communicated to the building. During the first bomb threat, administrators opted to alert people by sending staff into each classroom, missing at least three classrooms. One such classroom was Daniel Young’s, a social studies teacher who was in his prep period. “I was never notified, I figured it out on my own… I saw one class walk-

ing out on the sidewalk and I thought, oh maybe they’re walking out on a field trip… I want to say it was maybe fifteen minutes after that when I went to make a copy and I noticed the school was really quiet,” Young said. “I thought back to seeing the class walk-

ing out and thought maybe there was an evacuation and I was just in such a workflow that I didn’t hear the announcement or alarm or something. So I grabbed all of my things and jumped out the window,” Young said. Tim Zimmermann, a language arts teacher, was with a class of students. “I learned about it first from a student. We were taking a quiz in my 9th grade language arts class, and a student called me over and showed me their phone and said that we had to go out to the field,” Zimmermann said. “I treated that seriously, but I said if they hadn’t told me, I wasn’t totally sure how serious it was,” Zimmermann said. “What ended up happening was one of them texted Mr. Barnes and said, ‘We’re still in here,’ because they forgot about my classroom...” Administration, however, defended their lack of announcement. “It was in our guidance for that particular situation and what had been done in the building previously,” Carr said. There is no general guidance on the use of announcement systems. “For any bomb threat, it would be a building level decision [to use an announcement system], a situation level decision. I would feel comfortable saying that there isn’t strong guidance on that specifically. There could be strategic advantages to doing either,” Coulter said.

Evaluation and future actions Despite communication errors, administrators evaluated the situation as a success and expressed gratitude for those involved. “Thank you to our staff, safety teams, law enforcement officers, and bus drivers for their quick action. You helped students move through the evacuation and dismissal process seamlessly,” Principal Hart said in an email sent to parents following the first bomb threat. Administrators doubled down on their assessment of the situation. “Our timeline from concern of a threat to evacuation of the building was a quick response. I would say it was seamless,” Carr said, adding that this was the first emergency situation since returning to schools. “Because we have been out of school for two years, we are needing to brush up on all of our processes: fire drills, earthquake drills, threats, all of it,” Carr said. There are no plans to practice bomb threat response specifically, however. This positive assessment was echoed by Safety and Security. “Sometimes there is a reception out there that if people don’t like their principals or their administrators that [Safety and Security] is going to come in and tell them they are wrong and Seattle Public Schools just doesn’t operate like that,” Coulter said. “I don’t think anyone got hurt so that means it was handled well… Our focus is did anybody get hurt and when we go through an incident and no one gets hurt we view that as basically a win and a success,” Coulter said. Those jeopardized by the errors had a different message. “It would be nice if they were thorough and figured out their systems. It is important,” Young said. No suspect has been apprehended. The investigation is under the control of the Seattle Police Department.

Photo by Adam Friesz

NEWS

DEVELOPMENT VS. DISPLACEMENT

A nonprofit’s mission to bring affordability to Central District housing. By Ben Fleishman ue to racist housing regulations restricting where Seattle’s residents of color could live, the Central District, home to Garfield High School, was once a predominantly Black neighborhood. However, due to recent displacement in the neighborhood, statistics from 2010 show that it is now less than one quarter Black. Because of skyrocketing housing prices in Seattle, affordable housing is a necessity, but most for-profit real estate companies are unwilling to provide it. For this reason, much of the affordable housing development in the United States is done by nonprofit organizations, such as Seattle’s Homestead Community Land Trust. The group maintains many existing homes as part of their trust, but they are also creating new developments such as Village Gardens Townhomes, located in the Central District near Martin Luther King Jr. Boulevard. Out of sixteen homes, six will be sold at market-rate prices, and

the money for these sales will be used to subsidize the sale of the other ten houses at much lower prices. Homestead operates under a model that has its origin in Indigenous American and pre-colonial African cultures, as well as ancient Chinese economics, according to community land trust pioneer Robert Swann. The first time the phrase was explicitly used by an organization to describe themselves was New Communities. This was a collectively owned area of land in Lee County, Georgia, set up by Black civil rights activists in the late 1960s to provide a means to build wealth for landless Black residents of the area. During the 2010 census, the Central District was counted at 20%

Black, drastically down from 80% in 1970. Homestead Community Land Trust took this displacement into consideration when planning the Village Gardens development, and offered priority consideration to those with historical or familial ties to the Central District, which means that those who were displaced due to rising housing costs may be able to repatriate to the neighborhood. Kathleen Hosfeld, the Executive Director of Homestead, says the land that Village Gardens is being built on was initially City of Seattle surplus land. Homestead received it for free after winning a competitive request for proposals, a process where organizations pitch a potential land use to the city. Hosfeld considers communi-

ty land trusts to be a very important form of land ownership, stating that groups like Homestead make addressing social justice and equity issues a priority. They also work closely with the communities they aim to serve. “We don’t build housing for people, we build housing with people,” Hosfeld said. The City of Seattle has made steps towards creating affordable housing with moves such as the awarding of the site of Village Gardens to Homestead, but Hosfeld states that governments around the nation have a ways to go before the need for affordable housing is fully met.

Photography by Ben Fleishman

PROMISING PROFESSIONS OF THE FUTURE

Careers that will be in high demand in the next five years. By Gunvor Langhout

he job market is constantly changing, but with an aging and growing population, and greater dependency on technology, some career fields are guaranteed to grow rapidly. Here are some careers that are projected to have the most job openings in the next five years. Software/Web Developer: Software and web developers are the people behind some of your favorite apps. They design, build, and test electronic programs and apps based on user needs. A bachelor’s degree in a relevant field (software development, computer science, or computer programming) is usually required. Software developers make over $120,000 a year on average and web designers make around $65,000 a year in Washington. Information Security Analyst: The demand for information security analysts is projected to grow by 31% by the end of the decade. They are tasked with the complex job of protecting computer networks and systems from cyberattacks. Due to the high demand, people in this career make an average of $101,000 per year, with an average of $5,000 in cash bonuses in Washington. A bachelor’s degree in cy-

bersecurity or a related field is usually required, along with a certification to display proficiency in a certain area of cybersecurity. Home Health Aide: Home health aides assist elderly and disabled people with daily living using com-

passion and patience. They do everything from transporting their clients to appointments to administering medicine. They must complete 75 hours of basic training and pass a certificate exam. Home health aides make an average of $18.37 an hour in Washington State, but salaries are projected to rise as demand increases. Registered Nurse (RN) and Certified Nursing Assistant (CNA) : Registered Nurses and Certified Nursing Assistants do the incredibly important role of providing medical care for their patients. They work in various settings including

hospitals, schools, assisted living homes, and correctional facilities. RNs must have an Associates Degree in Nursing (ADN) or a Bachelors in Science in Nursing (BSN). Additionally, they have to obtain certification through the state’s department of health. CNA’s must complete an 85 hour training program approved by Washington, and pass the Washington State exam. RN’s make $86,000 a year and CNA’s make $18.75 per hour in Washington. Construction worker: With a growing population, the demand for housing and construction workers will continue to grow. Construction workers build and repair buildings, houses and other structures. Some people obtain jobs

equivalent and/or participation in a basic training course. Depending on the equipment associated with the job, some construction workers might need a license to operate machinery. The average salary of construction workers is $19.01 per hour in Washington, but cities such as Seattle have higher hourly salaries. Animal Caretaker: Despite the profession being physically and emotionally demanding, it can also be incredibly fulfilling for those who love animals. Animal caretakers work in a variety of environments including kennels, zoos, shelters, and groomers. Most employers require prospective employees to have obtained their high school diploma or GED. Additionally, experience working with animals, such as prior volunteer work, is also preferred. It can be expected to make $15 an hour on average in Washington, depending on work experience and job responsibilities. Graphics by Eva Hightower

as construction workers with no training or education, but some companies require workers to have a high school diploma or

NEWS

ENDING THE CYCLE

Period club’s mission to end menstrual inequality. By Mairead Averill he topic of menstruation has long been condensed into a single FLASH lesson, a whispered discussion in the back of the class, the stealthy transfer of a tampon from backpack to pocket, and the painful sounds of a pad ripping open in a bathroom stall. Many people who menstruate can relate to that feeling of helplessness when they are on their period, a time when society seems to look the other way. Perhaps less known is “period poverty,” the severe lack of menstrual products available to more than half of menstruators around the world. Cadence Cole is a senior and Vice President of Garfield’s PERIOD club. “There’s a large percentage of menstruators who basically have to make the decision between buying products and buying food, clothes, paying for their bills… and that’s just not okay,” Cole said. PERIOD is an international non-profit that empowers young people across the world to combat period poverty and stigma through service, education, and advocacy. The organization has chapters in over fifty countries dedicated to raising awareness about menstruation and making pe-

riod products available to their communities. Senior Lucy Merrill first discovered the PERIOD Movement mid-sophomore year, and quickly became a passionate advocate for menstrual education and the fight to end period poverty. “I found out about PERIOD and I wanted to start it because I am really passionate about women’s health, and menstrual health in general. [The PERIOD movement] combined feminist issues and my interest in h e a l t h c a r e ,” Merrill said. At the beginning of her junior year in 2020, Merrill founded Garfield’s chapter of PERIOD. The club hosted two successful product drives in 2021 that raised over 100,000 period products, and presented about menstruation inequality to health

classes over Zoom last year. The apparent affluence of Seattle shrouds the fact that period poverty exists everywhere. In July 2020, Washington became the 18th state to remove the “luxury item” sales tax on menstrual products. However, Seattle’s low income and unhoused people are still vulnerable to a lack of available products and poor menstrual hygiene. PERIOD club partnered with Pagliacci Pizza to collect products for Project Prevent, an GHS student-run organization that donated supply kits to Seattle’s unhoused population during the height of the pandemic. The partnership caught the attention of KING 5 News, who aired a segment about the drive and helped donations reach 97,000 individual products.

