April 2019 Issue

CHRONICLE THE HARVARD WESTLAKE

Studio City • Volume 28 • Issue 8 • May 1, 2019 • hwchronicle.com

PRINTED WITH PERMISSION OF RICK COMMONS

C E L E B R AT I N G T H E L I F E O F

LIZ RESNICK 1970-2019

In her role as Associate Head of Upper School and during her time at the school before, Resnick spearheaded numerous projects that shaped the culture and direction of the school. Described by many as a selfless leader, she advocated for changes that she believed would positively impact students’ educational experience, challenging the status quo, never asking for recognition. Here is a look at some of the policies she pushed forward.

AP Limits

During the debates over implementing a limit on the amount of Advanced Placement classes students could take throughout high school, Resnick emerged as a central voice. She articulated the benefits of giving teachers more freedom with their curriculum, allowing students to have a more thorough and well-rounded understanding of the material.

Schedule Changes

A pioneering voice for the wellbeing of students and faculty on campus, Resnick was not only a leader in the development of the new block schedule (read more about the approved schedule changes on A2), but was focused on these topics well before those discussions. Resnick advocated for requiring a lunch period every day for all students.

“Liz-isms” When President Rick Commons delivered his eulogy at Resnick’s memorial service April 14, he repeated what Head of Middle School Jon Wimbish dubbed “Liz-isms,” proverbs and sayings Resnick would often use.

Below are a few examples.

“Okay, now we’re in deep yogurt.”

“Students won’t care what you think...until they think that you care.”

“No need to coach “We need to do “Never deprive a talking to peoevery free throw.” more family of a crisis ple, and less talking they need.” about people.”

For a deeper look into Associate Head of School Liz Resnick’s contributions to the community, as well as her personal and professional relationships, read more on B6.

A2 News

The Chronicle

May 1, 2019

School to adopt new schedule in fall 2020

In order to reduce student stress, the school will implement a new, rotating block schedule to begin in the 2020-2021 school year.

By Casey Kim

to try to think about how we can be more effective in usAfter receiving an unani- ing time, getting at the kind mous recommendation from of learning that matters most the Faculty Academic Commit- to us, and potentially making tee, the administration plans students’ lives better, which to implement a new schedule has been a big focus of mine for the upper school campus ever since I’ve gotten here,” President Rick Commons said. beginning in the fall of 2020.

The new, rotating block “[We are doing] everything we schedule consists of 75-min- can to maintain the excellence ute classes, one 10 a.m. late- of the institution while improvstart day per cycle and, for the ing student experience.”

The longer block periods first time in the school’s histowill also allow stury, a common lunch dents with extended period. time to complete their “There’s never a assessments in one perfect schedule, but sitting, Ross said. we feel really excited “For every class, that the reason why we built in wiggle every department room [in the beginvoted unanimously ning] and end to alfor this [was that we low for fewer people to shared] a wonder’ get things done in the ful vision,” Head of Silent Study room,” Upper School Laura Laura Ross said. “We know Ross Ross said. “This is that can be difficult going to be better for students, better for faculty, for proctoring, so that’s a huge better for learning and better advantage.”

Not only will the late-start for homework. Just the sheer fact that each day has a maxi- days permit students to get mum of four slots [means that] more rest, but it will also allow most people will only have two for more efficient faculty meetor three academic classes a ings, Ross said.

“We are moving all faculty day.”

In addition, the new chang- meetings and team meetings es will help alleviate student to this time because previathletes’ tight schedules. The ously, they were after school, Athletics department will dis- so coaches [and faculty directcontinue morning practices, ing plays] couldn’t come,” Ross weightlifting and conditioning, said. “Most teaching teams allowing all students to begin would have to find a class peschool together. The sched- riod when none of them were ule will also prevent students teaching, which would take from having the same class at away students’ time from the same time each day so that meeting with them.”

Throughout the past year, athletes are not missing the same class for occasional early members of the New Schedule Committee evaluated prodismissals.

“I’m really pleased that posals for an improved daily there’s been all of this work schedule and helped create white s

PRINTED WITH PERMISSION OF LAURA ROSS

the final product. Led by upper school scheduler and science teacher Krista McClain and upper school dean Sharon Cuseo, the committee consists of a variety of voices, including counselor Michelle Bracken, Learning Resource Specialist Grace Brown, Director of Admission Aaron Mieszczanski, middle school scheduler Julia Grody, all department heads, a few parents and selected students.

New Schedule Committee member Noah Aire ’20 said he played a role in providing insight as a junior.

“I think our college-oriented culture makes basic things,

like eating food and having a free period to hang with friends, hard choices for teenagers that need to relax and sleep,” Aire said. “Kids should not be going to sleep at 2 a.m. and skipping out on lunch periods because they have work to do. I don’t think that the schedule will fix everything, but I think that continuing this dialogue will definitely lead us as a school [to] areas where we can improve.”

Though some members have raised concerns regarding the new schedule, the committee was not against changing the current one in place, New Schedule Commit-

tee member Lucy Kim ’19 said.

“I have heard that some departments are concerned about how their curriculum will be affected,” Kim said.

“For instance, [the world language department] requires day-to-day engagement, which might not be possible in an alternating block schedule.

We address all concerns by including representatives of all departments and discussing what we could do to make things work, [but] I do think that it’s impossible to please everyone in anything.”

Kim said she hopes the • Continued on A4

In the issue ...

A6 RESPECT HISTORY: Students retraced the civil rights movement on the inaugural Civil Rights Tour over spring break.

A10 SIMPLE SOLUTION: Teachers

should allow students to FaceTime into class in order to reduce the stress of missing school.

B7 A HAZY FUTURE: Stu-

dents discuss the increasing issue of early nicotine addiction among teens.

The Chronicle, the student newspaper of Harvard-Westlake School, is published 10 times per year and distributed free on both the upper and middle school campuses.

There are 732 students at the Middle School and 870 students at the Upper School.

Subscriptions may be purchased for $20 a year for delivery by mail. Unsigned editorials represent the majority opinion of the seniors on the Editorial Board. Letters to the

C2 BREAKING

THE

MOLD:

Students defy the numerous stereotypes associated with extracurricular activities.

D1 NEXT CHAPTER: Johnny

Juzang has reclassified and will graduate this year in order to play collegiate basketball.

editor may be submitted to chronicle@hw.com or mailed to 3700 Coldwater Canyon Ave., Studio City, CA 91604. Letters must be signed and may be edited for space and to conform to Chronicle style and format. Advertising questions may be directed to Cameron Stokes at cstokes1@hwemail.com. Publication of an advertisement does not imply endorsement of the product or service by the newspaper or the school.

May 1, 2019

Renowned poet speaks to students

hwchronicle.com/news

News A3

By Lindsay Wu

Former U.S. Poet Laureate, former New York State Poet and professor Billy Collins discussed the nature of relationships by reading selections of his writing at the annual Brown Family Assembly on April 24.

Collins said his goal when writing poetry is to connect with those beyond himself. “[Poetry] can be easy; it can be 10 minutes [to write a poem] if I’m lucky,” Collins said. “It can be difficult and it can take three, four or five hours or longer. The reason is [that] I feel that the moment and the time I spend writing should be an experience, first for me and then for the reader. The poem is susceptible to listening to what you want it to do or defying it, but that makes it all the more interesting for everyone because it’s full of surprises.”

Collins recited 22 of his poems during the assembly.

Collins’s works “To My Favorite 17-Year-Old High School Girl,” “On Turning Ten” and “The Lanyard” highlighted his different relationships with various prominent people throughout his life. In “Lucky Cat” and “A Dog On His Master,” Collins also presented poems that explored interaction between pets and their owners from the former’s perspective.

Collins also shared the stages of his writing process, in which he said he follows the

CAITLIN CHUNG/CHRONICLE

MASTER OF POETRY: Former Poet Laureate, former New York State Poet and professor Billy Collins shakes hands with President Rick Commons. In addition to answering students’ questions, Collins recited selections of his work during the assembly. individual feel of each poem.

“I sit down and write and finish the poem in one sitting,” Collins said. “I’m incredibly curious about how my poems will end, so I can’t really write a couple stanzas and leave it be. I’m not a poet all the time, but when something appears to be right on, it’s game on.

I’m totally focused, I’m in the moment. Then I stay with the poem. If the poem’s being uncooperative, I throw it in the wastebasket. I try to listen to my poem, see what it wants to do and never rush it. The poem is also about imagination.”

After reciting his work, Collins answered questions.

In 2001, Linda and Abbot Brown (Russell ’94, David ’96) founded the Brown Family Speaker Series, an endowment to bring to campus influential individuals at the forefronts of their fields, President Rick Commons said.

Prior to addressing the Upper School as a whole, Collins also visited two combined English classes in Ahmanson Lecture Hall, where he shared more of his writing. In these sessions, students engaged in and received Collins’s work intently, Commons said.

During the assembly, however, Commons said the audience’s lack of attention was

disrespectful. “[Collins’s] poems are exquisite and so accessible, but I was disappointed that a quiet voice was not being heard,” Commons said. “The way in which we were wrapped in attention to [our last speaker] Kid Cudi was great. I wish we could have given the same kind of gesture of respect to Billy Collins. I apologized to him for that and he noticed. It was tough hearing him read poems that I loved and he loved, but couldn’t focus on because of the chatter. I say that respectfully because I am proud of Harvard-Westlake students, but [the assembly] was not one

of those times.”

Nevertheless, students enjoyed hearing Collins speak, 2018 Los Angeles County Youth Poet Laureate Sophie Kim ’19 said. As a budding writer, Kim said Collins’s unique style of poetry served as an inspiration for her. “[Collins] is so amazing,” Kim said. “The way he fused humor and seriousness in his work is inspiring to me, and it’s super cool how his tone could be playful but also relate to more somber topics at the same time. I really admired him, and it’s truly amazing that we had the opportunity to have him on campus.”

Wilairat to serve as new World Languages Head

By Tammer Bagdasarian

CAITLIN CHUNG/CHRONICLE

GOLDEN GIRL: UNICEF USA Ambassador and five-time Special Olympics gold medalist Lucy Meyers offers shares her story at a brief assembly before students welcomed the athletes to campus.

Students welcome Special Olympic athletes

By Jeanine Kim

Students and faculty volunteers cheered as athletes who participated in sporting events during the third annual Special Olympics Unified Game Day on April 26.

During a short assembly in Taper Gym, Special Olympics Gold Medal Winner Lucy Meyer spoke to the student body and faculty about her journey. Meyer serves as an ambassador for the partnership between UNICEF USA and Special Olympics for Children with Disabilities.

Rachel Grode ’19, who has been working with the Spe-

cial Olympics Help Group for many years, was one of the main coordinators of the Unified Game Day, and helped organize athlete arrival and designating which sports would be included.

“It has been such an incredible experience spearheading the event and I will miss being a part of the planning process, but I know that the event will continue past my time at Harvard-Westlake and I look forward to seeing it progress,” Grode said.

After the speech, students filed onto the track where they formed a “Tunnel of Love.”

Students high-fived the ath-

letes as they ran through the track before the games began.

Members of Community Council and other student volunteers helped out during the event and participated in basketball, soccer, track and bowling with the athletes.

This event marked the end of this year’s second Community Service Week, in which Community Council members promoted community service clubs and announced upcoming outreach opportunities.

“This year’s event could not have gone better,” Grode said.

“There were so many moving parts and everything came together beautifully.”

curriculum closer to the international standard, he said.

Latin teacher Derek Wilai“I hope [Wilairat] continues rat will replace French teach- to build on what we have acer Jerome Hermeline as the complished over the last few World Languages Department years with the curriculum,” Head starting next school year. Hermeline said. “It will be a Over his 13-year career at big change in the future with the school, Wilairat has taught the new school schedule, and Latin II, Advanced Placement he will have to help the departLatin, Latin Literament through that ture Honors and Ditransition.” rected Study: Latin.

Wilairat said he Wilairat said his understands the reexperience will help sponsibility he will bring a comprehentake on next year as sive perspective to the Department Head, position. but is nonetheless “I know the deexcited to work to partment very well improve the depart’ because I’ve been ment.

Derek here so long,” Wilai“I’m looking forWilairat rat said. “I have an ward to new chalawareness of various constitu- lenges and to experience a encies of the school, and how different aspect of the school,” different people have different Wilairat said. “I am excited to priorities in the department. see how this department runs I think my time at the school from a new perspective and will help me make balanced help guide it in the future.” decisions.”

Students said they are conHermeline will step down fident in Wilairat’s skills. from his position as Depart“[Wilairat] is an incredible ment Head at the end of the teacher, a Latin wizard and a year in anticipation of his de- deeply kind and humble perparture from the school to son,” Taia Cheng ’19 said. “He teach in New York. will be an excellent departIn his three-years as De- ment head next year and I’m partment Head, Hermeline sad that I won’t be here next worked to bring the language year to witness it.” white s

A4 News

The Chronicle

May 1, 2019

School to implement new block schedule

ty will spend next year deeply engaged in professional develnew schedule will change the opment aimed at learning the school environment so that best practices for teaching in it better follows its mission a rotating block schedule,” statement.