At club meetings on Fridays in Ms. West’s room (302), the PERIOD club explores a variety of menstrual health-related issues, from analyzing SPS ballots to sustainable period products. “One of the big things we want to focus on this year is getting free products in all the bathrooms here at Garfield…in the girls’ bathroom, the guys’ bathroom and the gender neutral bathrooms,” Cole said. The idea that periods are not confined to a single gender is a large part of the PERIOD club’s advocacy. “Not everyone who menstruates is a woman, and not all women menstruate,’’ Cole explained. In addition to providing free products in school, the PERIOD club plans to continue to educate Garfield’s health classes about menstrual health and hopefully attract underclassmen. Merrill encourages anyone to be a member. “If you care about making it so periods are less stigmatized at Garfield, come, join. You don’t have to know a bunch about periods yet, you don’t have to menstruate, you can just come and be informed.” Pictured: Lucy Merrill

WHERE’S MY COUNSELOR?

A peek into the offices of Garfield Counseling. By Michelle Tong y definition, a school guidance counselor is a person who gives advice about school, college, and academics. But what does that mean to the Garfield community specifically? Daniel Lee and Kenneth Courtney, Garfield’s tenth to twelfth grade counselors, serve the community in ways that extend beyond sitting behind a desk and answering emails. “One of the things I really like about my job is that no two days [are the same],” Lee said. A counselor’s day to day routine varies greatly depending on the time of year. In the fall, when the office is overrun by frantic seniors applying to colleges, counselors work on sending transcripts to colleges and filling out letters of recommendation. During this time, counselors also meet with seniors to discuss

their future. “That’s a thirty minute meeting where we talk about their graduation requirements. I give them a copy of their academic history with what they still need for graduation and I give them a transcript and we talk about the college application process and the plans that they have for after high school,” Courtney said. Junior meetings take place in the spring. Students will set appointments with their counselor, where they will talk about everything from the classes they’ll be taking next year to their plans for the future, whether that be college, trade school, or entering the workforce. A common problem between students and counselors appears to be the timeliness of communication. Counselors deal with over a hundred emails on a busy day, and thirty to forty emails on a slow day, in addition to their in-person

meetings with students, staff, and parents. If students have not heard back from a counselor within twenty-four to seventy-two hours, Lee suggests going to administrative staff for assistance. “Email the counselor again to remind them. If you still don’t get a response within twenty-four hours of that reminder email, I would say you should be contacting either the head counselor who is Ms. Alston, or one of the administrators, Ms. Barnes, Ms. Carr, or Ms. Acton. They can help facilitate a response in a quicker way,” Lee said. In addition to providing academic support, counselors are able to assist with filling out work authorization forms, finding community service opportunities, and help students get involved in community programs that align with their inter-

ests. Unlike a school psychologist, counselors do not use mental health screenings to assist students and families. “A school counselor is someone who… [does not] use...diagnostic assessments, so we’re not mental health counselors, but we are trained in working with students and supporting their social emotional needs,” Lee said. Counselors act as mediators for students who need extra support. If a student is having trouble in their home life, or their school life in a way that is hindering their academic success, they can meet with their counselor for support and get back on track. They can connect students to resources like tutoring services, and help prepare for a future beyond Garfield. Counselors are invaluable to the Garfield community, and they are doing their best to see to the demands of every student.

Photography by Michelle Tong

DEAR DAWGS...

Dear Dawgs, I like this boy who I’ve been super close with for a long time. He found a girlfriend and not going to lie, I wasn’t too happy about it because we were always flirting with each other. Whenever he talks about her, she sounds so manipulative and she’s so mean to him sometimes. I’ve brought this up to him and he just brushes it off or gets mad. Idk how to tell him he’s better off breaking up without sounding jealous or losing our friendship. Help! -GREEN WITH ENVY, 11th Dear GREEN, It sounds like what may have been unintentional and harmless flirting on one side was interpreted as another thing on your side. Trust me, we’ve been there; silly flirting with our desk partners or close friends can create a false narrative in our minds eventually leading to disappointment, and it sucks. Although his new girlfriend may truly be manipulative and mean, interfering with his relationship could come off as jealousy, or worse, ruin your own friendship. If he’s reacted badly to you bringing it up once before, I wouldn’t test those waters again. Don’t let jealousy control you babe. Hoping you blind that one-eyed monster, -Dawgs Dear Dawgs, I have a confession, I run @ghspoopyparking on Instagram. It started off as an innocent joke but now it’s so much more. Everywhere I go it invades my thoughts. As I leave school, my eyes are trained on the back-in-angle, trying to pick out the next feature. Even worse, with every time I back into the angle parking chills go down my spine knowing that just one submission and I could be featured on my own page. With every mention or reference of the page in conversation I put all my energy into keeping the secret. It is exhausting and I can’t take it much longer. I want to come clean but how? It’s been built up so much. -POOPY PARKING, 12th Dear POOPY, As two bulldogs who are without licenses, much of what we will tell you should be taken with a grain of salt. Nevertheless, with fame comes expectations, responsibilities and a spotlight--the same goes for parking. Don’t be afraid to own your parking game and step into that spotlight as a proud driver. Knowing that @ghspoopyparking is a beloved account in the Garfield community, students would be honored to know the true identity of the creator. Own your fame babe. Here’s to stepping into your headlights, deer. -Dawgs

OPINION

THE ISSUE WITH AP LANGUAGE ARTS

The College Board’s influence in AP Language Arts classes needs to be changed.

he clock is ticking. Your first paragraph doesn’t line up with the thesis statement well enough, but it doesn’t matter: time’s up. Your essay is shipped out to be poked and prodded by essay analyzers and will soon be slaughtered and sized up to determine the quality of the draft. After a few days, you receive a notice. Congratulations! Your draft received a premium grade of 4, what a catch! Not as good as some other people’s finds, of course, but still quite good. Colleges across the country and beyond will give you credit for your auspicious deed, and soon you might just get a few letters in the mail calling you in for a job on speed drafting, one of the most lucrative careers in the industry! You soon take up a job writing drafts as fast as one can to appease the masses, rising the ranks in the corporate monolith of McDrafts until you find yourself one of the greatest drafters in the world. On your deathbed, you draft your will moments before life leaves your eyes and feel peace knowing you have no regrets. And then you wake up… and you realize the nightmare’s only just begun. Language Arts, the gateway into the wonders of reading, writing, grammar and unfortunately, in its AP classes, essays against the clock. While writers in the industry certainly do have to have a firm grasp of grammar and the components of writing, College Board’s focus on having students sprint through shallow stress induced essays is confounding at the very least. Language Arts teachers at Garfield place a lot of emphasis on making sure the content of the class is enriching, but teachers are often forced to juggle finding a balance between assigning engaging assignments and ones that work towards getting a good score on the AP exam. This leads AP Language Arts classes to occupy strange territories where many projects have been incredibly fun to research and complete, whereas working on AP style tests can be incredibly stressful while

By Riley Perteet-Cantu ending up with work that is hard to be proud of outside of what it can provide for AP scores. On their website, College Board states that its Advanced Placement English Language course “guides students in becoming curious, critical, and responsive readers of diverse texts.” College Board’s influence in some aspects succeeds, as I am both curious and critical of College Board’s presence in the course after taking it, yet I wonder about the diversity of the texts they reference. Most of what is approved to be seen in the classroom are “classic” examples of literature, with books like The Great Gatsby and Catcher in the Rye being staples among the lineup. Despite the claims of diversity, every assigned book save for The Incidents in the Life of a Slave Girl and Their Eyes Were Watching God in the class I took was written by a white author, with virtually zero presence of texts within the 21st century. Yet the class was able to focus on more diverse pieces in class time that wasn’t oriented towards working towards the AP exam, albeit only before reviewing for the exam crept back around the corner. The saving grace for College Board’s involvement in the class

discourages continually building off one’s knowledge in favor of short bursts of needing to apply everything you’ve learned in the class. Once the class is over, there’s no follow up from what you’ve learned; if you take other AP classes in the future, you are practically required to forget the information you’ve gained in favor of focusing on your new classes. A solution to this would be to gain college credit based off of passing the class, but of course College Board wouldn’t be able to line their pockets as well as their current operation of forcing students and schools to cough up stacks of cash if a student wants a chance at college credit. Literature is an art form that is justly revered by many, and certainly has a place in our schools. But what shouldn’t have a place however, is the co-option by College Board to have these classes be mired in outdated texts, misrepresentative tests, and worst of all a curriculum that sidelines valuable learning in favor of raking in the bills from AP payments.