Ross wrote in an email sent “Harvard-Westlake kids to the school community. “Apknow that we’re not really a proximately 80 to 85 percent community-based school,” of upper school classes will Kim said. “The eradication gain teaching time in the new of the first and thirds due to schedule, but all classes will its unpopularity demonstrate be redesigned to take full adthat. The new schedule aims vantage of the new structure.” to reduce stress, enhance Ross said she hopes stulearning and create a happier dents will be less stressed and school.” be able to balance their school The New Schedule Com- work with the new, rotating mittee will continue meeting to block schedule. address any issues regarding “We still want [the school] the schedule that may arise to be a great place to be from in the future, and prepare Ross said. [our students] “We have for anything, We are going a whole list of but we also to all have to be things that we would like for need to set polpeople to not learners, just like we icies for,” Ross feel like they ask our students to said. “Like do are just kind we need to of surviving,” be.” have a differ—Laura Ross Ross said. ent homework Though the Head of Upper School new changes policy? Should our homework may be difficult policy be differto adapt to inient for honors classes and AP tially, Ross said she hopes to classes compared to regular continue improving the schedclasses? How often should Di- ule to better students’ daily rected Studies classes meet in lives. the new schedule and when?

“Luckily we aren’t the first [There] are all kinds of deci- school to do this, and we’ve sions to make, so that’s the had so many schools to talk other thing that I want people to about how the benefits outto know: it’s not like every- way the negatives,” Ross said. thing’s done. Two of the stu- “We feel really confident that dents on the committee are we’ve done as much research going to graduate, so we also in how people learn. I’m sure need to replace those students some people are anxious, [but] so that we can continue to just like when [teachers] want have those conversations.” their students to try things, In order to ease the tran- have them fail and try it again sition for the community, the a different way, this is going to school will implement five be an iterative process. We are pairs of late-start days next going to all have to be learners, year. just like we ask our students “The upper school facul- to be.”

• Continued from A2

TANISHA GUNBY/CHRONICLE

HOT TAMALE: Members of LAHSO distribute tamales to students during the third annual Multicultural Fair. Affinity groups played music and distributed food on the quad April 17.

Affinity groups spread cultural awareness at Multicultural Fair

By Tanisha Gunby

To share the various aspects of their cultures with the student body, affinity groups played different genres of music and distributed food at the third annual Multicultural Fair on the quad April 17.

“I think the fair is a representation of our mission statement in that it both embraces and celebrates diversity and inclusivity,” Multicultural Fair founder and Asia Students in Action President Lucy Kim ’19 said. “It’s a time for people to not just express themselves in front of their friends, teachers

and community in a way they usually might refrain from doing but also to love themselves for who they are.”

BLACC leader Genesis Aire ’19 said that the fair also allowed the clubs to share ways in which their cultures are important to them.

Affinity group leaders held the Multicultural Fair as an attempt to lower societal barriers and allow groups to come together in a celebratory and productive way, Kim said. She said she thinks cooperation and appreciation during the organization process of the event are key to unlocking a

more inclusive community.

“I think part of what makes it work so well is that you see a vast range of cultures juxtaposed at once and can sample and experience learning while having fun and eating good food,” Kim said.

Maya Doyle ’21 said that her favorite part of the fair was being able to experience different cultures through food. “[The event] gave me a chance to see other Harvard-Westlake communities that I didn’t realize were so vibrant,” Doyle said. “It was also super fun to see everyone going to different booths.”

“

Just dance: School hosts first Roy G. Biv Dance

By Celine Park and Lauren Cho

been really great because it shows that [the school] cares about this as much as we do,” Inspired by similar dances Yanover said.

Attendees participated in a held at nearby high schools, students organized the first rainbow Jenga game and gay annual Roy G. Biv Dance, at trivia. The dance also featured which teens from the local photobooths and name tags community also attended, in with different pronouns, which allowed students to comfortHamilton Gym on April 27.

“We really wanted to make ably enjoy the dance, organizthis dance to bring togeth- ers said.

Coordinator Alexandra du er LGBT+ kids from all over LA because there’s not many Manoir ’21 said she hoped the event would spread opportunities to do the message of incluthat,” dance coordisivity to everyone. nator Izzy Yanover “We want to cre’19 said. “Even in ate a space were all the other schools’ LGBTQ+ students dances that are feel welcomed and LGBT-themed, not where they can be fulmany kids from the ly themselves around Westside or deep in the people that love the Valley show up, ’ and appreciate them,” so we just wanted to Izzy du Manoir said. give kids the chance Yanover ’19 Yanover hopes that to come and have students will continue fun.”

In order to make this dance to organize the event in the fuunique and different from the ture, she said.

“Next year, we would like other LGBTQ+ events that students have attended, the to expand the event and invite student organizers decided to even more people and have a make the event semi-formal, bigger venue,” Yanover said.

“We also would like to have a similar to prom, they said.

“Harvard-Westlake’s will- bigger budget so we can plan ingness to have this dance has an event on a larger scale.” white s

MARINA NASCIMENTO/CHRONICLE

ONE BIG, HAPPY FAMILY: Members of LAHSO sit at a table in Mudd Library during their first independent sleepover. Last year, LAHSO and BLACC hosted a joint sleepover event.

LAHSO hosts first independent sleepover

By Austin Lee

Students in the Latin American and Hispanic Student Organization held their second annual sleepover at the school to get to know each other better and to discuss issues present in the Latino community April 26, attendee Penny Juarez ’21 said.

The event was LAHSO’s first independent sleepover, as last year’s sleepover included members of the Black Leadership Awareness and Culture

Club.

Students bonded with each other through games, food and team-building icebreaker activities.

Attendees also spoke about issues particularly affecting Latin American or Hispanic students, such as fitting in, preconceptions caused by race and finding people who have had similar experiences, Juarez said.

“I think every moment of the LAHSO sleepover was the most important and just the most incredible moment be-

cause we were all able to connect with each other in a way that you usually wouldn’t be able to in [during] a normal school day,” Sarah Rivera ’21 said.

Several students said they enjoyed the event and are excited for the third annual sleepover.

“I look forward to coming back next year and being able to not only relive all the good memories I made tonight but also be able to create those new memories for the incoming people,” Rivera said.

MAY 1, 2019

HWCHRONICLE.COM/NEWS

NEWS A5

Teachers present at conference

By KHYRA STINER

CASEY KIM/CHRONICLE

Dressing with a Purpose SISTERHOOD OF THE TRAVELING PANTS: (Clockwise from left) Anja Clark ’19, Haley Levin ’20, Helen Graham ’21 and Coco Kaleel ’20 pose for a picture in their jean outfits. In order to bring awareness to sexual violence, students wore denim articles of clothing to school April 24. La Femme Club passed out Hershey Kisses as a reminder of the importance of consent.

Community council invites speakers to class meetings

By TAMMER BAGDASARIAN AND HANNAH HAN As part of this year’s second Community Service Week, members of Community Council invited Los Angeles Family Housing representative Melody Jaramillo, educator and author Ross Szabo and fivetime Special Olympics gold medalist Lucy Meyer (Hamilton High School ’19) to present on issues directly affecting students and their local communities at the senior, junior and sophomore class assemblies, respectively, April 22-26.

In addition to speaking at

the sophomore class meeting, Meyer also addressed the school community at the annual Special Olympics Unified Game Day on April 26 (read more on A3).

The presenters encouraged the student body to actively engage in their communities by reaching out to homeless individuals and integrating children with special needs into society. They also urged students to improve themselves by taking the time to reflect internally on their mental health.

In an effort to encourage a discussion about men-

tal health on campus, Szabo spoke to the junior class during its class meeting April 22. In addition to addressing how students can improve their mental health, Szabo shared stories about his own struggle with depression.

“If I wanted to talk about the life that I lived, I would have gotten up and said, ‘Hi, my name is Ross and I hate myself,’” Szabo said. “But I didn’t say that. The point of this part of my story is not actually about me, it’s about all of you. Because how many people do you know with a gigantic external life that every-

one sees, and an internal life that is completely different?”

Community Council invited Szabo to speak to bring attention to problems within the school community that are often overlooked, Community Council member Carli Cooperstein ’20 said.

“We wanted more people to understand that the things we go through on a personal level, like mental disorders, are not to be turned a blind eye to,” Cooperstein said. “We want to highlight that there are constant struggles that we all go • Continued on A7

Spanish teacher Margot Riemer attended the Southwest Conference on Language Teaching for Spanish teachers in Dallas on March 27-30, which allowed educators from nine different states to share activity ideas for their language classes, listen to a keynote speaker and attend workshops. The conference served as a prelude to the American Council on the Teaching of Foreign Languages, a larger scale conference for language teachers being held in Washington D.C. later this year.

Reimer and Head of World Languages at Oakwood School Sue Biales presented a breakout activity they created at Southwest COLT. Spanish students participated in the activity, which is similar to a scavenger hunt, in the beginning of the school year.

“We developed that activity and showed it first at a local conference in October in Anaheim,” Reimer said. “Then, we got good feedback on that, and we thought we would take it to another conference [and] the next one on our radar screen was this one, Southwest COLT.” The conference incorporated teachers sharing different teaching methods, activities like Reimer and Biales’ and ideas for how to improve the classroom experience of students in their schools. Riemer said she attended two sessions on reading to increase her students’ understanding of reading assignments in class.

“These two sessions I attended about reading gave me a lot about how to judge if the readings I put in front of my students are appropriate for them and how to pick well or pick better than in the past,” Reimer said.

UN-stoppable: Chinese teachers honored at UN for publishing textbooks next year

By ALICE HE Upper school Chinese teacher Kattie Xu and middle school Chinese teacher Chen Chen gave a speech about their innovative approach to Chinese education at the United Nations headquarters in New York for Chinese Language Day on April 20.

The UN organizes Chinese Language Day annually in order to allow teachers from various different countries to discuss their classroom experiences and exchange ideas about how to best educate their students.

Xu said she thought her presentation was well-received.

“A lot of the teachers asked for my WeChat account to stay updated with the system,” Xu said. “We have two teachers that will visit my class next month, and then they want to

see if they can do that for their school and their classes. I think that it’s a great achievement because we opened [up] to everybody and shared our ideas.”

At the event, Xu and Chen presented the new education website they created to help both students and teachers improve their Chinese skills and courses, respectively.

The online system includes textbook content, quizzes, short movie animations and reading exercises. These materials are especially effective for non-heritage speakers, Xu said.

“When I came here the first year, I found that it is so hard for students to learn Chinese because their parents are not Chinese or they have no chance to listen or practice at home at all,” Xu said. “They need a very efficient system to help them learn the language

at home and help them prepare for the AP test as well.”

Xu first decided to create the website after teaching in San Jose, CA, where her colleagues often used YouTube videos and other online resources to effectively engage their students, she said.

AP Chinese student Clay Skaggs ’20 said that Xu’s online AP review system made studying much easier.

“The system is virtually paperless which means carrying less stuff in my backpack and not losing my work.”

While only the AP Chinese classes currently use the system, Xu said she hopes to expand it in the future.

“Next year, I think I will let my post-AP, AP and Chinese IV students use the program,” she said. “I also want to create another program for the students in Chinese II and III, for the intermediate levels.”

PRINTED WITH THE PERMISSION OF KATTIE XU

DYNAMIC DUO: Chinese teachers Kattie Xu and Chen Chen pose for a picture at the UN after being honored for their work.

A6 News

The Chronicle

May 1, 2019

Students participate in first civil rights tour

By Jaidev Pant

March, [essentially] all the way through, so that was really In order to experience the cool. It was kind of unfortuhistory of the civil rights move- nate that we had so little time ment firsthand, 16 upper and to go through it.”

Attendees said they apmiddle school students took part in the school’s first civ- preciated visiting the different il rights tour, which Director historical locations because of Diversity Janine Jones or- they were able to realisticalganized in partnership with ly experience the conditions Hemisphere Educational Trav- during the civil rights era.

“You close your eyes and it el from March 31 to April 6.

Xenia Bernal ’19 said she is a two-minute simulation, so participated in the tour to you just imagine yourself back in the sixties, what you would learn about the movement.

“I went on the trip because have experienced and [where you would] it is important have sat at the for me to unJones derstand the I went on the trip lunch,” said. “A lot of foundation of because it is important our students American hisexperienced tory,” Bernal for me to understand that down said. the foundation of at the lunch Students American history.” counter and traveled across were in tears s o u t h e r n —Xenia Bernal ‘19 after that.” states includStudents Trip participant ing South Carsaid they were olina, Alabama also able to beand Tennessee and visited civil rights monu- come closer with one anothments, museums and memori- er and gain leadership skills, als. At these places, students Jones said.

“The students bonded on participated in group tours the trip and were able to get and interactive activities.

“My favorite site was Lor- to know each other in a way raine Motel,” attendee Spencer they wouldn’t be able to get to Flippen ’21 said. “It was a re- if they were just at school evally long exhibit, but I feel like eryday,” Jones said.

President Rick Commons it had the most information packed into it and I really got approved the trip for future to experience the Washington years, Jones said.

“

PRINTED WITH PERMISSION OF ETHAN LACHMAN

SMILE FOR CIVIL RIGHTS: Students pose at Oakland Cemetery in Atlanta, Georgia. Members of the civil rights movement tour visited different historical locations across several southern states.

Out of this world: Physicist lectures on how to detect gravitational waves

By Luke Schneider

Jonah Kanner, a research scientist at the California Institute of Technology, spoke about the detection of gravity waves in Ahmanson Lecture Hall on April 22.

Kanner collaborates with the Laser Interferometer Gravitational-Wave Observatory to analyze data and observe gravitational waves.

Students viewed simula-

tions of black holes and stars merging together that illustrated how gravitational waves are created and observed in experiments.

“I thought it was very interesting when he showed us a video of the black holes and stars interacting,” Corey Marley ’20.

As an educator and research scientist at LIGO, Kanner is a part of the program that has discovered and ana-

lyzed 11 gravitational waves since its inception.

“I really like the way that quantum physics relates to space because, on such a large scale, physics tends to change dramatically,” Helen Graham ’21 said. “[The LIGO project] is on a topic that is cutting edge, and we know very little about it, so it is really fascinating to hear the kinds of experiments the researchers set up to study it.”

“

[The speaker gave an] easy-tounderstand description of the physics behind the LIGO project. It was a special opportunity to hear from someone so involved in the scientific community.”

— Erik Anderson ’20 AP Physics 1 student

According to NASA, gravitational waves are ripples in space-time caused by the orbit of two massive bodies around each other.

LIGO allowed for the first direct observation of the gravitational waves theorized by Albert Einstein’s theory of gener-

white’s

al relativity. “[Kanner gave an] easy-to-understand description of the physics behind the LIGO project,” Erik Anderson ’20 said. “It was a really special opportunity to hear from someone so involved in the scientific community.”

HW ‘Works it’: Alum reflects on career path in finance at roundtable

By Lauren Nehorai

PRINTED WITH PERMISSION OF COLIN YUAN

LISTEN AND LEARN: Andrea Greene ’91 (Zachary ’23) shares her experience in finance and gives career advice at the roundtable.

Andrea Greene ’91 (Zachary ’23), the Chief Operating Officer of commercial real estate agency CREXi, discussed her career in finance at the HW Works and Student Alumni Association-sponsored roundtable April 17.

Greene recommended that students interested in the field begin their careers in finance, regardless of the paths they may be more inclined to take afterward.

“If you are interested in learning how business works at a more fundamental level, starting off in [finance] field really helps you understand the fundamentals of business,” Greene said.

Student Alumni Association member Jane Sidon ’20 said that Greene offered valu-

able and helpful insight for her potential career of interest.

“The roundtable is a really cool way to understand the real world through people who were in our world,” Sidon said. “The roundtable makes the large topic of careers seem so much simpler by having people we can relate to be the speakers.”

Greene also discussed the importance of inspiring more women to be a part of the industry, Sidon said. “[Greene] was a super interesting person to have at the roundtable,” Sidon said.

“The finance industry is something you typically imagine to be populated by men, and [Greene] talked to us about how that should not have to be the case.”

The school was able to provide her with valuable tools

and lessons for her career, Greene said.

“Harvard-Westlake is an outstanding place to learn about work ethic and community, and the value of the two together,” Greene said. “If you just have work ethic and you’re doing it by yourself and not building your community, you are missing one of the important pillars that will help you navigate your career.”

Will Evans ’19 said that he hopes the school will continue to invite speakers and host more roundtable discussions to provide career insight for students.

“I sat through the [roundtable], and while it made me realize that finance was not the industry for me, I would love it if Harvard-Westlake hosted more of these in the future,” Evans said.

May 1, 2019

hwchronicle.com/news

inbrief

News A7

SLIDE committee to attend conference

Student Leaders in Inclusion, Diversity and Equity, leaders of the upper school affinity groups, will attend the SLIDE diversity conference May 22 at the Middle School.

During the event, students will learn from those who attended the Student Leading Diversity Conference in Anaheim, CA from Nov. 28 to Dec. 1.

The conference is designed to merge the gap between the varying affinity club leaders that are present on both Harvard-Westlake campuses, Oscar Montañez Garay ’20 said.

At the conference, students will attend workshops to develop skills to better themselves as leaders both on and off campus.

“I like that I get to be a part of a team who is dedicated to actively support new and upcoming leaders who work together to better the Harvard-Westlake community,” Montañez Garay said.

—Emma Shapiro

BLACC screens alum’s film at break

The Black Leadership, Awareness and Culture Club hosted a screening of Michael Hooks ’05’s short film, “Like Company,” in Ahmanson Lecture Hall on April 16.

Hooks answered questions about the film, which focuses on racial anxieties and prejudices in group settings.

Hooks said he hopes that the film will help spark discussions about unconventional topics, such as racist comments in casual conversations, among teens.

“If you hear something that may not be the best thing to hear at that moment, then you should say something,” Hooks said. “You don’t need to embarrass anybody, but there may be a moment when you’re out of that situation, [have the conversation].”

—Casey Kim

FRANK JIANG/CHRONICLE

THE FINAL JAM: Ford McDill ’21 sings his original composition “Cowboy” at the last of five Coffeehouse events this year. Prefect Council provided free Chipotle bowls and chips for attendees to enjoy as they watched their peers showcase their various talents.

Students perform in final Coffeehouse of the year

By Frank Jiang

Students displayed their musical talents at the final Coffeehouse of the school year April 22. As an end-of-year treat, Prefect Council provided complimentary Chipotle bowls and tortilla chips in addition to their usual snacks.

To begin the event, The Jack Riley Experience, which has appeared regularly at Coffeehouses this year, per-

formed “September” by Earth, Wind and Fire. Ford McDill ’21, who showcased his song “Cowboy,” and Alex Saffari ’20, who performed a freestyle DJ routine on his ThinkPad, both debuted original compositions.

Duet and first time performers Sion Yoo ’20 and Criselda Mele ’20 sang “Sober”

by Mahalia. Yoo said that although her performance wasn’t her best, she enjoyed spending more time with Mele

and dedicating hard work to something they both enjoy.

“We were both nervous mainly because we weren’t really confident in our singing,” Yoo said. “But just the fact that we were both not confident in our singing [abilities], but then had the courage to do it together, just made us more willing to get out of our comfort zone.”

Prefect Michael Lehrhoff ’20, who has performed at

previous Coffeehouses and organized the events with other prefects, said that he appreciates how the showcase brings the community together.

“I’ve had the pleasure of running Coffeehouses with Prefect Caroline [Cook ’19] and it means a lot to work with her on these last Coffeehouses and just to see all the seniors I’ve watched previously give their last performances, “ Lehrhoff said.

Community Council invites speakers for Service Week

• Continued from A5

through and that you are not alone in what you are experiencing.”

During the senior class meeting, Community Council members enlisted the help of 40 seniors to package cleaning supply kits April 23 for recently homeless individuals who are now living in permanent housing.

The school worked with Los Angeles Family Housing organization to help improve the lives of homeless people and combat the negative per-

ception of them, Community awareness about children with Council members said. special needs, after which “The most striking thing Meyer introduced herself to is how small actions the sophomore class. can impact on some“I was born with one’s life,” Commucerebral palsy benity Council member cause I was deprived Rachel Grode ’19 of oxygen for five minsaid. utes at birth,” Meyer Meyer promoted said. “It was a mess, the inclusion of chiland at that time, dren with disabilities the doctors thought into athletics during I might never sit up ’ the sophomore class or swallow. But they Helen meeting April 26. were wrong.”

Graham ’21 Students watched Community Couna video about her travels to cil member Helen Graham ’21 Bosnia-Herzegovina to raise helped organize Meyer’s visit white s

to the school.

“I have never heard the whole tenth grade class that silent during a speech,” Graham said. “I was really impressed by the respect that was given to her.”

After fielding questions from sophomores, Meyer concluded her speech by commending the school’s mission to be more inclusive towards students with disabilities.

“Acceptance plus inclusion equals progress,” Meyer said.

“I want to see unified sports spread the message of goodness around the world.”

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Check out our Community News Section online:

Corrections The Burbank-Glendale-Pasadena Airport Authority will hold the six public meetings. See the online version for the full correction at hwchronicle.com/localsoppose-new-plans-to-expand-burbank-airport/.

A8 NEWS

THE CHRONICLE

A Wolverine Welcome

MAY 1, 2019

Members of Community Council helped organize the third annual Special Olympics Unified Game Day and the Red Cross Blood Drive on April 26. Students gathered to listen to Special Olympics Medalist Lucy Meyer and volunteered throughout the day to donate blood and cheer on athletes.

WE LOVE LUCY: UNICEF USA Ambassador and five-time Special Olympics gold medalist Lucy Meyer, who Community Council member Rachel Grode ’19 introduced, addresses the school.

TON-NEL OF SMILES: Students greet and cheer on the group of Special Olympics athletes as they run through the “Tunnel of Love.”

LOVE IS IN THE AIRE: Community Council member Noah Aire ’20 claps for the athletes as they exit the students’ “Tunnel of Love.”

POWER POSTERS: (From left to right) Anushka Mukhey ’19, Helen Graham ’21, Bella Carino ’19 and Sydney Pizer ’19 hold posters celebrating the athletes of different Special Olympics sports.

ALL PHOTOS BY CAITLIN CHUNG/CHRONICLE

THANKING THE HOSTS: Director of Special Projects at the Help Group Lisa Rozati thanks students and faculty for welcoming the Special Olympics athletes.

MAKING A DIFFERENCE: Students cheer on the athletes as they arrive. The athletes participated in activites such as track and field events and bowling.

C HRONICLE the harvard-westlake

Editors-in-Chief: Sophie Haber, Jenny Li Print Managing Editors: Alex Goldstein, Sofia Heller, Kaitlin Musante

Opinion The Chronicle•May 1, 2019

Studio City • Volume 28• Issue 8 • May 1, 2019 • hwchronicle.com

editorial

Digital Managing Editor: Lucas Gelfond Presentation Managing Editors: Ryan Albert, Kendall Dees Engagement Managing Editor and News Editor: Saba Nia Assistant News Editors: Casey Kim, Luke Schneider, Lindsay Wu Opinion Editor: Vishan Chaudhary Assistant Opinion Editors: Tammer Bagdasarian, Jessa Glassman, Emma Shapiro, Amelie Zilber Features Editors: Kaelyn Bowers, Alison Oh Assistant Features Editors: Kyra Hudson, Madison Huggins, Jeanine Kim, Spencer Klink, Anusha Mathur, Lauren Nehorai, Zoe Redlich A&E Editor: Lexi So Assistant A&E Editors: Annie Beckman, Jordan Murray, Sarah Reiff Sports Editors: Jackie Greenberg, Ben Tenzer Assistant Sports Editors: Luke Casola, Jay Lassiter, Will Mallory, Keila McCabe, Zack Schwartz William Seymour, Eugene Wyman Multimedia Editor and Business Manager: Cameron Stokes Assistant Business Managers: Sarah Healy, Joanna Im Art Director: Samantha Ko Assistant Photography Editors: Caitlin Chung, Jay Lassiter Assistant Broadcast Editors: Ty Goodrich, Cole Katz, Yoohan Ko, Alex Mork, Dylan Shenson Freelance Writers: Noah Aire, Valerie Velazquez Layout Assistants and Staff Writers: Olivia Baer, Crystal Baik, Mariela Breidsprecher, Lola Butan, Lauren Cho, Eugean Choi, Eva de Rubertis, Ruoshan Dong, Olivia Gubel, Tanisha Gunby, Hannah Han, Siobhan Harms, Frank Jiang, Ethan Lachman, Alexandra Landecker, Austin Lee, Lucas Lee, Emma Limor, Marina Nascimento, Lee Nichols, Jaidev Pant, Celine Park, Chloe Schaeffer, Andrew So, Khyra Stiner Broadcast Assistants: Alex Amster, Alice He, Madeleine Massey, Kyle Reims, Charles Wang Adviser: Jim Burns Production Assistant: Alexis Arinsburg The Chronicle is the student newspaper of HarvardWestlake School.It is published ten times per year.Unsigned editorials represent the majority opinion of the seniors on the Editorial Board.Letters to the editor may be submitted to chronicle@hw.com or mailed to 3700 Coldwater Canyon, Studio City,CA 91604. Letters must be signed and may be edited for space and to conform to Chronicle style and format. Advertising questions may be directed to Cameron Stokes at cstokes1@ hwemail.com.Publication of an advertisement does not imply endorsement of the product or service by the newspaper or school.

ILLUSTRATION BY HANNAH MITTLEMAN

Scheduling a Change

The school recently announced plans to reform the daily schedule for the 2020-2021 school year. These changes will bring longer class periods, fewer classes per day and one late start day per week, among other changes.