seems to be the ability to take the test and use the score you received to gain college credit, but that system is flawed from the start. Quantifying everything you’ve learned from an entire school year of taking a class in a few hours is misrepresentative at best, and downright inaccurate at the very worst. Worse yet, this approach Art by Ava Fimmano

F E AT U R E

MENTAL HEALTH FLIES SOUTH FOR THE WINTER

How the cold weather impacts student wellbeing and academic performance. By Mika Ichikawa

s the first semester passes and the days get shorter, the decrease in students’ mental health and motivation is often overlooked. Deadlines have become more concrete and expectations have gone up now that students are no longer in online school. Due to the drastic change in pace from the previous online school experience, it may be harder for students to keep up. For Garfield, the beginning of a new season could be viewed as an opportunity to implement new practices regarding the mental health and overall wellbeing of students. This starts with making sure students know of accessible resources they can go to for help. In Seattle especially, as temperatures drop and the sun begins to set earlier and earlier, many students may experience Seasonal Affective Disorder (SAD). SAD is “depression associated with late autumn and winter and thought to be caused by a lack of light,” according to Oxford Languages. An article from University of North Carolina - Chapel Hill (UNC) states that symptoms of SAD can be “low energy and sluggishness, insomnia, increased drowsiness or other sleep problems,” and “trouble concentrating.” All of these can directly translate to a student’s performance in school and may cause students to fall behind with their work. Senior Teja Zeribi, leader of Garfield’s club Bulldogs Minds Matter, gave her thoughts on what affects mental health in the colder seasons. “I definitely think the lack of Vitamin D and lack of ability to be outside, especially during COVID.” She also talked through challenges that students may feel directly related to their academics. “There is a lot of vulnerability in explaining to teachers why you’re struggling, especially with the stigma around mental health,” Zeribi said. She emphasized the value in reaching out to find resources. “If that’s academic support, if that’s socioemotional support, you can [then] move forward in healthy ways instead of this endless cycle of feeling ashamed about work,” Zeribi said. “People with high levels of anxiety or depression may really struggle coping in school with handling academic work in addition to their mental health, but I also

think that people can appear to be doing well and still be struggling with mental health.” One of the biggest topics Zeribi discussed was increasing the normalcy of conversations regarding mental health. The focus of Bulldogs Minds Matter is to do exactly this, as well as learning to best support your loved ones when they are

struggling, and discussing the many ways mental health can manifest itself in a person’s life. Zeribi stressed the importance of “just having conversations about student wellness so that the students who aren’t visibly struggling are still being supported and know where to get resources.” Garfield teacher Tyson Koyano also gave his input on how it is common for the responsibility of aiding students’ mental health struggles to fall on teachers. “Am I doing a better job of cultivating

trust with my students where they are sharing more with me? [Have] we as a society done a better job where people are being more honest about, and open about their mental health?” Koyano said. “I do believe the culture is opening up about the stigma of mental health, but I don’t know if it has gotten worse or not, I just know people are more open [to]

talking about it.” This observation sheds light on a larger discussion. “I think we as a faculty...teachers, admin, people who support beyond those two roles, need to come together and talk about what the purpose of education is. Because we’re not on the same page, and some of us have, I believe, invested in the idea that school is about competition. And that is never going to support mental health,” Koyano said. With greater understanding of how

mental health ties into students’ success, the purpose and definition of the education system is called into question. “I think there can definitely be a correlation between academic struggling but also academics can be a source of stress,” Zeribi said. This cycle of anxiety and overall mental health connected with schoolwork poses a major concern in schools right now, especially coming off of a return from the very different learning environment that was online school. In addition, teachers being understanding and providing accommodations has proven beneficial when students can’t stay on top of their work one hundred percent of the time. Koyano described a previous method he has used to alleviate stress students may be feeling around finals time, which was to push up the deadline of his final projects. This resulted in his students having completed their heavy workload for his class by the time their final tests for other classes came around. On the day of their other finals, he held a classwide discussion and lesson on mental health. Students and staff could come together to create methods similar to Koyano’s that can be introduced to improve mental health in the Garfield community. Those methods can complement efforts to normalize conversations about mental health. “Don’t be afraid to ask for help,” Zeribi said. “The biggest thing you can do is [to] be honest about how you are doing, because then you can get the support that you need.” Mental Health Resources: Bulldogs Minds Matter: Meetings every Tuesday at lunch, Room 227 National Suicide Prevention Lifeline: 800-273-8255 Garfield Teen Health Center: garfieldteenhealthcenter@seattlechildrens.org, (206) 860-0680 (for making appointments) Crisis Line: Text HOME to 741741 Seattle Counseling with queer resources available: seattlecounseling.org/mental-health-services/ Art by Judas Knox

ELECTION RECAP COMIC

A&E

By Maile Quenzer

SUBMISSIONS

ART

MY IDENTITY BY JALESH CHAVES, 11

SKULL STUDIES BY AINE WILDER, 12 NEON CITY BY MAYA RAO, 11

THIS IS ME CHUN KIT MAC, 12

VISIONS OF GIDEON CHUN KIT MAC, 12

SPECIAL DEADLINES This will vary between schools, do your research! Early Action (apply early, hear back early): Nov 1 Early Action II (same thing but a bit later): Nov 15 Early Decision (if you get in you have to go): Nov 1 Rolling Decision (the earlier you apply the earlier you get in, the later you apply the later you get in): No set deadline.

STANDARDIZED TESTS

LETT T ERS OF REC While academic achievement is important to the college acceptance process, acing tests and making the honor roll isn’t a guaranteed golden ticket. The way you present yourself to the college of your choice is also an important factor. In this section, we’ll go over the benefits and problems associated with letters of recommendation. It’s rare to find a college that doesn’t require at least one letter of recommendation aside from your school counselor, and every college will suggest you have at least one or two letters from teachers, coaches, or other non-family-member-authority figures. Most teachers will agree to write a letter for you, but that’s not the problem (make sure to give them at least 3 weeks notice in advance, though, and be appreciative!). The hard part is finding a teacher to say something that is unique to you, and will highlight your best qualities so that you stand out from the thousands of people applying at the same time. So, when you’re thinking of who to awkwardly ask to shower you with compliments, here’s some advice: find someone who has watched you grow since freshman year, someone who can speak to the person who you were then and the person you’ve become. Advisory teachers are great for this! Keep this in mind the next time you feel the urge to roll your eyes or ignore them, because you’ll most likely have them every year of your high school career, and, if you play your cards right, they’ll be able to write you a killer letter of rec when the time comes.

Testing has never been fun, but this year it was a NIGHTMARE. Several students had to drive as far as Idaho just to take standardized tests due to a combination of high registration and closures of testing centers in Seattle. The added uncertainty of which schools would or wouldn’t be requiring test scores this year only worsened testing anxiety. In this section we’ll go over the basics of the SAT and ACT, whether it’s necessary, and the privilege that comes with taking it. To start, let’s talk tests. In case you didn’t know, all the questions on both the ACT and SAT are multiple choice, aside from a couple questions at the end of the math section on both tests in which you bubble in numbers instead of choosing from five a-e options, and the optional essay at the end of the ACT (more on that later). The SAT consists of three separate, timed sections, beginning with 52 reading questions which you’re given 65 minutes to complete, followed by 44 writing questions (35 minutes), and topped off by 58 math questions (80 minutes). Since CollegeBoard discontinued the optional essay for the SAT after the tests in June this year, the whole length of the test is 3 hours, not including breaks in between sections. So aside from the brief 35 writing questions, you get well over a minute per question. The ACT, on the other hand, has four separate sections, only one of which you get exactly a minute per question. The first section is English, for which you’re given a whopping 75 questions and just 45 minutes to complete it, followed by 60 math questions (60 minutes). After a short break, you’ll start the reading section, which is 40 questions and 35 minutes long, followed by a science section of the same length. Again, it’ll take around three hours to take the ACT without the essay, taking into account the usual delays and chaos of trying to cram 30 high-schoolers into a room that seats 15. When it comes down to which one to take, the ACT is arguably harder, if only because you are given less time to answer each question, but the actual content is about the same. The english/reading/writing sections consist of questions that test both grammar rules and reading comprehension and the science section on the ACT is also reading comprehension; little to no outside scientific knowledge is required. The math sections differ the most between the two tests. Most of the questions will be about algebra, but the ACT also has some trig and geometry questions thrown in there. On the other hand, the ACT allows you to use a calculator throughout the test, whereas the SAT’s math section has certain parts that specify where you are and aren’t allowed to use one.