On the surface, this shift appears very positive, with a large focus on student wellness and pedagogy. With such a fundamental change, it is hard to picture exactly what it will be like to go to school with the new schedule. We have to put a blind faith in it, knowing the school has extensively researched how it will ultimately benefit students. However, we do not want to risk damaging what makes the Harvard-Westlake experience unique. While we’re hopeful this change makes Harvard-Westlake a better place, we hope the school will take into account what makes this school and our current schedule so great as they move forward with their meetings to refine details of the schedule in the coming year.

Harvard-Westlake students often cycle between various juggling routines - one of the biggest challenges is handling our myriad of responsibilities and staying organized while balancing them. Students often note the “boom and bust” cycle of the school: it seems like we often have one week free of assessments or projects and then four tests, plus practice, layout, a term paper and seemingly everything else the week after. Our current rigorous schedule uniquely forces us to improve our time management and often also teaches us to work harder and longer to keep up. More than the lessons we learn within the classroom, we should value learning how to plan ahead effectively and quickly switch gears. While losing the (occasionally) 90-hour weeks may aid student wellness, is this grit and work ethic valuable for students to have and important for the school to teach? With discussion in professional circles of the merits of the thirty hour

or four day work week, is this a skill that will remain useful?

Harvard-Westlake is deeply demanding in the quality of work many classes expect. This is, overall, a huge plus for students: when our earnest hard work earns us lower grades than we expect, we’re forced to push ourselves harder, reevaluating what we did to try and improve. Many of us feel this has pushed us to heights we had otherwise not imagined, deeply enriching us as academics, writers, thinkers and so much more. In creating a more studentfriendly schedule, how can we ensure that this excellence that defines our school is not lost?

How can we make sure that changes in how content is taught doesn’t allow us to get away with work less than our best?

Our current system of free periods has allowed many of us to meet with our teachers often, forming deep connections that improve our learning and personal experience, finding mentors and friends in the process. How can we make sure that the new meeting schedule will allow these organic bonds to form just the same, enriching our community and making our school a more tight-knit place? Although meeting periods are built into the day, the more rigid times may make it more difficult to meet with our teachers.

We applaud the administration for its numerous meetings and thoughtful consideration of myriad factors in the implementation of the schedule. It seems fitting then that the schedule was pushed forward by former Associate Head of School Elizabeth Resnick, remembered for her deep and thoughtful dedication to pedagogy, learning and student wellness. We hope that the administration continues her spirit of thoughtful inquiry, improving the schedule to best suit students, faculty and the entire community. Read about the new schedule on A2.

A10 Opinion

The Chronicle

FaceTime: a virtual classroom

May 1, 2019 Guest Editorial

By Spencer Klink

A

ttending Harvard-Westlake while managing a disability is difficult, but the school can make the lives of these students easier in establishing a FaceTime program for students to attend class remotely.

Although the Upper School takes pride in maintaining an academically rigorous environment, as it should, this intellectual rigor can often become too competitive or overbearing. As a result, some students may fall behind, despite being intelligent individuals and integral parts of the upper school community.

For example, students who must miss school due to prevailing circumstances often see an unreasonable amount of homework pile up alongside all of the classwork they missed or do not catch necessary announcements.

Allowing students to FaceTime into class would substantially mitigate the impact of missing class. Schools across the United States have integrated such programs into their class environments in various forms, with one ex-

treme example being “remote presence” robots installed in over 1,000 classrooms.

Harvard-Westlake does not need elaborate technology in classes like this since students could use apps they already possess on their phone that would serve the same purpose and benefit students in a number of way.

First, students with physical disabilities would benefit from the ability to FaceTime into class since they could consistently be around parent or doctor supervision while keeping up with classwork if they are experiencing symptoms. Additionally, students undergoing preparations for surgeries that are not necessarily ill but have to stay at home could avoid falling behind on work and ease their transition back to school after their procedures.

Next, allowing students to FaceTime into class would also make the lives of individuals with mental disabilities much easier. With the ability to listen to classroom lectures from the comfort of home, these students would be able to get work done in a more welcoming and safe environment.

Additionally, it would also give students more leeway in taking time off to prioritize mental health, which help students treat mental health issues like physical health issues.

Beyond just individuals with disabilities, the entire upper school population would benefit from a FaceTime program. Given recent outbreaks of whooping cough, more flexibility with

missing school would make students feel less concerned about missing some classes, thus making recovery easier and ensuring other people stay healthy.

There are a number of objections to a FaceTime program like this one. One argument against it is that the ability to FaceTime into class would incentivize students to stay home even when healthy.

However, setting a cap on the amount of FaceTime sessions students with no outstanding medical conditions could participate in would resolve this problem.

Additionally, the benefits of empowering disabled students outweighs a slight dip in class attendance, especially since the students not sitting in the classroom will still be participating in a class discussion through FaceTime.

Another objection to letting students FaceTime into class is that the presence of recording cameras would discourage teachers from innovating in class or starting certain discussions. Using FaceTime would not make this an issue because no permanent recording of the lecture exists, but, instead, individual students gain access to classrooms only when the teacher is actually speaking.

This proposal is beneficial especially now given the wave of new technologies tailored to the needs of classrooms and students, such as technology that Stanford Online High School implements with a variety of features empowering teachers rather than inhibiting them.

It is time for HarvardWestlake to catch up to 21st century technology and increase accessibility of already superb courses.

Science teacher Steve Yang ’08 writes about how ditch day has changed in recent years.

A

lthough many teachers’ views on this matter have evolved over the years, I still believe that excellence should be recognized. This senior class has, to my knowledge, surpassed all previous classes (including my own) by every metric that the school uses to measure success.

As perhaps no one is surprised to hear, this year’s “skip day” was even more successful than last year’s ditch day. On my last count, 265 of the 292 members of the senior class were absent (which, at 90 percent, was a better performance than my test averages), though I am debating about whether to include those seniors whose duties compelled them to be on campus that day.

At the risk of incurring the ire of my colleagues, there is something that I would like to address. Although the modern relationship between students and faculty is one that tends towards collegiality, I do think that something has been lost in the move away from the somewhat more adversarial relationship of years past.

You may have noticed that I referenced skip day as opposed to ditch day. While I initially thought that the seniors coordinating a ditch day with the administration was courteous, it does feel like something has been lost. Ditch day is supposed to do more than cause a little grumbling amongst the faculty: it is supposed to be annoying, inconvenient and disruptive. It is

a day when the seniors make their presence felt by their absence.

It is a day when the seniors gleefully push (perhaps with a twinge of guilt) at the institutions which have controlled their lives for 12 years. And it is a day that these institutions respond to by pushing back and reminding students that they are not quite free by saddling “ditchers” with detention—the first detention for many, the last detention for most before they leave this community on a hill.

While detention is a punishment, there is something magical about the ditch day detention. There is positive energy in the air that day. There is a camaraderie that arises from this shared experience, from the final act of rebellion where all the “ditchers” show up to detention in Hawaiian shirts with beach balls.

A little rebellion is a healthy thing. It is not easy to take a chance and stand up for what you believe in, and although there are some very outspoken students on this campus, they are relatively few and far between. Ditch day may be a selfish endeavor for students to stand up for; however, it is a siren’s call which attracts students, and I think that there is something to be gained by having a little taste of rule-breaking before they go.

Although it may seem nice to have no consequences for skip day this year, I can’t help but wonder what has been lost by this change.

ILLUSTRATION BY SAMANTHA KO

D

ear Moving Day Saba,

fic.

Today, I got stuck in traf-

It’s not a remarkable occurrence; this happens every day. No matter what roads I take or my destination – whether I’m sleepily cruising down Coldwater or racing along the Pacific Coast Highway – I will undeniably find myself stuck behind a roadblock or string of cars. No amount of preparation or hope will change that.

Our world is filled with stop signs and red lights. And though these obstacles may slow us down from reaching our final endpoints, I think we all need to pause once in a while.

It’s during these moments of hesitation and waiting that

our journeys become more than the vague period of time between Point A and Point B. When I drive, I take my foot off the gas to better watch the waves at my side. At a stop, I notice the way the sun’s rays paint homes in soft pastels; as I inch down a congested street, I discover a new favorite song.

Obstacles may impede our ability to reach our goals at times. But as they elongate our time on the road, the journeys themselves can be what we look forward to and what we savor long after we’ve arrived at our destination.

You will fold them gently.

Carefully placing your old clothes into your suitcase, you will then glance to the pile at your side – the pile of discarded belongings you will not be taking with you to college.

There is so much you will not

be able to bring with you, and as you finish packing away your T-shirts and jeans, you will proceed to cover these tokens of your past with those of your future: a winter coat, gloves and thick socks.

When you’ll place your bags into your car, your arms will be weighed down less by your old memories and more by all your plans and dreams for what comes next.

There is a lot of baggage we have, Saba. We carry our pursuit for excellence on our hunched backs and in our dark eye circles. We carry our sadness and frustration in angsty Spotify playlists. We carry our shame and embarrassment in self-deprecating jokes and, more often than not, in closed-off, mausoleumesque parts of hearts that we ourselves can’t enter.

Going off to a new place is exciting; you can finally enter this new chapter of your life.

But what we often fail to realize is that with every journey we embark on, there is baggage we must be mindful of.

The car will be too short.

Your mother will be at the wheel, of course. And though she will be enthusiastically tell-

ILLUSTRATION BY SAMANTHA KO

ing you how proud of you she is, her lilting, accented voice will betray her true feelings: she is sad and afraid. Your father will be calmly telling her which terminal for her to go to, and though he recites the steps in his characteristically logical and composed manner, his deep eyes will reflect the uncertainty he hides.

Even when they will sit by you, as the plane takes off, you will feel like you’re already thousands of miles away.

You will stare out the window. You will watch the last 18 years of your life fade into impossibly light clouds.

There is a balance you have to strive towards, Saba.

With every new experience comes the temptation to get through it as quickly as possible, to ignore your surroundings in your quest for something you can point to: the fancy diploma, the college sweatshirt, the letter grade, the trophy, the photo to be framed, the satisfied nod when you tell others what you will be one day.

You have to allow yourself to embrace your future openly.

And you also have to remember your past, Saba.

But just as you must make sure you don’t lose yourself in the close-minded pursuit of what can be, you must also unburden yourself from the confines of what has been.

That is the only way you can enjoy your present and the journey you are about to embark on.

Your parents will be reluctant to go. They will have stayed until you unpacked every suitcase and arranged every detail of your dorm, sighing as you hang both your tank tops and parkas in your closet.

Your new classmates will then knock on your door, stepping forward to introduce themselves. Orientation will begin soon. You will look around; it will be time to go.

You will make your way outside, at first averting your eyes to the glare that bombards you.

In the bright August sun, the silhouettes of your parents and classmates will tangle together. You will hear your name and look up.

You will not be alone.

Love, An Emotional Saba

hwchronicle.com/opinion

May 1, 2019

Opinion A11

Our fifth quarter culture

By Lindsay Wu

T

here are 36 days until summer, according to one of my classmates.

Though he has announced the latest count after each eighth period math class since October, the end of the school year is now almost tangible.

However, before reaching the much-anticipated vacation, students must endure arguably the busiest period of the entire year. With spring break seemingly far in the past, AP classes concluding and standardized tests approaching, many students are desperately trying to raise their grades and cram in last-minute studying. Amid this fourth-quarter frenzy, students are also tasked with solidifying plans for a now essential aspect of high school: summer activities.

Summer is no longer the idealized, three-month break consisting solely of travel, time with friends and endless relaxation.

Despite the inviting sunshine, beaches and pools, many students are forced to spend their vacation indoors instead of outside. While the school does not assign summer material, students are far from free of academic work due to college-related pressures to develop their resumes or increase test scores. In a Chronicle poll of 231 students, 45 percent said they will attend a pre-college program or educational internship this summer, and 38 percent said they will engage in standardized testing preparation or de-

vote significant time to writing college applications.

Essentially, students adopt another academic quarter in addition to the rigorous four they already complete during the school year. Coupled with year-round work, the lack of necessary breaks increases the chance that students will burn out mentally.

Despite this danger, summer activities can be greatly beneficial for students when planned thoughtfully. If balanced with ample time to rejuvenate and enjoy time away from the school environment, students will be able to utilize their extended break in productive ways.

Though possibly the least enjoyable way to spend vacation, studying for standardized tests is worthwhile. Developing and honing necessary skills over the summer months can allow students to finish testing early, or at least reduce preparation time and stress throughout the course of the year.

Over the summer, students also have uninterrupted time to explore various fields, whether similar or completely unrelated to topics they have already studied. Without the burden of nightly homework assignments from required classes, students can devote themselves to defining their genuine interests and pursue opportunities not possible during the academic year. For example, numerous programs run by established institutions offer courses in sciences,

humanities and arts that allow students to learn in-depth about and research specialized topics unavailable to them in school. Reputable programs or internships with industry professionals can connect students with valuable mentors.

Should they become interested in the field, students will have already gained necessary experience and inspiration to guide them further in their academic careers.

In addition, students often enjoy their summer programs.