By Layth Stauffer and Lucy Gaines Art by Nike Adejumobi

TESTING PRIVILEGES One of the many privileges that is associated with standardized testing is money. For any under or upperclassmen who don’t know, it costs $52 to take the SAT and $70 to take the entirety of the ACT ($55 to take it without the optional essay portion at the end). To provide some context on the necessity of the essay, 678,906 out of 16,892,000 students across public and private highschools in the U.S. paid the extra $15 to take the essay in 2020, which is roughly four percent, according to US News. This year, due to the limited availability at testing centers, the cost of traveling was more of a factor than ever. Getting to most testing centers requires a car, but previously students could bus, walk, or bike. When the only available location is somewhere like Olympia or Auburn, however, it’s hard to justify the cost of gas or lodging. Tutoring for the tests doesn’t come cheap either; it varies by organization, but you’ll probably be spending anywhere from $45 to $100 per hour (insane, we know). All in all, testing can be a valuable tool, but when we consider the costs of taking the test even once, is it really necessary? To put it simply, no. Even before COVID, many schools started to make the transition to a holistic testing policy (meaning they ignored test scores when considering your application), and now, in the wake of the virus, few schools will require you to send them your test scores. BUT! That doesn’t mean you shouldn’t take it. If you don’t have the resources, don’t stress! If you do, it would benefit you to make use of that privilege. You could get a great score, which never hurts your chances. At the end of the day, it’s up to you.

OFF THE BEATEN PATH

Maybe your dream of playing college sports started the first time you kicked a ball, or maybe you’re already a talented artist who’s been coloring outside the lines your whole life. Your college journeys will be different from most, but are just as valid. The process for a prospective athlete or future Picasso relies on grit, persistence and honestly, a little luck. In this section we’ll go over the benefits, added pressures, and challenges of devoting your college experience to your one true passion. As most athletes, artists and academic scholars will tell you, if you love what you do, you’ll never work a day in your life. Working to promote yourself and your skills in a college application or to a recruiter is grueling. According to the NCAA, about one in thirteen high school athletes, or seven percent, go on to play a varsity sport in college and less than two percent of high school athletes go on to play at NCAA Division I schools. CONTINUED...

...This isn’t unique to sports. The acceptance rate for art schools like Parsons and CalArts are thirty five percent and twenty five percent respectively. This isn’t to say it’s impossible. For the people who manage to beat the odds, the reward is great. Academic aid given to athletes to accommodate their busy schedules has improved over the years. Some athletes at certain colleges now have access to tutors for every class, specialized meal plans, and care for their physical and mental well being. Having something that sets you apart from the crowd is also a great resource for getting into a highly academic or expensive school. The scholarship opportunities for artists with impressive portfolios are much more vast than someone with the same grades, essay and test scores without a portfolio. The same goes for athletes: the average athletic scholarship is about $18,000 per Division I student-athlete, based on numbers provided by the NCAA. This number can increase or decrease based on need and how much a school wants you to play for them.

FINAL THOUGHTS

We know this is a lot! We tried to put together a comprehensive list of what we believe to be the most important things to know going into the application process. Unfortunately, we are only two of many people going through the college process andonlyoneofusisasenior so your experiences will be very different from ours. No two people’s experiences will be the same, and that’s okay. We all think of college as THE end goal, something that everyone has to go through if they want to be successful, but if college isn’t in the cards for you, you’ll live! It’s true that college is important for many, but it’s not the end of the world if you don’t get into your dream school, or any schools; there’s always next year. You can make any school you go to a great school, so make sure to listen to yourself if you feel like a school isn’t the right fit for you in terms of people, place, or other factors that may make your life there unappealing. First and foremost, listen to yourself throughout the whole undertaking; don’t let your friends or family influence where you apply to or end up going. So, keeping all this in mind, we wish you luck and support ! (You can clap now).

ASOUL&ANDE SPICE

A guide to Seattle street food.

By Eden Huschle treet food is known for its complex flavors served in a humble fashion, its popularity stems from convenience and affordability. Authenticity is integral to the appeal of street food. Small business owners are passionate about their craft, and are proud to bring the flavors of their heritage to customers. Seattle has a plethora of incredible street food. Here are some of our cities most well loved spots that are worth your time and money. Spice Walla on 15th is a family owned Indian restaurant with influences from Calcutta and Delhi. Its mission is to serve delicious food that is simple and inexpensive. The menu consists of Co-Owners Aakanksha and her husband Uttam’s favorite foods growing up in India with ten items all under ten dollars. Even with this seemingly simple menu, Seattle Times labeled them as one of Seattle’s top 10 cheap eats. They rave about the green chutney starting the article by explaining how “you’ll want to dip your life into it.” The aspirations for

Spice Waala don’t stop there. In addition to serving delicious food, they strive to overcome the stereotypes associated with Indian food in America. The list goes on from there, the business is essentially a non-profit donating 200 free meals per week to Mary’s Place, Community Lunch, and ACRS. Garfield students can get a combo meal for $11 that includes fries, a Kathi roll (except lamb) and a mango lassi. Seoul Bowl is a customizable taste of Korea located on 12th street in the heart of Seattle University. They offer a reasonably priced generous portion that could feed 1 or 2 people. The bowls consist of unconventional flavor combos that you wouldn’t think to put together but are surprisingly complementary. Until the end of January Seoul Bowl is giving a 10% discount to Garfield students Piroshki Piroshki is a women owned business, located in Pike Place Market, blending traditional recipes with local flavors. Piroshki offers a wide array of choic-

es, both savory and sweet. These hand held pies are traditionally served throughout markets and homes in Eastern Europe. Every recipe is different, there is no specific flavor to achieve. The most common fillings are potato and beef, that said, a piroshkis only limitation is your imagination. Piroshki has been a Seattle staple for 30 years and a tourist destination for many. Street food is a reflection of families who have crafted recipes for generations, representing the interconnection of communities. These recipes have been passed down through generations, until their steps become habitual; weaving their way through countries jotted on the backs of hands and napkins, Eventually finding their way to our plates. We have a role in connecting our ancestors to future generations through food. Street food plays an important role in culture and

community and keeps both alive.

Photo sourced from Seoul Bowl

GARFIELD HAS IMPROV? YES, AND…

A glimpse into the world of Improv around Seattle.

By Ellen Taylor he arts program is a major part of Garfield culture, and the theater program is known across the city. However, not many people know of Improv Club, a hidden gem of the school which allows students to express their individuality and creativity. But before exploring the club, let’s take a look at improv programs and theaters around Seattle. The biggest Improv theater in Seattle is Unexpected Productions, based in Pike Place. You may know the theater - not by reputation, but by its walls. Unexpected Productions is home to the famous Seattle Gum Wall, which serves as a representation of the creativity housed inside of the building’s walls. A couple of years ago, Garfield Improv Club members attended a live show at Unexpected Productions and really enjoyed it. Another one of Seattle’s improv theaters, Jet City Improv, is a non-profit improvisational theater located in the University District. The theater has offered classes and interactive weekly performances since 1992, but closed in 2020 due to the pandemic. In September of 2021

they reopened, starting in person shows in a new University District location. CSz Seattle, home of Comedy Sportz, is an improvisational comedy club located in the Northlake area. CSz is different from other improv theaters, as they format their improv into a sport-like, competitive environment. Improvisational actors compete in two teams, and the team that produces the most audience laughter wins. Ben Lidgus, the Garfield Improv club advisor and former Garfield teacher, currently does improv at CSz, and brings skills he learned there to Garfield. These theaters are all entertaining, but if you are interested in starting improv, look no further than Garfield! The school improv club meets at the Blackbox (located underneath the stairs in the Quincy Jones building) on Fridays after school, to prac-

tice improvisational theater and to foster a fun environment where club members feel comfortable expressing themselves. Sidonie Wittman, a senior and Improv Club officer, has been in Improv Club since their freshman year. They encourage students to join the club, because “[Improv Club] is a lot less stressful than people think. Everyone is coming from all backgrounds and just making each other laugh and in that kind of environment you really create close friendships.” They also explained how Improv can be a great avenue for self expression and a nice escape from stress at school. In a typical meeting, club members start

with a warm up game, then do a couple of main improvisational games, such as gibberish or scene based games. These fun games help to develop important skills needed for improv. They then finish with a reflection on the funniest moments in the meeting and a compliment exchange between club members. One of the most interesting aspects of Improv Club are the live shows that the club hosts. The club has done live shows in the past during intermissions of Garfield’s theater programs’ plays, as well as independent live shows. During COVID, the club performed online live-shows and is returning to in-person shows this fall. Improv is intertwined in Seattle culture, and Garfield’s Improv club is a great way to explore it. Whether you’re in the audience or on stage, it is sure to be a fun time, and is well worth checking out.