While an academic summer initially may not seem entertaining, institutions bring together groups of unique people with similar interests who become immediate friends. Also, programs are often based in cities or countries away from Los Angeles, where living, learning and exploring with other high schoolers is sure to be an exciting experience.

After struggling through nine months of school—and constantly looking forward to the next day off— summer is most definitely necessary to recover from the previous year and preparing for the next.

While our June, July and August months may not be the peaceful vacations we have dreamed of, taking advantage of the spare time to pursue passions is important, not just for the sake of college admissions, but for personal discovery and preparation for the future. Regardless of how you choose to spend your summer this year, hopefully it will be one to remember.

How much did college affect your summer activity choices?

A lot: 35 percent

Moderately: 48 percent *240 students polled

“Just being at HarvardWestlake, there is a lot of pressure to focus on college related activities because everyone is talking about it and stressing about it.”

Jake Schroeder ’20

Beware. Spoilers ahead. eason 3. Episode 9. Lively music and welcoming toasts fill the atmosphere of Lord Walder Frey’s great dining hall as members of the Northern army, led by House Stark, enjoy a night of apparent bliss and celebrate the wedding between House Tully and House Frey. Fans are able to finally relax and savor the rare gift of a peaceful scene in Game of Thrones, or so they thought.

The band begins to perform “The Rains of Castamere” and viewers catch a glimpse of Catelyn Stark’s horrified face when she lifts Roose Bolton’s sleeve to reveal chain mail armor hidden underneath — nobody is safe.

Suddenly, Pregnant Talisa is stabbed in the stomach, the King in the North, Robb Stark, is shot with a crossbow and the fearful Catelyn’s throat is brutally slit. With almost no time for fans to react, a handful of the show’s most beloved protagonists are gone.

“The Red Wedding” is only one of Game of Thrones’s many shocking, cruel scenes that defies television’s unwritten rule of not killing off main characters. HBO’s prize piece has become one of the most iconic, complex TV shows in history, and after 595 tor-

S

turous days without a new episode, fans have never been more eager to see what twists and heartbreaks the final season of the greatest cinematic masterpiece of all time has to offer.

People who don’t watch the show are often confused by the deep love so many have for the graphic fantasy series.

Regardless, Game of Thrones has attracted millions of viewers with its suspenseful story line and competitive characters.

Game of Thrones is a breath of fresh air in our mundane, routine lives, as each episode offers a new plot twist or character death.

Always met with the unexpected scenario, die-hard fans yearn for more every week.

The show especially allows students to put their stress in perspective. While getting an A on a test may seem like a life-altering necessity, the actual life or death situations the characters must experience allow viewers to realize how insignificant their stress is in comparison.

We also see a bit of our ourselves in each character; from the spoiled, psychopathic king Joffrey to the sweet, nerdy Samwell, each person’s character development, or lack thereof, offers priceless life lessons.

As one of the show’s most beloved characters, Jon Snow represents the person so many want to be: a natural leader with strong morals.

Snow is willing to risk his life for what he believes in and remains to be a stable presence of good. Honorable, strong and loyal, Snow is a true Stark (except R+L=J, so he’s actually a Targaryen).

Whether you hated her and now love her, or you hated her and still hate her, Cersei Lannister is arguably one of the most notorious, genius villains in film and literary history. She has done plenty wrong, including having sex with her twin brother, poisoning her husband and blowing up the Sept of Baelor along with hundreds of innocent people in it. However, Cersei is also one of the strongest, most independent women in Westeros’s patriarchal society. She displays tenacity through all her evil deeds and teaches us that we can achieve anything if willing to face the challenges.

For all of you who have binged this series, thank you for being on this journey with us. As you watch the final season, don’t forget to keep a box of tissues nearby, because when you play the game of thrones, you win or you die.

Valentina Gaxiola ’21

JESSA GLASSMAN/CHRONICLE

“I am participating in a 7 week musical theater acting intensive. It speaks to both getting ready for college in an endurance sense but also pursuing what I love.”

JESSA GLASSMAN/CHRONICLE

Moral investments

By Sophie Haber and Cameron Stokes

A

By Kyra Hudson and Casey Kim

None: 17 percent

s student journalists, we deal with questions of ethics every day. When we make decisions about which stories we cover and how we approach writing them, we consider how to maximize our positive impact to the best of our ability. Learning about how to let morals guide our choices is one of the most valuable things we gain by working on the Chronicle. Therefore, we are excited to expand the scope of the areas of ethics we explore this year with the introduction of the Chronicle Investment Team.

We have been lucky enough to receive a grant to form an investment team comprised of students from the Chronicle and the Economics Club. With the help of Chief Financial Officer David Weil, we will seek to make investments that not only boast economic gain but also support socially and environmentally conscious causes.

In meetings, we investigate the economic progress and social commitments of various companies and funds.

We will begin our portfolio by investing part of our grant in Invesco WilderHill Clean Energy ETF (PBW) and Starbucks Corporation (SBUX).

Starbucks is not only an economically stable and fast growing corporate powerhouse; the company is also committed to minimizing its environmental footprint by offering ethically purchased and responsibly

sourced products.

The Invesco WilderHill Clean Energy ETF is an Index composed of publicly traded stocks and companies that are committed to clean energy sources and energy conservation. The PBW fund invests in a very diverse group of companies in the business of renewable energy, beyond just wind, solar, biofuels and geothermal energy.

In the years to come, as our portfolio grows, future generations of students will continue to engage in this project. Once the investments start to generate returns, a portion will be taken out of the account and donated to a charity chosen by the graduating class of the Chronicle.

It is important to us that we not only invest in companies that have a positive impact but that all of the profits made from the project have a positive impact as well. Therefore, all money in this project will either be used to invest in more socially responsible organizations or be donated to organizations with a positive impact.

As the project unfolds, we will track our investments’ progress and explain our decision-making here in the Chronicle. If you are interested in learning more, read about why we chose Starbucks and Invesco WilderHill Clean Energy ETF on hwchronicle.com and how our investments are doing in the print edition next issue.

May 1, 2019

hwchronicle.com/opinion

Extended Time: a community dialogue

Opinion A12

The Chronicle published an op-ed Jan. 30 entitled “Start putting extra time to the test,” sparking a dialogue about the extended time system. In this issue, we invite community members to weigh in.

By Grace Brown

Letter to the Editors

Learning Specialist

B

iological diversity is not only real, it is imperative for the survival of any species. Little phenotypical or genotypical idiosyncrasies that may seem minor in the moment can mean the difference between adaptation and extinction during a drastic change in environmental conditions. For humans, variations in melanin, hair texture, height, skeletal shape and other physical characteristics are obvious and accepted forms of biological diversity.

We also accept the fact that some people are lefthanded and other people need glasses. So why would neurological diversity be any different? Of course there are going to be people who process visual or auditory information differently, whose brains move their eyes or hands at varying rates, or who are more sensitive to stimuli than the majority of people. Diversity is more than skin deep; it exists in all organisms on every level, including humans.

Scientists and doctors estimate that approximately ten percent of the U.S. population has a neurologically diverse attribute that negatively affects learning in a traditional school environment. Conditions such as dyslexia (difficulty with reading), dyscalculia (difficulty with math), and dysgraphia (difficulty with handwriting) are three common examples of this type of diversity. In addition, some students have difficulty sustaining constant energy to their prefrontal cortex when engaged in tasks that are not highly stimulating, a condition we call ADHD, which is estimated to comprise anywhere between five to 10 percent of the U.S. population.

Then there are students with eye conditions that slow down their reading speed, anxiety and other psychological disorders that slow down processing speed, as well as postconcussion syndrome and the long-term effects of other traumatic brain injuries that make testing under timed conditions incredibly challenging. Add all of these students together and you get the population who could be eligible for extended time.

At the Harvard-Westlake School, approximately 11 percent of our students receive extended time on timed, in-class assessments and exams. Their neurological diversity comes in the forms of learning disabilities, physical conditions and psychological conditions that have been proven to slow down their processing speed and/or ability to read, write, or do math fluently. In order to qualify for extended time, students must submit a full psychological-educational or neuropsychological-educational evaluation, which are

usually between 12 to 35 pages in length, to demonstrate their high level of ability along with an area of weakness. All reports are evaluated by the school and verified by teacher observations if the data appears inconclusive. The school reserves the right to refuse to grant accommodations if we do not feel the data supports the request, and it has made that determination in the past when it was warranted. If anything, the low percentage of students who receive accommodations for the myriad of reasons listed above suggests that the school has more students in need of accommodations who have yet to be identified, not that our students are exploiting the system. In fact, we have extended our financial assistance package to include psychological-educational testing in order to ensure all of our students who qualify are able to receive the accommodations they need.

In a recent opinion article published in the January issue of the Chronicle, the writer used inaccurate data to support her claim that some stu-

“It is not easy being a student at HW who has a neurologically diverse profile that requires accommodations.”

—Grace Brown dents with extended time “do not genuinely qualify for it.”

The result was an unfounded and unfair attack on students in our community who receive extended time. That article is now being distributed nationally by news organizations.

The irony of an article that uses incorrect and misinterpreted information to accuse students who have pages of valid documentation to support their need for extended time of being liars and cheats should not be lost on anyone.

In fact, it should cause us to pause and wonder why it is societally acceptable to attack a group of students whose neurological diversity forces them to stand out from their classmates. Would we allow such incredulous claims about any other minority group to stand without scrutiny?

Is there truth in the claim that there are students who obtain testing from unscrupulous testers or for manipulative purposes? Absolutely.

Corruption exists in every human system. However, in my experience, those students often apply directly to the College Board or ACT to request accommodations on those tests rather than send their testing to the school to receive accommodations in their day-to-day classes. As was highlighted in the recent Operation Varsity Blues cheating

scandal, extended time alone is not going to help students do better on the SAT or ACT if they do not know the material, as in actuality it was corrupt proctors who provided the correct answers that raised the students’ scores. Furthermore, using the argument that students with extended time who tell their classmates that they do not really have a diagnosis or need extended time as evidence of mass corruption is akin to starting a scandal about an over-diagnosing optometrist because students say they really do not need to wear their glasses. Adolescents do not always accurately self-report when it could affect their ability to fit in socially, and they do not always follow doctors’ orders.

It is not easy being a student at HW who has a neurologically diverse profile that requires accommodations.

Except for tests and quizzes, students who qualify for extended time must meet every homework, paper, and project deadline at the same time as their classmates, despite having reading and writing speeds that make every homework assignment take 50-100 percent longer. The reality is students with extended time are forced to have excellent time management skills, as they must do the same amount of work in the same amount of time as their classmates who read and process up to twice as fast. Contrary to the argument that students with extended time will not be ready for “the real world,” in reality students with extended time not only have highly developed time management skills for daily tasks and large projects, they also will get accommodations on any exams they take in the future, as is required by law. Furthermore, many neurologically diverse students are gifted athletes and artists who have multiple extracurricular commitments, which means their ability to master their time and keep up with their peers becomes a heroic act of relentless determination as they gift their communities with their talents. The character of the students with extended time who I serve is admirable beyond belief. Their ability to weather the storms of judgement from their peers and advocate for their needs while holding onto a strong sense of their own intelligence and self-worth is something very few adolescents possess, but it is a skill they are forced to acquire. If anything, these students deserve our respect and admiration for their resilience and determination in the face of incredible challenges.

At the very least, these students deserve journalists who take the time to check their facts and research their arguments instead of rushing to judgment about students with extended time.

Poll

Do you think the extended time system is abused?

Yes

No *245 students polled “Extra time has gone from a beneficial tool that can be used by a disadvantaged student to something prone to exploitation by anyone who is willing to pay the hefty price.”

—Henry Scharff ’20

Should extended time exist?

Yes

No *246 students polled “Friends of mine have problems with focusing on material or suffering from anxiety while taking tests.

Extra time really helps them balance out this handicap so they are able to show their knowledge without having to worry about something they cannot control.”

—Will Lake ‘21 ILLUSTRATIONS BY SAMANTHA KO

Letter from the Editors

W

e appreciate this feedback, and we encourage members of the community to send Letters to the Editor expressing any concerns for future issues. While the article is the opinion of one staff member and not of the entire paper, the decision to publish the piece was made by the Managing Team as a whole.

We respect the courage it took for our staff member to voice a controversial opinion about the corruption within the education system in the paper.

Before we publish stories in the Chronicle, the senior editors all read, edit and discuss every article that we publish.

In our perspective, the piece called into attention the corruption in the extra time system. Some readers viewed it as an attack on students with learning disabilities; however, this was not the intention of the writer or of the Chronicle in publishing this piece.

We issued an initial correction regarding a statistic that

an ABC News article cited from College Board saying 2 percent of students have learning disabilities. The original report with this statistic was not released to the public, so we corrected the article last month with a statistic from a different source. We are issuing one more correction to increase transparency regarding the research related to students with learning disabilities and extra time. There is no widely accepted or conclusive number of students with learning disabilities because there are different ideas about what constitutes a learning disability. Additionally, we have issued a correction to communicate that 11 percent of students at school have extra time, and not all of them have learning disorders. Despite these updates, we stand by the right and ability that our staff has to present opinions, and we welcome and would like to continue the dialogue regarding the extra time system.

Features The Chronicle • May 1, 2019

A Need for Nicotine Sudents share their personal experience with nicotine and discuss how smoking’s reputation has changed in recent years.

• Continued on B7

STAGED PHOTO BY ASTOR WU

B2 Features

May 1, 2019

The Chronicle

iving Back Students dicsuss how the Environmental Club’s new initiatives have affected the community in honor of Earth Day.

By Lindsay Wu and Jessa Glassman

spire further action as well, Earth Day Network Education Coordinator Kira Heeschen As Izzy Llevat ’20 walked to said. her second period class April “We hope to inspire peo22, she noticed something ple of all ages to want to know out of the ordinary: hundreds more and to join the movement of water bottles hanging from for change,” Heeschen said. strings on the ceiling of her sci- “People making positive changence classroom, Munger 105. es for our planet will contrib“I didn’t expect to look up ute to our legacy, whether it is and see so many crushed wa- a big or small action. We pride ter bottles above me,” Llevat ourselves in inspiring and said. “It got me really interest- mobilizing people across the ed.” world, and believe that our legAfter looking more close- acy is one that is enhanced by ly at the installation, Llevat people around the world taking discovered that the display a stand for their environment was crafted with hundreds of on Earth Day, and throughout discarded water bottles from the year.” around the school and was In the past few years, the part of a project the Environ- school has worked to create a mental Club assembled in more environmentally-friendly partnership with Community campus and increase awareCouncil. ness, AP Environmental Sci“I think the installment re- ence and AP Biology teacher ally served as inspiration for Nadine Eisenkolb said. me and the rest of us to do our “I think that probably 90 part for the Earth,” Llevat said. percent of our student body In honor of Earth wants to do the right Day, a nationally-recthing,” Eisenkolb ognized holiday, the said. “It’s not like they Environmental Club know they are harmcreated the project to ing the environment draw attention to the in some ways, it’s not excess of plastic used like they know there on campus, Environis a mass extinction mental Club President occurring and they Anja Clark ’19 said don’t care. It’s that ’ “Earth Day is they don’t know that Izzy important to me bethey engage in simple Llevat ’20 cause, more than any actions that hurt our other day of the year, it invites planet and they don’t know people to reflect on how they what other options they have. can better help their planet,” Hence, if we educate our camFounder of Student Climate pus on what they can do, they Emergency Coalition, an en- will make better choices.” vironmental activist group, To comply with Earth Day Sonya Ribner ’19 said. “Even Network’s campaign to reduce though one day does not do single-use plastics, the Envijustice to the immediate action ronmental Club has replaced the crisis demands, the holi- both the plastic straws and day encourages people to con- utensils from the cafeteria with sider the current state that the biodegradable alternatives. world’s environment is in.”

“It was just an easy and Now in its 49th year of relatable way to start,” Clark celebration, the holiday be- said. “But it obviously isn’t the gan in 1970 when 20 million straws and cutlery that are the Americans engaged in peace- entire problem. Essentially the ful demonstrations across the problem is that so much of the country to advocate for in- disposable items we use don’t creased environmental protec- get into well managed landfills tion, according to Earth Day and end up in the ocean. And a Network, the current global lot of products, as they decomcoordinator of Earth Day. To- pose, release a lot of harmful gether with college students, chemicals.” local grassroots organizations In turn, using sustainable protested oil spills, pollut- alternatives is a simple way to ing factories and extinction not only reduce individuals’ of wildlife at the time. Within carbon footprints, but also to a year, Congress had created protect flora and fauna, Clark the Environmental Protection said.

Agency and passed the Clean “Everything, human or Air, Clean Water and Endan- not, that lives on the Earth has gered Species Acts as a result a right to live here,” Clark said. of the first Earth Day. “By consuming in such a sort The organization hopes of selfish and inconsiderate this year’s celebration will in- way, we’re not really allowing white s

ILLUSTRATION BY SAMANTHA KO

anything else to create a more sustainable on Earth to campus have been effective. have the “Since I was a sophomore, right of liv- I feel that the school has defiing. So for nitely made several steps tome, it just wards sustainability,” Branseems like don Kao ’19 said. “The changes a consider- are minor, but they nevertheate thing to less implement changes in be more care- our daily lives and do make a ful with what difference to the environment. types of synthetics you’re us- I would definitely like to see ing because it’s really easy to even more change on campus make the change.” after I graduate.”

However, students said The Environmental Club that the plastic alternatives has also inspired action in the are inconvenient. community. After witnessing “While great in theory, I the club’s impact on campus, really don’t like the sustain- Ribner founded the SCEC this able products,” Nathan Lee ’20 year. The organization brings said. “The new straws are way together local high school stutoo flimsy, which makes it diffi- dents for environmental activcult when drinking things like ism. smoothies. The forks also melt “I thought if we had a in every food that isn’t cold group of students with a simand it can’t be good for us to ilar desire for immediate clibe eating from something that mate action, we could not only can’t withstand some heat.” help educate students across In addition, the club has Los Angeles on local environworked to elimmental issues inate plastic but bring water bottles about meanThe rising world on campus ingful change temperatures directly since the start to confront the of this year. To climate crisis,” our generation, so incentivize the Ribner said. it is left to us to do student body, “The rising something about our the club began world temperaits “Donut Fortures directfuture.” get Your Water ly impact our —Sonya Ribner ’19 generation, so Bottle” series in January. These it is left to us events are held randomly ev- to do something about our fuery month, and students who ture.” bring reusable bottles are reWith its 50th anniversary warded with free donuts. approaching next year, Earth “These days are a great Day Network has already idea,” Nina Neumann ’20 said. started to prepare for the cel“Even though it’s easy to figure ebration, which is intended to out when they will be held, it reignite and expand the envigets people to realize how easy ronmental movement through bringing a reusable one is. I inspiring advocacy, events and use mine every day, even with- education. out the incentive of a donut.”

“For Earth Day’s 50th anTo encourage further sus- niversary, I would love to see tainability, Environmental people around the world come Club member George Grube together to demonstrate that ’20, whose diet is plant-based, environmental protection is added vegan donuts to the a common value we all share event. and climate action needs to be “By removing animal taken immediately,” Heeschen products from your lifestyle, said. “On this monumental you reduce about half of your anniversary I hope that peoemissions,” Grube said. “While ple, conservation groups, busieveryone should be able to nesses, governments, teachmake their own personal deci- ers, faith group and more join sions, this is one of the ways together around the world to to make a big dent in my per- learn about the environmensonal impact. We have to real- tal issues that humans have ize that it can be hard to make created and work together drastic life decisions, but I to address them.” do think it’s worth it to make them if it means saving society and making a wonderful life possible for many more people in the future.”

Students also said they feel that the school’s efforts

“

B3 Features

May 1, 2019

The Chronicle

A Big Request Students share their experiences and behavioral changes prior to asking teachers for college recommendation letters.

By Tammer Bagdasarian

effort to build deeper connections with those teachers in hopes of reWhen Luke Rowen ’19 first ceiving a stronger recommendation. picked up a deck of “Magic: The Though Kate Konvitz ’20 has Gathering” cards as a junior in math not yet decided who she is asking teacher Andy Stout’s Design and for recommendations, she said that Data Structures class, he was not getting to know teachers one-on-one thinking about college recommen- plays an important role in her decidations. One month later, when he sion-making process. traveled with Stout and other mem“With teachers who I am considbers of the Magic Club to Phoenix ering asking, I focus on meeting with for the Grand Prix, a Magic tourna- them a lot more and making sure ment, he was focused on beating his that I can get a better sense of both next opponent, not on what adjec- [sides] of the relationship,” Konvitz tives Stout might use in the future said. “Before I make a choice, I want to portray him to colleges. And one to know if they are someone that I year later, as he walked slowly to- can really connect with on a more ward the math office to ask Stout personal level — someone that I for a college recommendation let- can feel relaxed around and have a ter, Rowen was thinking friendship with.” about the last Magic game When Stout writes he played against Stout, not his letters of recommenstressing over whether Stout dation, he often draws would say yes or no. upon experiences he had “People always make the with students outside of joke that when you see your the classroom, he said. Alteacher at a grocery store, most every recommendayou duck behind an aisle, tion he has written at the but what was funny about school has been for stu’ going places out of school dents who he got to know Anthony with Stout was that I realin part through the Magic Khaiat ’19 ized he is the same person club. in class as he is out of it,” Rowen “Whatever I think of most when said. “The more I got to know him I think of that student is what I and he got to know me, the more write about – whatever ‘wows’ me I realized ‘yeah, this is the kind of about that student,” Stout said. “In person I can trust with my rec.’”

[Rowen’s] case, [Magic] gave me anBetween May of junior year and ecdotes and stories about his charOctober of senior year, students acter, in addition to a perspective typically ask two teachers to write on how he acts outside of the classletters of recommendation for their room.” college applications. Throughout Anthony Khaiat ’19 said that he their sophomore and junior years, thinks experiences with his teachstudents build relationships with ers outside of class gave them their teachers and advisors through more to write about. When, as classes and extracurricular activi- a sophomore, Khaiat learned ties. Once students make up their that his French teacher Simominds about who they want to na Ghirlanda was involved write recommendations with various French activifor them, many make an ties outside of white s

class, he jumped at the opportunity be so reluctant to get letters of recto get to know her better, he said. ommendation from a class that is “One day she asked me to ful- one of their lower grades, but that fill my school service requirement is often the best person to get a recdoing French audio recordings in ommendation from,” Cuseo said. the language lab,” Khaiat said. “I “Colleges can look at the transcripts didn’t really know what to expect, if they want to know how well a stubut I saw it as a chance to show my dent did in class, but the recommencommitment to French, and it ended dations tell schools so much more up being really fun. Through that, I about who the student really is.” think she really got to know me as a Though writing recommendaperson rather than just a student, tion letters often coincides with othand it solidified my relationship with er significant deadlines and work, her.”

Ghirlanda said that the gratification While some students may think she feels from being able to reflect it will benefit them to try to get to on her relationships with students know their teachers better in antic- is rewarding and validates the time ipation of asking them for a recom- she spends writing the letters. mendation, their attempts can often “I would define [writing recgo overboard, Spanish ommendations] as teacher Sephora Esa ‘labor of love,’” If you are being carpeta-Garcia said.

Ghirlanda said. “I “If you want to take great pride in nice to a teacher build a teacher-stuwriting letters that because you want dent relationship with are unique for each them to write you a me where we have student. I myself discussions about need to recognize recommendation, it’s topics inside or outeach letter that I not the right teacher.” side of the class, that write as non-reis great, but I would —Luke Rowen ’19 cyclable for othnot want you to take ers, and that takes advantage,” Escarwork, no matter peta-Garcia said. “I put effort into how many words I decide to use.” reaching out to students as a perChoosing a teacher to write a son, and it hurts my feelings to be recommendation should be less treated just as a possible recom- about checking off boxes on a colmendation.” lege application, Rowen said. InStudents also will often tar- stead, a recommendation letter is get teachers for recommendations the culmination of a strong, unique, whose classes they have performed organically formed relationship bebest in. While some students tween a student and a teacher. want their teachers to talk “If you are being nice to a teachabout their strong class er because you want them to write performance, this may you a recommendation, it’s not the not be the best ap- right teacher,” Rowen said. “At the proach, Upper School end of the day, it’s kind of like buildDean Sharon Cuseo ing a relationship with a classmate. said.

The only difference is that instead of “When we discuss a Jane or a Tom, it’s Mr. Weiss, or options, students can it’s Ms. Hutchison or it’s Mr. Stout.”

“

PHOTO ILLUSTRATION BY KYRA HUDSON AND LAUREN NEHORAI

B4 Features

The Chronicle

Liar, Liar, Pants on Fire In response to Operation Varsity Blues, students and faculty discuss the impact it will have on the college process in future years.

PHOTO BY KYRA HUDSON, JEANINE KIM AND ASTOR WU

May

1, 2019

hwchronicle.com/features

watch more closely at kids who come from economically-advantaged schools and check their When Irene* came home for applications more in-depth and spring break, she was welcomed maybe even be more critical.”

The scandal restarted conby numerous friends joking about her parents paying her versation about the role of privway into Stanford University. ilege in college admissions, Though she had read about the bringing more attention to sturecent college admissions scan- dents with access to advanced dal, in which federal prosecutors tutoring services and the use of charged over 50 people for par- out of school college counseling, ticipating in a scheme to get the as seen in an article in the New children of wealthy parents into York Times. In a Chronicle poll college, she still felt shocked and of 277 students, 30 percent said frustrated that people were jok- they use or plan to use an out of ing about the legitimacy of her school college counselor.

Anne*, a current senior, said acceptance.

“People didn’t realize the im- that unlike most students, the pact of what they were saying,” students implicated in the scanIrene said. “Students, especial- dal never had to face the stress ly from Harvard-Westlake, work and pressure of legitimately apreally hard both academically plying to college.