Graphic by Judas Knox

A&E

FACULTY FASHION GUIDE

Breaking down Garfield’s most stylish. By Peja Harding

mongst the many showstopping student outfits walking through Garfield’s halls five days a week, most turn a blind eye to the equally stellar faculty fits. While some teachers have signature outfits, others have enviable shoe game, fitted suits and a taste for the hype beast aesthetic.To truly examine faculty fits, it’s important to revisit common teacher stereotypes: do all art teachers actually wear silk and sheer scarves? Do all language arts teachers sport the layer combination of t-shirt and argyle sweater? Are tracksuits the required uniform for school security? Will these stereotypes ring true in the quest to break down the faculty fit? Mr. N-K is no stranger to fashion praise. When asked, students raved about N-K’s “suited up” style. Never failing to wear a suit and tie, in a myriad of colors and patterns, he is sure to catch your eye in the halls. When spoken to, he dazzled in a navy blue plaid blazer, gold and yellow button up, grey trousers, tan leather loafers and a matching belt. The true stars of his outfits, however, is his seemingly endless tie collection. Sporting a terracotta, orange, and creme geometric patterned tie. His entire ensemble screams “history department”. However, the history department is not alone in their suited up fits. While walking the halls many are sure to find Mr. Barnes and Dr. Hart both shining in perfectly fitted dress attire, as well as the accompanying clicking of shiny dress shoes on the linoleum floor. Of course Dr. Hart never disappointing in his signature bow tie. On the other hand, athleisure is a popular choice amongst many departments and administrators. The security team (Fred and Ms. Griffin) can be spotted in many comfy and casual fits, ranging from school spirited shirts and hoodies, to tracksuits and always a

fresh pair of sneakers. A student favorite, Ms. Cohan carries the math department fits on her back. Effortlessly combining athleisure, streetwear and pilates chic, and always noticeable by her “sleeping bag” ankle length puffer coat. Her outfits are never completed without the complimentary pencil behind the ear touch. “I had a student dress as me for Halloween and she wore an oversized black sweater, mom jeans, white air forces and a pencil in her bun. It was very sweet,” Cohan recalls. Ms. Makena stands out as Garfield’s most expressly stylish teachers, constantly surprising students with bright hair colors, pastels and “sailor moon” inspired outfits. Gravitating towards vintage and thrifted pieces, she comes up with innovative ways to style opposite aesthetics and silhouettes, curating her signature look. “Some people are like, oh do I look professional? But like for me I want to be like, do I feel like myself?”Said Ms. Makena. From colored tights to crocheted cardigans and velvet dresses, she is sure to catch eyes. Students were sure to rave about the style of history teacher Ms. Amador. A teacher who draws from their home of LA and chicana culture. When speaking with her, they showcased big radish earrings perfectly complementing her magenta dyed tips. If vegetable earrings aren’t the mood they will opt for big hoops and other statement accessories. Being from Los Angeles streetwear offers great influence to their style. Believing that an outfit should be a creative outlet, and she is sure to show that. Streetstyle is popular amongst more than one teacher at Garfield.

Ms. O takes advantage of the Seattle cold in dressing in, “something that resembles a bag” as her partner puts it. A signature component of theirs is layers, and neutral tones, tending to gravitate towards flowy and oversized silhouettes. “I never take off my jade necklace, it’s a symbol of importance for both my family and my culture”, says Prof. O. Walking through the halls Ms. O stunned in a greyish green sweatsuit layered under a grey peacoat, all elevated by grey yeezy’s. It became clear, their layering game is undeniable and outmatched. Her color palettes may play it safe, but she is effortless in putting together cohesive and chic outfits. On the contrary of “safe” color palettes, Mr. Saunders is one teacher who experiments with bold and bright colors. Saunders is notable for his incredible outfit executions. Playing with color blocking and vibrant patterns, he draws inspiration from a number of things including cats and sneaker culture. At first glance his looks radiate 90’s streetwear and popular culture. When asked what his signature looks and accessories are, Saunders noted, “Students would probably say my hats? Probably hats.” If there is one thing to know about Mr. Saunders outfits, it’s to expect the unexpected. Clean cut casual is how some may describe orchestra teacher Mr. Kolk. He gravitates towards the collared shirt, sweater look. When spoken to he showcased an amazingly fitted blue ombre sweater. The c ons t r u c t i on and quality of fabrics, plays a big rol e in his style and clothing choices. However the spotlight of his looks has to be his natural accessory- “my signature has been fluffy hair. I used to

hate it, learned to love it, now just let it live its life,” Kolk said. Whether it’s suits, dresses, earrings, sailor moon or athletic chic, Garfield’s halls serve as the perfect runway for the fashion show that is teacher style. Thank you teachers, for not only educating growing brains, but providing them with never ending faculty fits.

Art by Ava Fimmano

A“THE&BOOKE IS ALWAYS BETTER”...OR IS IT? Books where the movie was better.

By Amritha Dewan or years, the common stereotype has been that : “The book is always better than the movie.” Occasionally the opposite happens, and the quality of the movie ends up exceeding that of the book. Some of the most iconic and well-known movies of our time were originally published as books, and some of these novels are not very well known. The Devil Wears Prada movie was inspired by the novel written by Lauren Weisberg, who formerly worked as an assistant to Anna Wintour, the editor-in-chief of Vogue magazine. Due to the author’s previous job, many interpreted the story as somewhat based on her own experience. Unfortunately, the book’s characters come across as materialistic and superficial, with not much depth to them. The movie, on the other hand, is a work to be reckoned with. The cast is star-studded, featuring Stanley Tucci, Annie Hathaway, Emily Blunt, and of course, Meryl Streep as Miranda Priest-

ly. Streep’s portrayal of Miranda Priestly brought a new dimension of complexity to the character, which was not present in the book. The Princess Bride movie is one of the most iconic tales of fantasy and adventure of the 1980s. However, it was originally published in 1973 as a mythical romance novel, written by William Goldman. Though the novel made quite a splash, it wasn’t quite as widespread as the movie, which starred Cary Elwes, Mandy Patkin, and Robin Wright. The movie includes an element of quick-paced combat and escapade that simply could not have been conveyed in the book. Jurassic Park is arguably one of the most iconic movies of all time, but what many don’t know is that it was originally released as a science-fiction novel in 1990, written by

Michael Crichton. The book’s character arcs are significantly different, and it has a stronger focus on the scientific aspects of bringing dinosaurs back to life. The novel also features significantly more violent deaths, making it less appropriate for younger audiences. On the other hand, the movie adaptation, directed by the legendary Steven Spielberg, treads the fine line between cinematic fantasy and scientific accuracy. The cast was able to captivate their audience with suspenseful storytelling in a way that has continued to draw viewers in long after the movie’s release. Seventeen years after its release, The Notebook remains one of the most well known and evocative romance movies. What most people are unaware of is that The Notebook was originally a romantic novel written by Nicholas

WHAT’S UP WITH WES ANDERSON?

Sparks. The book is well written, but it lacks the intensity of emotion that captured the movie audience. Ryan Gosling and Rachel MacAdams star as the two main characters, Allie and Noah, and their chemistry conveys a heartfelt energy that the novel lacked. Howl’s Moving Castle is an animated fantasy adventure film directed by Japanese artist and producer Hayao Miyazaki at the Studio Ghibli animation studio. The artistic masterpiece was originally a children’s book, written by Diana Wynne Jones in 1986. Though the book is engaging, its beauty does not compare to the movie. Miyazaki’s enchanting animation style left audiences transfixed at the artwork, along with the accompanying soundtrack that fit perfectly with the animation. Though the children’s book may be a beautiful story, it is truly Miyazaki’s captivating art that takes the movie to the next level. Art by Nia Dozier

The Messenger’s favorite mediocre media analyst tells all.

es Anderson is an iconic director who has amassed notable recognition for a wide variety of films from serious commentaries on family and mortality such as Fantastic Mr. Fox to tempestuous action and adventure movies like the Grand Budapest Hotel. Along with this, he is known for his incredible work on films such as Moonrise Kingdom, The Life Aquatic, and his newest The French Dispatch. Initially watching these films, the similarities may not be obvious, but his uniquely Anderson cut-and-dry style of dialogue and the striking symmetry and color coordination of his shots, make his work recognizable from a mile away- to a trained eye. In Fantastic Mr. Fox, Anderson makes use of the camera in such a way that every shot feels intentional, almost as if the viewer is being taken through an art museum. While most directors want to make the audience feel as though they are experiencing everything along with the characters, Fantastic Mr. Fox makes the audience feel like they are watching a movie. While some directors aim to make the audience feel like they are experiencing the events of a movie alongside its characters, Ander-