“You have to throw everyand in their extracurriculars thing you can onto throughout high basically one piece of school and ultimatepaper, and colleges ly to find their place spend maybe five minin college. By excesutes max reading it and sively joking about discussing over your appaying one’s way into plication that you spent college, we ignore all hours and hours on,” the hard work that we Anne said. “That was as students do.” terrifying and emotionAccording to al. These people were all W ’ court documents, parshoved-under-the-carents collectively paid Philip pet secrets. These peoaround 25 million dolMoon ’20 ple never actually had lars to William “Rick” to work to get anything Singer, a private admissions counselor, to gain stu- they have wanted.”

Former Harvard-Westlake dents admission into schools like the University of California Los dean and English teacher Caitlin Angeles, the University of South- Flanagan wrote an article in The ern California, Yale, George- Atlantic titled “They Had It Comtown and Stanford by paying off ing” in which she described her exam administrators and college experience as a college counselor at a private school. In an incoaches.

No parent of a current Har- terview with The Chronicle, she vard-Westlake student or grad- said that she had to deal with uate has been charged, but powerful parents with unreasonHarvard-Westlake received sub- able expectations.

“Even the most sensitive poenas from federal investigators requesting the records of and thoughtful parents did not realize how much pressure they two alumni.

While the scandal may not were putting on their kids when affect specific students on cam- they allowed the college process pus, Cynthia*, a current junior, to dominate their own lives, and said she is worried that colleges when they worked hard to leverwill be more critical of the appli- age every favor, connection, [and] cations of students from elite pri- donation to help their kids get vate schools like Harvard-West- into one of the ‘best’ colleges,” Flanagan said. lake.

“If anything, I am more ner- “It’s a heavy burden vous to apply to colleges because to go through junior and senior year I just think that there is at Hargoing to be more attention or focus on specific schools like us,” Cynthia said. “I think people are going t o

By Sarah Healy and Astor Wu

hite s

Features B5

vard-Westlake believing that if you do not get admitted to the right colleges it will be a blow to ‘hands off’ your parents.” approach when Acceptance rates at top col- it comes to athleges, including those targeted letes.” in the scandal, have decreased Similarly, Cynsteadily in recent years, under- thia said she was scoring the increasing compet- surprised that colleges itiveness of admissions. Yale didn’t verify applicant in- f o r and USC, for example, reported mation. record-low acceptance rates of “I thought that the college 5.91 percent and 11 percent this process, in general, was a lot fairyear, according to the New York er than it really is,” Cynthia said.

Times.

“I thought [colleges] ensured the Interdisciplinary Stud- validity of all applications.” ies and Independent Research Bracken said that while Teacher and Counselor Michelle many condemn the actions of Bracken said that she was not those involved, when presentsurprised by the details revealed ed with the opportunity to gain in the scandal. admission through unfair ad“I think that these type of vantage, whether it is proctoring things have gone on for a long a test for money or getting into time,” Bracken said. “They have a prestigious school, it may be probably gone on in legal ways hard to predict and in illegal what people will ways and peodo.

The very rich, very ple just haven’t “Everybody been caught. entitled, and very unethical that I have a I do not think conversation parents who participated that it is the with says, ‘oh, in the scheme have finally first time that I wouldn’t do this has hapthat,’” Bracken come against a force they pened.” said. “It is easy can’t dominate.”

Additionalto say if you ly, in a Chron—Caitlin Flanagan don’t have those icle poll of 247 means. But it is students, 85 also easy to say, percent of respondents said their ‘if I was in that situation, who perception of Harvard-Westlake knows what my moral compass has not changed since the col- would be.’” lege scandal news broke.

Administration and faculty “Harvard-Westlake’s open- have decided to not comment on ness and willingness to cooper- the scandal, but Head of School ate with the ongoing investiga- Rick Commons addressed the tion and lack of new allegations, events in a school-wide email, if anything, would strengthen telling the community that the our credibility,” Moon said. “I morals and behavior of those inthink it is justified for the FBI volved do not reflect those priorito subpoena these elite, private tized at Harvard-Westlake. schools because that is just “I have absolute confidence where you are going to find the in the honesty of our deans, the richest families. It should not of- accuracy of the information they fend people because that is just provide to colleges, and their fotheir job.” cus on personal character in the Flanagan said the scandal guidance they provide our stualso exposed some systematic dents,” Commons said. flaws in the admissions system, Flanagan said the FBI including the lack of oversight for wouldn’t have asked for past recruited athletes. Many of the transcripts from Harvard-Weststudents implicated in the scan- lake unless there was a serious dal gained acceptance through suspicion of misbehavior. Howposing as recruited athletes. ever, she was disappointed with “I must say I have been sur- the school’s implication that it prised that admissions officers was the deans, rather than the at extremely selective colleges parents, who were in any way in— including Yale and George- volved with the scandal. town— were asleep at the “I guarantee you the school switch when it came to these is not involved,” Flanagan said. athletic ‘recruits,’” Flana- “This is the FBI, exercising the gan said. “It just reinforc- powers of the RICO Act, which es the gathering sense was developed to crush orgathat sports rule the col- nized crime, specifically the Malege process, and that fia. The very rich, very entitled, even some of the and very unethical parents who most careful ad- participated in the scheme have missions officers finally come up against a force in the country they can’t dominate.” have an almost *Names have been changed.

“

PHOTO BY KYRA HUDSON, JEANINE KIM AND ASTOR WU

B6 FEATURES

THE CHRONICLE

MAY 1, 2019

Remembering Liz Resnick In the wake of Associate Head of School Liz Resnick’s passing, faculty and students reflect on her life and her lasting impact on the school community.

By ALEX GOLDSTEIN AND SOFIA HELLER Known for her dedication to education, memorable catchphrases and the heart she brought to every interaction, Associate Head of School Liz Resnick will be a deeply missed presence on campus.

Her spirit and passion for both the well-being and learning experience of students and teachers catalyzed important and meaningful changes that will be felt for years to come.

Resnick died March 26 after a two-year battle with cancer. On April 14, students, faculty, alumni and community members honored her life and contributions to the school at a memorial service.

Following the news of her passing, the school community has come together to appreciate the many ways Resnick impacted each of their lives on campus. President Rick Commons, who worked almost daily with Resnick since starting at the school, said he faces an embodiment of her presence each time he looks up from his desk.

“Now when I look for [Resnick], I see that painting of the heart [in her office window],” Commons said.

“It’s a potent symbol for me of who she was and what she gave to this school and me, and I intend to take that painting when that office is occupied in the future, and hang it in this office as a reminder of [Resnick].”

Beyond their professional relationship, Commons said the two of them formed a close friendship.

“We were pals, too,” Commons said. “She was sick for a long time, so the office was not always occupied. But when it was occupied, I crossed the hall ten times a day to check in on something, to share something funny that happened and to talk about our kids, who are exactly the same age. We’d talk about our families; we’d talk about our educational halves and find funny things to laugh about.”

Resnick was one of the leading voices in the debate surrounding limits on Advanced Placement courses, which will begin with the Class of 2022, Commons said. She believed regulating the number of AP classes a student could take would give that student the opportunity to explore subjects in greater depth, Commons said.

“She was key in recognizing that while we didn’t want to abandon the APs, that there was real value in the standardized curriculum that the AP program offers, that there was a real opportunity for us to make our curriculum stronger by limiting the number of APs,” Commons said. “[This would] create more honors courses and more courses that were not structured according to the same way that everybody else across the country was learning from.”

Despite some backlash that these changes received from members of the community, Commons said Resnick was able to thoughtfully and successfully communicate the benefits of the new changes.

“She was the one who could articulate best the ways in which our academic program becomes more excellent by having fewer APs, which is counterintuitive on the surface of things,” Commons said.

Resnick also spearheaded the creation of the new schedule for the 2020-2021 school year.

When Head of Upper School Laura Ross started at the school in 2017, Ross said Resnick incorporated her into the scheduling project, which was approved recently, a month after Resnick passed. “[Resnick] would always recite that same mantra about feeling worried that we were just exhausting students and not really allowing them to thrive,” Ross said. “She cared so much about true learning and student well-being. When we approved the new schedule it was such a bittersweet moment because she wasn’t there, and it was her birthday. We were so excited that this had happened but so sad she wasn’t here to celebrate this huge accomplishment that she was centrally apart of.”

Resnick also had a large influence in Ross’ initial desire to start working at the school, Ross said.

“I always felt she was my biggest fan,” Ross said. “Every so often she would stop and say, ‘You are doing a great job.’ She was just that person that she always made people around her feel valued and known.

What we were so struck by [at the memorial] was that she was clearly the exact same human from the time she was five years old to when she died. She just had this specialness about her that was always there.”

This support that Resnick offered was not limited to Ross.

Math teacher and Department Head Kent Nealis said he received constant guidance and words of wisdom from Resnick.

“She was one of the wisest and kindest and most compassionate people I’ve ever known,” Nealis said. “She just was amazing. She was just this thoughtful voice that was wise, she was soulful. She just cared about education, she cared about students; she cared

about this institution, she cared about everybody that worked here.”

While reporting to Resnick during her time as Interim Head of Upper School, Nealis said he deeply admired her leadership style.

“I always felt like she wasn’t really supervising as much as she was just directing people in the right directions,” Nealis said “I don’t mean in a manipulative way at all; she really just allowed me, and I think others, to just connect the dots. She would help us see things so that we could make the right choices.”

Nealis also said that Resnick selflessly worked through issues with faculty, ultimately helping a person reach their own conclusion.

“She has this capacity [where] you walk away from something thinking, ‘Wow, I just made a good decision,’ when really it was [Resnick] that made a great decision, and you just sort of discovered it,” Nealis said. “I used to say that all the time in meetings with her that it’s like [she] wanted me to connect these dots, and I could tell she wanted me to connect these dots, so I’m just gonna go work on that and then I would connect those dots and make the decision that was probably the best one.”

Since her passing, Nealis said he has felt her absence often and in large ways.

“I can’t think of a day that’s gone by yet where I haven’t thought to myself, ‘Gee, I wish I could talk this through with [Resnick] and let her help me sort this out,” Nealis said.

“I mean, let her help me, because that’s what she did. She helped people help themselves, and she had a way of dealing with very difficult, sometimes contentious issues in a way that was honest with compassion. She could deliver hard news, but you always felt like it was delivered fairly and honestly and that everybody walked away feeling better.”

Even though Resnick did not formally teach a class at the school, she found ways to connect to students. In Will Newhart’s ’19 sophomore Choices and Challenges class, he said Resnick became a co-teacher throughout the year.

“She was very important to me,” Newhart said. “Not even in the sense that we were always in contact or something like that, but just whenever I saw her, even without being around and on campus all the time, she just felt so present to me. I felt she really cared about me, and I think, overall, about all

the indi-

viduals on cam- pus.

Resnick would check in with Newhart periodically, asking him about his junior year and how the college application process was going, Newhart said.

“A lot of her great contributions were behind the scenes, and that kind of just points more to her selflessness and the way she did not feel any need to take so much credit for anything, and that she just cared about doing good for the school and doing good for the students,” Newhart said.

Reflecting on his own times with Resnick, Commons said the perfect description of Resnick came after he gave her the Thomas C. Hudnut Leadership Chair award last year.

Head of Athletics Terry Barnum commented on why she deserved the award, Commons said.

“When I think about what I want Harvard-Westlake students to be when they grow up, I think of Liz Resnick,” Barnum said.

ILLUSTRATION BY SAMANTHA KO AND KYRA HUDSON

May 1, 2019

hwchronicle.com/features

For three 2018, according to the Centers months during for Disease Control and Prevenher sophomore tion. year, Billie* ’20 For years, the number of couldn’t get through a young adults and adolescents 45 minute period without who used nicotine steadily devaping. What started out as creased, but with the rise of a small desire she would satis- e-cigarettes, nicotine use is growfy sporadically throughout the ing rapidly, Pediatrician Specialweek quickly escalated into a ized in Adolescent and Addiction need to use her Juul when she Medicine at Boston’s Children’s woke up, while she was in the Hospital Nicholas Chadi said. car, between passing periods Even though nicotine adand throughout the remain- diction is once again rising in der of her evening. As she went prevalence, it has been around through nearly 60 milligrams of for decades, according to the nicotine a day, Billie US National Library of knew she was addictMedicine National Instied. However, she was tutes of Health. Smoking not the only one going was highly popularized through this dilemma through the film induson campus. try during the 1950s Billie’s relationand ’60s, with popular ship with nicotine actresses like Audrey started in eighth Hepburn showing the ’ grade, when she beglamorous aspect of Amy gan smoking cigasmoking, according to Kronenberg ’20 rettes as a result of the Guardian. an eating disorder. Even though “I think [nicotine use is] defijuuling acted as a stepping stone nitely a representation of what to help her quit smoking ciga- was considered sophisticated rettes, she believes that, overall, and trendy back in the ’50s and the recent trend of e-cigarettes ’60s, so a lot of people did it,” Saand vape pens have reintroduced bina Yampolsky ’20 said. “Looka wave of nicotine addiction ing back, I see it as an example of among teens that would other- the fact that we didn’t know a lot wise be declining. about health hazards that we do “In a way, juuling was really now, so while I wouldn’t support helpful to me because its lower trying to romanticize it today, I’m nicotine content put me on the okay with seeing it in old movpath to quit smoking,” Billie said. ies because it just shows a past “If you are transitioning from cig- culture.” arettes, vaping can be a positive While some students like thing. Otherwise, I would not Yampolsky said they see the recommend trying it because it glamorous aspect of smoking, is easy to underestimate the nic- others said they have a difficult otine content, especially with the time watching smoking be roflavoring in companies like suar- manticized in old films. en™ and is therefore easy to get “Smoking in movies always addicted.” looks glamorous, but that’s just In a Chronicle poll of 248 re- not what smoking is like in real spondents, 80 students said they life,” Amy Kronenberg ’20 said. have used nicotine during their “[Smoking] is gross and hardly high school careers. Similarly, ever looks cool. Just knowing the rise of nicotine use is appar- what [smoking] does to your ent nation wide as the number of lungs removes all of the glammiddle and high school students our.” using e-cigarettes rose from 2.1 Despite the lack of glamour million in 2017 to 3.6 million in in modern day smoking, Logan* white s

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’19 said that a large part of his C o n t r o l social life involves smoking and and Prevenusing drugs, particularly nico- tion.