By: S. Avalon Leonard son makes the choice to have the cam- guistics as a tool of separation between the era always turn in 90 degree increments, humans and the “wild animals”. This is not which makes his films almost appear flat. the only time he has used this technique. This results in the audience feeling as In Isle of Dogs, all of the humans speak though they are simply along for whatever Japanese while the dogs not only speak wild ride they are being taken on, which English, but also have some sort of North has its own unique charm to it. American accent. But what makes his style of cinematogHis newest film, The French Dispatch, raphy so uniquely his? “He has many of his appears to follow the key patterns of a actors break the 4th Wall - addressing the classic Anderson film just from the trailaudience, or nearly breaking the 4th Wall. er. “There could be 25 years between his When you use this technique, strategical- films, yet they all reflect their own created ly and intelligently, you draw the audience time and space, regardless of the year(s) in in ways they don’t consciously register at which they were, and are, produced.” Pugh first,``said Mr. Pugh, Garfield’s resident said. “I can’t forget the quirky, seemingly videography teacher. emotionally repressed characterizations Anderson’s films also frequently utilize of subjects who should otherwise be comlinguistics as a storytelling tool. In Fantasplete train wrecks in normal life.” tic Mr. Fox, humans with speaking Speaking of characters and the roles speak in a British accent, people who play them, Anwhile the animals seem to have derson makes a conscious some sort of North American choice, like many directors, accent. In movies that contain to have a cast of actors that he both animals and humans with frequently works with. Some speaking roles, there is a sort of Anderson’s notable favorites of confusion that the audience include stars like Bill Murray, can feel in the struggle to not Tilda Swinton, and Jason equate them to each other. Schwartzman. The French Anderson intentionally uses Dispatch follows this trend, the subtle differences in linbut with some advance-

ments.“With The French Dispatch, the casting is much more diverse in terms of actors known for far different roles and works in comparison to his other works,” Pugh said. In The French Dispatch, you can expect not only classics like Owen Wilson (who has starred in all but two of Anderson’s films) but also soon-to-be classics like Timothée Chalamet. “I think you’ve still got lightning in you,” Suzy Bishop said, a character from Wes Anderson’s Moonrise Kingdom. At first glance, this quote would appear to be something a supporting character would say to cheer on the main character in a moment of doubt. Instead, because Wes Anderson is Wes Anderson, this quote is delivered more as a statement of fact because the main character, 12 year-old Sam Shakusky, had actually been struck by lightning while fleeing a crazed troop of boy scouts during a storm after being married by a troop leader and gifted $75 in nickels. And what could be more Anderson than that matter-of-fact, it-is-what-itis charm?

Art by Ava Fimmano

A&E

A MUSICAL MEMOIR

The illustrious history of the Garfield band. By Lakelle Bridges he history of the Garfield band is a story about dedication and commitment, but it’s also about struggles and uncertainty which needed to be overcome. It all began with Parker Cook, the music educator who joined the staff as the band director in 1928. The Garfield Golden Grads, an alumni group, called him, “a teacher of the old school, a man of gentle modesty and genial good humor, with a strong streak of unselfishness.” Cook was thoroughly dedicated to the school. The Garfield music program was promising because they had a strong group of students, and even stronger leaders like Cook. His strong leadership, paired with his incredible willpower, led him to an ingenious proposal. Cook had a plan to set up the music and arts program for future generations of students to explore and appreciate their talents. He taught students like the legendary Quincy Jones, one of the most influential musicians and producers to come out of Garfield’s music program and the Seattle area. Over the next few years, Cook lobbied the community together with a fundraiser to focus Garfield on the arts. By 1969, a total of $800,000 was raised and put into action. For a full year, Garfield was officially an arts magnet school. That was until Cook reached mandatory retirement age in 1971 and was forced to retire not only his position, but his dream of the magnet program. This wasn’t a sad moment for him though, “If I had it to do over again, I wouldn’t change a thing. Garfield has been a wonderful friend,” Cook said. Once Cook retired, Garfield needed a new band teacher. Clarence Acox, classically trained in percussion and fresh out of Southern University, was offered the position. Southern University is known for its marching band and Acox had a solid background in musical education. Garfield’s principal at the time flew to Louisiana himself just to see Acox perform when he was only 21 years old and found that Acox was the right man for the job. His mission was to “rejuvenate” the Garfield marching band, which was dying without Cook’s guidance. For eight years until 1979, Acox used his creativity and musical genius to make the marching band truly something to talk about. He didn’t just take the opportunity to re-

vive the marching band, he spent his next 48 years earning Garfield a spot in the top jazz high schools. They performed all over the country; competing in and winning many jazz competitions. Acox would retire partially, and after enacting so much change, the search was on for the next great band director. Tony Sadano would be next up to the plate. Saddano became a band director in 2008 after being recommended for the position by Acox. Before this, he was playing music on cruise ships and found himself looking

the building and how he basically cultivated [you know] a HBCU experience in the city of Seattle,” Sadano said. The bands of Historically Black Colleges and Universities (HBCUs) have a reputation for their greatness and their legacy means so much HBCU communities. It’s not just the music, it’s the synchronization, uniforms, and overall presence that set them apart. Acox was influenced by this and molded the Garfield band in the image of his experience in an HBCU band. They had elegant

for work when he finished. Sadano received his substitute teaching license and took a three day sub job at Garfield where he was reintroduced to Acox. Interestingly enough, Sadano had met Acox when he was only a sophomore in high school. The Garfield jazz band was performing in the small town where Sadano grew up. At the time, he didn’t think he would be working side by side with Acox. When Sadano accepted this position, he wasn’t fully prepared for the legacy Acox would leave. “I got to know him and learn a lot about the history and the prestige of what Garfield was and his story of what he built in

uniforms and elegant routines that amazed any who witnessed them. At one point, the Garfield band was called the Marching 100’s, named after Florida A&M’s band, also an HBCU. Sadano admired what Acox did and believed that it was the positive experience that Garfield needed at the time. It was his time now though, “I really respected that I got to work with him [you know,] learn about what he did and kind of figure out how to make me have my own Tony Sadano version of music and keep true to the roots but also be true to myself,” Sadano said. Unfortunately for him, he didn’t feel that

he was accepted into the community when he first started. As the half-time band director, guitar teacher, and overseer of the non-official drumline club, the common sentiment between the students wasn’t positive. “They were not into me at all,” Sadano said. He was an outsider who students couldn’t fully trust yet. This wasn’t the only challenge Sadano faced: the band didn’t even have a field to march on. “That first year, I really questioned, what have I gotten myself into?” Sadano said. Students warmed up to him, but he still had a lot of adjustments to make coming from a competitive drumline background and Washington State band experience. His foundation in drumline however opened a lot of doors for the future Garfield drumline. They had opportunities to play with Blue Thunder, the Seattle Seahawks drumline and Sadano brought the song, “Android”, essentially Garfield’s anthem, into the drumline and band’s repertoire. “It’s just an aggressive piece of music that got the team hype and got the crowd hyped, [you know] that was the whole goal,” Sadano said. After 11 years of teaching, Sadano moves on to different things and his legacy still lives on in the music. As of recent, the Garfield band has had some foggy history, many teachers have come and gone. However in the last three years, Jared Sessink has stepped up to lead the band and provided some stability to the music department. Prior to his current employment at Garfield, Sessink was the band teacher at Washington Middle School for three years. Many students in the current band remember his contributions to making their middle school band experience great and are grateful to take his direction into high school. The Garfield band continues to be great and it’s reasonable to attribute all their success to the past and current leaders, who’ve worked hard and created aspirations for what they wanted the band to become.

Photos sourced from Garfield Arrow, 1982

SPAWNP TOOE4R T S

High-spirited chess team with a storied past moves into the future. By Adam Friesz

ey, do you want to play a tournament this weekend? We need another player,” asks George King, chess team captain, as the group’s lunch meeting starts and two members warm up by playing rapid-fire blitz chess as another watches on. Following an unusual move, the group bursts out into “Woah”s. In another corner of the room a member challenges two people to play him at once, a feat which others immediately claim they can do as well. Attending one of their meetings, it is easy to see why King, a senior, describes the group as playing for fun. “It’s not very serious. We are serious in competitions and we win competitions, but we are not doing hardcore chess studying,” King said. “We let the improvement be incidental to what we do, it is a byproduct.” The team encompasses a wide array of skill levels. “There’s plenty of people who come and play for fun and that’s great. The nice thing about chess is that it is enjoyable at all levels,” King, who became enthralled in chess after joining the team in ninth grade, said. “It’s extremely satisfying to win. I remember one time I won at like 1 a.m. and I spent the next half hour screaming, punching my pillow, waking my parents

up. They weren’t too happy about that, but I was just extremely excited,” Dominic Helming, a junior who started playing chess this year, said.

Though the team has many new players and a devil-may-care attitude, they also have a notable history. The team was founded in 1974 by Yasser Seirawan, a now world-renowned chess-grandmaster. In his time at Garfield, he led the team to win the state championship and created a school culture that celebrated the chess team. “‘Let’s hear it for the chess team,’ the bullhorn would blare. ‘They’re going to the metro championship this week!’ The students would howl, the drums would roll,” a Sports Illustrated article from 1981 read, describing Seirawan’s time at Garfield. The team’s success has continued since

then. “We have always made the top ten at state for the last 22 years,” Jeffrey Nomura, chess team advisor since 1998, said. The tournament hosts around 25 teams. “We have won state twice [while I have coached] in 2008 and 2018, and let me tell you it’s really, really hard to win state,” Nomura said. The difficulty is attributable to the formidable opponents with whom the Garifled team is well acquainted and battled last year to finish third at state. “Most of the other schools that are good at chess are private schools, specifically Lakeside and Interlake, and most of the people on those teams have been playing since elementary in competitive tournaments,” King said. Interlake has a feeder program that supplies up to 60 ready players each year and, “at Lakeside there is a lot of money available for chess so they can hire masters to teach them. We have really no budget at Garfield, and Lakeside is spending many thousands of dollars every year on chess,” Nomura said. Their exuberant attitude has helped propel the underdog team to victory. “I think some of [our opponents] have become

kind of jaded to chess and don’t get a lot of fun out of it anymore. We are very fresh… we are just more excited about it,” King said.

Art by Erica Arnstein Photo courtesy of chess team, early 2020.

ROW, ROW, ROW YOUR BOAT

What it takes to be an athlete at Mount Baker Crew. By Tess Wahl ince 1985, Mount Baker Junior Crew (MBC) has motivated 8th to 12th graders to challenge their physical and mental limits; teaching team camaraderie, dedication, and grit. Through bitter rain and wind, Baker athletes train on the Lake Washington waterfront for up to 12 hours a week year round in preparation for regional and national regattas (boat races). “I’ve never done anything more difficult than crew,” Noah Rockey, a varsity Baker athlete and junior at Garfield said. “It’s torture.” What’s more, the collectivism of the sport is what makes crew so physically taxing. “You push hard because it’s no longer about you,” Katie Njegovan, a Garfield junior and rower at Baker said. When everyone in the boat is hurting too - its easier to give it your all. “You can’t give up,” she said. “You can’t have an off stroke because every-

ones relying on you and you need to pull it together for your team.” In a peculiar way however, rowers attest that the agony is what makes crew so addicting. “Exercising helps you with endorphins,” Njegovan said. Crew comes with a cost though - it’s very time intensive, so many students find it difficult to balance with homework and other responsibilities. For many, the team takes the top of the to-do list. “I prioritize crew above school,” Alwin Ma said, a senior at Garfield and four year MBC rower. “I get more stressed about crew than school because of the regattas and [rowing machine] tests.” It’s also integral that crew athletes take good care of their bodies, as rowing can

put a lot of physical stress on them and lead to injuries down the road. Rowers must utilize every major muscle group in their body while repeatedly completing a motion that compresses their lungs, demanding both strength and endurance. “Just look at our hands,” Njegovan said, “they’re destroyed”. Back problems are another common issue. Instead of stabilizing their core and using their legs to push off the catch and pull the oar in, rowers can over-exhaust the muscles in their backs, leading to lumbar pain and discomfort. Therefore, it’s important for athletes to practice proper form and take the necessary measures to staying in-shape. Rocky recommends taking cold

showers and ice baths to help with inflammation and said that “stretching and staying hydrated are very important.” Despite the physical challenge, most say that what makes rowing at Baker so special is the community. Gus Shuman, a varsity rower at MBC and Garfield junior said “our team atmosphere is 100% unique to MBC.” Ma Agrees that the community is what rowing at Mount Baker Crew is all about. “From middle school I didn’t really have a lot of friends, but once I joined crew, I met so many people and a lot of them became some of my closest friends.” In addition to community, the Baker Shellhouse location makes rowing especially enjoyable. “You get to see Mount Rainier from the water,” Kelly said.

Art by Tess Wahl

SPORTS

LEVELING THE PLAYING FIELD

The imbalance between public and private sports teams. By Zac Meyer

igh school sports have been a staple in American culture for as long as anyone can remember. From rural towns to big cities, high school sporting events bring communities together for a celebration of school spirit. One of the elements that makes high school sports so special is the fact that the competition is supposed to be community-based: school vs. school, neighborhood vs. neighborhood. However, the playing field is not as level as it may seem. In high school leagues across the country, private schools consistently dominate the competition. Private schools have a large advantage over public schools for a few reasons. The most prominent being recruitment. Public schools are required to only accept students who live in a certain area that is decided by the school district. Private schools, on the other hand, are allowed to accept kids from anywhere within a fifty mile radius of the school, under WIAA rules. This leads to the possibility of recruiting players from across the state of Washington. Another advantage private schools have over public schools is funding. While public schools are only allowed to receive donations from boosters, private schools charge a tuition fee to attend, which, in addition to donations, gives them a significant increase in their budget. Also, the average private school family is better off financially than the average public school family, which means private schools most likely receive more in donations than public schools. The private schools then use money they receive to buy high level equipment that public schools wouldn’t even dream of having. The advantages of funding and recruiting tie in together when private schools use their equipment to convince athletes and coaches to come to their school. Perhaps the most infamous example of this is IMG Academy in Bradenton, Florida. IMG’s tuition is up to $84,000 a year for non-scholarship athletes. That money is spent on

state-of-the-art equipment, training facilities, and pro-level coaching. The pictures online show that IMG is essentially a division one college with younger players. The state of Washington has also been at the center of the public vs private school conversation. Archbishop Murphy High School in Everett made national headlines in 2016 when its football team was so good that opposing teams began to forfeit their games just to avoid having to play them. Over their first three games, Archbishop Murphy outscored their opponents by a combined score of 170-0. Opposing teams’ parents and coaches cited safety reasons, claiming Archbishop Murphy’s players were too big and strong to be a fair match for the tiny schools they were going up against. Archbishop Murphy plays in the 2A division, which means they are facing schools t h a t have as little as 450 students total. The Metro League has its own struggles with an uneven playing field. There are 11 public schools: Ballard, Ingraham, Lincoln, Chief Sealth, Nathan Hale, Cleveland, Rainier Beach, Franklin, Roosevelt, West Seattle. Additionally, there are five private schools: Bishop Blanchet, Lakeside, O’Dea/Holy

Names, Eastside Catholic, and Seattle Prep. Although there are twice as many public schools than private schools, the private schools have been able to consistently win across many sports. Private schools have finished first for the past four years in football, baseball, and girl’s soccer, along with titles in golf, tennis, volleyball, boys basketball, and girls basketball. Mathematically, this doesn’t make sense. Even Even though the private schools are the are the minority, they still seem to win the majority of Metro championships. As private schools across the country continue to become more and more sports-focused, leagues are beginning to implement new ways of keeping t h e

EVEN THOUGH THE PRIVATE SCHOOLS ARE THE MINORITY, THEY STILL SEEM TO WIN THE MAJORITY OF METRO CHAMPIONSHIPS.

playing field even. For example, one popular strategy being used is promoting private schools to a higher division, similar to the promotion system used in soccer leagues around the world. However, this won’t work for the Metro League, because it is already the highest level of competition. The best solution would be to split into a public division, and a private split into a public division and a private division. The winner of each division advances to whatever stage is next, whether it be regionals, or the state tournament. As of now, there are no other ways to level out the playing field without completely modifying the rules of private schools. But until change is made, public schools will be fighting an uphill battle.

Art by Mairead Averill

OPPOSING TEAMS’ PARENTS AND COACHES CITED SAFETY REASONS, CLAIMING ARCHBISHOP MURPHY’S PLAYERS WERE TOO BIG AND STRONG TO BE A FAIR MATCH FOR THE TINY SCHOOLS THEY WERE GOING UP AGAINST.

SSPACEP OODDITY RTS

Inside Garfield’s rocket club. By Ellie Wakefield ocketry is a relatively new club at Garfield, but it has already sparked interest in the community. Not only is it an opportunity to build and launch rockets— obviously tasks that are enticing enough— but the club also gets the unique opportunity to go deeper into the physics and design of rockets. As described by Jovie Webbeking, the president and co-founder of Rocket Club, the club “[learns] the physics behind building model rockets, then [they] build and launch them.” The club works on a yearly cycle, with the endpoint being the club’s participation in a national competition called the American Rocketry Challenge. The goal is simple: to work as a team to design and build a rocket that is structurally sound, and powerful enough to out-launch those of the other competitors. But beyond this there are guidelines set for the competition as well as a required video and presentation made to reflect on the building process. Last year when the GHS Rocket Club competed, the competition required their rocket to reach 800 feet in 40-43 seconds while carrying two raw eggs. This year,

the goal is to build and launch a rocket with two body tube diameters reaching 835 feet within 41-44 seconds, again carrying two raw eggs which remain intact throughout the launch. The club competes against other schools, as well as chapters associated with outside organizations. Ingraham High School also has a Rocket Club which Garfield competes against, as well as multiple schools in Bellevue. Each participating team is required to include a certified member of the National Association of Rocketry as a mentor for the competition and building process. Aside from this the teams are completely

individual, so immense leadership and organization are crucial to staying on top of tasks and meeting the end-of-year goal. The year-long process begins with planning, then moves to testing and execution later in the year. By late fall new members are familiar with the basics of model rocketry, and the club splits into groups with specific tasks including design, research, and purchasing of parts. Currently, the club is working on building model rocket kits which they hope to launch next month. They are also beginning to craft the rocket design they will use, which they do in a simulation called Open Rocket. After launching, they will begin to buy individual rocket parts. Another necessary task is finding sponsors so the club members don’t have to personally fund the project. The rocket motors the club used last year cost $25 and could only be used for one launch, which

introduces difficulty in financing a large number of test launches. By the winter, the design is finalized and the building process begins. Once the rocket is built, analysis and tests are conducted in order to finetune the design and fix any minor flaws that are present. In March and April, launching continues and the club begins to prepare for other elements of the competition. The submissions are due in April, and the finals of the competition occur in May. The main challenges the club faces are timeline planning, collecting of funds, and meeting times. The latter is particularly difficult because of how much time the club needs to complete all the tasks they need to do over the course of the year, all of which can’t be done during normal weekly meetings. Rocket Club meets on Tuesdays in room 234. To join, “there is no previous experience needed, no physics or math experience needed, and it’s just a place to have a really fun time,” Webbeking said.

hood. When Melonson was young, every summer in Seattle, the parks would open up and the kids in Seattle would participate in table tennis championships hosted by the park managers. Eventually, different parks in Seattle would play each other in a final match. During the school year when parks were closed, Melonson would play at his neighbors houses; “I had six brothers and kids from the neighborhood would come and play with us or we would go over to their houses and play,” Melonson said. Melonson has been playing table tennis for over 60 years and hopes to get involved more after things open back up. “The fundamental elements of table tennis are the timing and focusing on the ball,”

48-year-old Binyam Tesfamichael said. “I grew up in a club that had both tennis and table tennis during the rainy season. My brother and a couple of [our] friends played all day for a number of years. At age 14, we started to compete as a team [in] both doubles and singles. We won most of our tournaments.” Mr. Tesfamichael grew up playing tennis with his dad who owns a club in Addis Ababa, and he continues to play at tennis and table tennis tournaments. Table tennis is a game that can be enjoyed by anyone regardless of age. It is a sport that focuses on reflex and coordination and has even helped improve long term memory in patients with dementia. There are many great locations to play at in the Seattle area available to everyone.

Art by Audrey Abrahams

GENERATIONAL TABLE TENNIS Seattle’s table tennis legacy. By Eva Hightower able tennis, or ping pong, is a sport that’s been played since 1890, and just like other sports, has world-level championships. In Seattle, there are several major table tennis locations including the Seattle and Seattle Pacific Table Tennis Clubs, the Green Lake Community Center, the International District/Chinatown Community Center and Spin Seattle, which combines dining with table tennis. One thing people may not know is that the sport has been played by all generations in Seattle for decades, and to this day by the same senior citizens who competed in their youth. The game of table tennis which was introduced into the Olympics in 1988, can be played in singles or doubles. The game involves using paddles to hit a small hollow ball back and forth over a net on an elevated nine by five foot table.

Just like in regular tennis, the aim of the game is to land the ball on the other side of the net so that the opponent cannot hit it back, and the game is won when a player earns 11 points and has at least two more than their opponent. A typical match is five games. Table tennis is easy and has many benefits; it helps to improve hand-eye coordination and reflexes, and is also easy on the joints because it usually depends on a low level of movement. For this reason, it can be enjoyed by all ages, including those of older generations. “We played at Madrona Park back in the day and played each other in park championships,” 69-year-old Gary Melonson said, regarding the children in his neighbor-

Art by Eva Hightower

SPORTS

2.0 OR BUST

An insight into the 2.0 GPA policy and how it affects student-athletes. By Evelyn Bartlett

here are many rules and regulations for playing sports in high school. ASB fees and attendance regulations both play a part in allowing a student-athlete to be eligible to participate. But there’s also a policy that is less well known, but still relevant in the Garfield community: maintaining a 2.0 GPA or higher throughout the season. The policy states that students must have a 2.0-grade point average and have earned 2.5 credits during the previous semester at the time of the check-in, with three different check-ins throughout the season. The student-athletes also must be enrolled in courses that ensure normal progress toward graduation, as well as maintain the number of credits necessary for advancement to the next grade level. If a student is ineligible during the first check-in, they then must wait five weeks for the following grade check. After the second check-in, if the athlete is still ineligible, they can wait five more weeks. Fol-

lowing the last grade check, if the athlete is not eligible, they are unable to play for the rest of the season. Additionally, students are expected to be checking their grades in the Source, an online platform that gives current grades for students to access. “It is assumed that [students] in high school are looking at the Source on a regular basis, tracking [their]

grades. There’s some assumption that high school students are going to be responsible for tracking their progress,” Athletic Director Carole Lynch said. The policy, as well as other rules and regulations for sports, can be found in the Student-Athlete Handbook and online on the Garfield sports page. At the beginning of each sport season, athletes are required to read and sign their understanding of the policy and rules. This

ensures that student-athletes are aware of the regulations they must follow for the duration of their sport season. Following and meeting the 2.0-grade point average ensures student-athletes are on course to graduate and meet the requirements for passing their classes. However, some student-athletes feel as though the 2.0-grade point average is too low. “[The] 2.0 requirement is a crutch for athletes and allows them to put all of their energy into sports while putting less of an emphasis on academics,” senior football player Marcus Merkelbach said. “It sets the tone that we expect less of our student-athletes.” Despite concerns, the policy is effective at allowing most student-athletes to participate in sports while also focusing on academics. Student-athletes have ‘student’ first, after all. Art by Lucy Gaines

SHREDGAR EVERS

Learn about Garfield’s skaters. By Taylor Gale

he skateboard community at Garfield fosters the individuality and expression of it’s people. Garfield’s skateboarders are lucky enough to go to the one school in all of Seattle that has a skatepark on campus. Before school, after school and at lunch, the thriving skate community meets on the top of Medgar Evars to work on their tricks, watch others, and be surrounded by people who also enjoy skating. This independent, free-thinking sport attracts creative people who like to do their own thing with a supportive community. There are no teams, no rules, no fouls. Skateboarding allows people to work at their own pace, on their own things. Sarah Lessig, a freshman at Garfield, was inspired to start skating almost two years ago after seeing people skate and wanting to try it for herself. She quickly developed her skills and in doing so, she realised that her love for skating “isn’t completely about the actual skating part of it, but a lot about the culture, community and friends.”

Skaters like Lessig use skating as a form of expression. “Skating is a sport of identity. Every skater is different and every skater has a different style. No skaters are completely the same so everyone can express themselves differently,” Lessig said. Lessig’s favorite trick, which only took her about 30 minutes to learn, is a backside flip. The reason why she got it so quickly wasn’t because of skill she said, but because of the support she had. “I was at a Skate Like a Girl meet up and there were a bunch of people there supporting everyone, cheering people on and trying new tricks,” Lessig said about the female run skate group. “It was the support that motivated me to commit to landing it.” Though it may seem so, skating isn’t just about tricks. Many people in the skating community have other interests that they express through skating, such as videography. In the world of skating, there are people with huge

cameras and fisheye lenses that follow “We made the video because there’s not many people our age making these the skaters’ every move with creative types of videos right now. So, we wantmaneuvers to create a cinematic mased to create one to show local kids terpiece. One Garfield skate filmer is in the skate scenes abilities,” Allen sophomore Owen Allen. He said. They met many people along the way that all contributed to the started filming about a year ago video. on a camera that his friend’s dad Through landing tricks, cregave him for free after realizing that he was “never too good at ating videos, and enjoying their love for skating together, Garskating but really enjoyed it.” He field’s skaters have come toswitched to filming because he gether not because they are wanted to “have something that he could do and enjoy within that all similar but because of community.” their love for skating. “Filming has a pretty big significance in my life because it is one of my major hobbies. I really like the creativity aspect of how I can imagine how I want a clip done and being able to film it and put it into a video,” Allen said. About a month ago, Allen produced a 17 minute skating video called Crown Video.- Allen and his other friends who skate came together and worked on Photos left & center by Owen Althe video for eight months. len; Photo right by Taylor Gale

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