Nicotine tine. Although he has never ex- also leads to a deperienced peer pressure, he said crease in attention that his nicotine usage is ampli- span and memory over fied by the usage of his friends. several years and can lead On the other hand, Charlie to several cardiac, gastrointestiMendes ’19 has steered clear of nal and other medical problems, substances throughout his high even without the other chemischool career. While his sobriety cals contained in cigarettes or is largely due to his sports com- e-cigarettes, Chadi said. mitments, he also has a lack of Teens are 16 percent more desire to partake in drug related likely to use e-cigarettes comsituations, he said. However, he pared to their older countersaid he has been excluded from parts, according to The Truth several social Initiative. situations due “The mato this decision. jority of adults For me, it was “I simply with addiction never worth it to put never underproblems were stood the apintroduced to an addictive substance peal of nicotine,” substances as in my body for a very Mendes said. teens,” Chadi temporary ‘high’.”

“For me, it was said. “Research never worth it —Charlie Mendes ’19 shows that apto put an addicproximately tive substance 90 percent of in my body for a very temporary adult cigarette smokers start‘high’. I definitely have felt a bit of ed smoking before age 18 and pressure to [hit a juul], but once 95 percent of people with drug I made it clear I wasn’t interest- problems started using drugs ed, people have for the most part before the age of 25.” backed off.”

The school community is Since the rising e-cigarette aware of the growing prevalence popularity has occurred rela- of nicotine addiction in teens, tivity recently, there is not a lot Head of Upper School Laura of information on the long-term Ross said. health problems that can arise “My worry for nicotine, espefrom becoming dependent on cially with the rise of vaping is nicotine and the other chemicals that people aren’t realizing how in the products, Chadi said. addictive it is and what that can “I am not sure that we entire- do to their brains,” Ross said. ly know [if there a higher risk of Due to the dangerous indeveloping an addiction to nico- crease of nicotine use, the tine when using vape products school has made an effort to be opposed to cigarettes], since available to students currently vapes have not been around struggling with addiction, Head for that long,” Chadi said. “The of Peer Support & Psychology nicotine contained in vape prod- Teacher Tina McGraw ’01 said. ucts and the nicotine contained “The school counseling team in cigarettes reaches the brain is also available to support stuin a very similar fashion, which dents who are struggling with makes them both very addictive.” substance abuse issues,” McNicotine is often a gateway Graw said. “The best way to dedrug, and developing an addic- crease dependency is to not use tion at a young age can create nicotine products to begin with.” lifelong addiction problems, according to the Centers of Disease *Names have been changed

“

ILLUSTRATION BY SAMANTHA KO

MAY 1, 2019

HWCHRONICLE.COM/FEATURES

1-800-POSTMATES

By JEANINE KIM AND SPENCER KLINK

interface of the Postmates application. Although she orders it often, she said that certain nights, the Every weekend, when Jaya high prices stop her from ordering Nayar ’20 sits down to dinner with as much food as she would like.

“Postmates also allows you to her family, she sees a spread of food ordered from Postmates. After en- find restaurants that are cheapest, joying a meal filled with a variety of ones where you can get free delivery foods from many different restau- and ones where you can get special rants, however, she said she is al- deals, all of which are cool monways shocked by the inflated and ey-saving features which I haven’t seen in other apps,” Nayar said. high delivery fees on the app.

Other students, such as JenCourier services such as Postmates have become increasing- na Kronenberg ’20, do not use ly widespread within the United Postmates as frequently as Nayar, States, with data from venture cap- pointing out the high prices of the ital company PitchBook indicating food items.

“Because [Postmates] is expenthat firms invested a total of $3.5 billion in these programs in 2018. sive, I only use it when my parents According to the Postmates Eco- aren’t home and ordering food is the nomic Impact Report, there were most convenient option,” Kronenmore than 35 million deliveries and berg said.

Although ordering food through over $1.2 billion spent by customers in 2018 alone. Food delivery apps like Postmates can be expensive, the majority of companies now operate in students surveyed have hundreds of cities across ordered food before, and the United States. a fair number of people In a Chronicle poll of surveyed have ordered to 248 students, 85 percent campus. said they used Postmates Both students and facor any equivalent food deulty said they are frequent livery services before, 41 users of Postmates, but percent said they used it many have experienced regularly and 26 percent problems with the app. said they have ordered For example, due to an infood to campus. ’ conveniencing mistake on For Nayar, who uses Lucy Kim ’19 an order and inefficiency these applications twice with refunding services, a week, Postmates has World Languages Teacher become a useful solution to family dinners on the weekend in Bradford Holmes said he only uses her household since it gives them Postmates when absolutely necesconvenient access to a number of sary or when there is minimal room for error. cuisines, she said.

“Most restaurants mess up or“[Postmates] offers a wide variety of food, which is super nice since I ders all of the time, but when othdon’t have to eat the same thing ev- er services like GrubHub mess up ery night because the only thing I orders, I get a refund and it’s done can make is basically pasta,” Nayar within one phone call,” Holmes said. said. “Part of it is also laziness be- “On the Postmates website, there is cause no one in my family really no phone number to call them and only a preset e-mail form for cuswants to cook.”

Nayar also values the mon- tomers. I’ve decided I will only order ey-saving features built into the from them again if it’s an order that WHITE S

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Students and faculty reflect on the community members’ Postmates usage and its economic impact on campus.

to burn. I guess if I were craving can’t be messed up.”

Though Holmes has had some something I would go out and buy it bad experiences with the app, he directly or bribe my little brothers to said he sees Postmates and oth- go get it for me.”

Additionally, Kim recognizes the er food delivery apps as being the products of a culture that’s being logistical benefits of going out to get food instead of ordering from an changed by technology. “[Postmates] makes it so that app.

“Since I live in a good food disyou can get a greater variety of stuff without physically having to go and trict, if I were to order anything off get it, but I see that as part of a wid- a food delivery, it would be coming er cultural shift whereby people are from a restaurant that’s only a ten now, due to smartphones, able to or fifteen minute walk away,” Kim more or less get whatever they want said. “Walking lets me burn calowhen they want by clicking on an ries; Postmates just burns my money. So, no, I don’t think it’s worth it.” app,” Holmes said.

When it comes to ordering food Although the food is often expensive and her orders have been on campus, upper school policies messed up before, Nayar said she prohibit the use of food delivery prostill prefers Postmates over any oth- grams during school hours.

However, a number of students er apps.

“Postmates is the best because involved in extracurricular activiit has the widest variety of food op- ties, as well as faculty advisors, rely tions and has the most well-known on these programs to obtain lunch while working on cerrestaurants on its tain projects. Holmes app,” Nayar said. said he believes there “All of this, in my are logistical probopinion, makes Because lems with ordering up for any flaws [Postmates] is food to school from regarding delivexpensive, I only use it Postmates for lunch. ery. Other apps, “I would imagine like UberEATS, when my parents aren’t that it’s difficult for don’t seem to be home and ordering food Postmates to delivas widespread as er food to students Postmates, which is the most convenient at schools,” Holmes is why I use them option.” said. “It’s not like less frequently.”

On the other —Jenna Kronenberg ’20 they’re heading to a particular apartment hand, Lucy Kim number but instead ’19 does not use the app at all, citing the high de- an entire campus. As long as [stulivery fees, the easy access to good dents are] timing it well so they get food and her preference for home- it and eat it during a free period, it cooked meals as her main reasons should be alright. If it comes during class, that would be an issue.” for avoiding the app.

Many students such as Kronen“I just don’t think spending money to have something delivered to berg have noticed a growing trend me is worth it when I can create a in the number of students who use meal at home,” Kim said. “I have a Postmates, especially at school.

“Everyone uses Postmates so lot more freedom with food when I cook, and because I’m a picky eat- much, not just after school, but at er I can add or omit certain flavors. all times of the day like breakfast, It also relaxes me because I usually lunch, all the time,” Kronenberg cook when I know I have a few hours said.

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PHOTO ILLUSTRATION BY SPENCER KLINK

ARTS & ENTERTAINMENT The Chronicle•May 1, 2019

Student photographers and art teachers speak about the opportunities on and off campus that the school provides for aspiring artists.

By ANNIE BECKMAN AND SARAH REIFF Art is a language, a way to express oneself to a broader audience. Photographer Annabel Zimmer ’20 said she equates the excitement and nerves she feels when the school hangs her art to the opening night of a musical. At the Middle School, Zimmer said she often used the photography studio after school to find her footing as an artist. She used the lessons she learned and has applied them to assignments outside of school.

Zimmer said she credits her teachers for giving her unwavering support when she began.

“Specifically [Joe Medina] and [Claire Cochran ’06], when I was in Middle School, were always supporting me,” Zimmer said. “Having that validation from someone telling you, ‘This is good and something worth pursuing, keep going’ is honestly so valuable. When you’re young and just starting photography, you don’t know if your work is any good. It’s easy to get discouraged.”

The Upper School offers four different photography classes which students can take to be critiqued by experienced faculty, and opportunities for students to travel to foreign countries to practice their art form in an unfamiliar setting. These resources, Zimmer said, are unprecedented at any other high school and

an absolute privilege.

The school partners with HWGo! to organize trips. This past spring break, students interested in various art forms went on an 11 day-long trip to Laos. Participant Caroline Sturgeon ’20 said she was able to further her artistic experiences in the new environment.

“The trip helped me improve my photography skills,” Sturgeon said. “I was processing my film and looking back at my first roll and my last roll from the trip. The difference between them and their quality is incredible.”

Video arts teacher Jackson Kroopf ’06, who helped to organize the trip, said he appreciates the diversity of art mediums that students pursue on the HWGo! trips.

“You can make a film, [take a] photograph, create a photo essay, write a story, write poetry or make a painting,” Kroopf said. “I’d say the visual arts department in general is just supporting people in figuring out what mediums and what forms are appropriate for different projects and having the opportunity to explore their creativity and their expression through different forms. In an increasing media-centric society, it’s important to feel like you can have multiple tools in your tool set.”

Sturgeon said that the trip provided her with unique opportunities which she wouldn’t be able to find anywhere else.

“Usually, if I want any ad-

vice or help from my teachers I have to shoot on campus, so it was awesome to have that opportunity to shoot out of the norm while still having instruction,” Sturgeon said.

“Having that encouragement from teachers in a completely unique environment was really special.”

Kroopf also said he thinks the HWGo! trips the school provides give once in a lifetime opportunities for students to learn about photography beyond the classroom.

“HWGo! trips are focused on thinking about what it means to responsibly and ethically represent your travel experience through art,” Kroopf said. “A travel experience involves learning about the history of another place, but it also means learning about the contemporary lives of people from that place and how the history of that place has impacted those people. The trips are also focused on developing skills as videographers, photographers and as people trying to learn to represent stories, trauma, craft and experiences.”

Visual arts teacher Jesse Chehak ’97 said that the school also works to provide students with the resources they need to become more independent photographers.

“I think our goal is to first give students a foundation with the skills required to actually make photography at a high level,” Chehak said.

“Then, we want to urge them to take on projects independently as they progress through different levels so that by the time they are seniors, they are doing completely independent projects and feel confident that they are able to control the camera, execute self-generated projects, and do exhibitions. The instructors become advisers for those projects and the students.”

Besides the technique of taking photographs, visual arts teacher Alexandra Pacheco Garcia said that another essential part of photography is learning how to analyze pictures.

“Another component of our curriculum is visual literacy and understanding how to read and interpret pictures we make or see anywhere, just with a critical lens,” Pacheco Garcia said. “Then, learning how to create pictures with meaning, and putting intention into your photographs.

Learning how to communicate whatever it is you’re trying to say is really important.”

Outside of the school community, Chehak said the school also provides students with the chance to showcase their work to a larger audience.

“Beyond galleries, HWGo! showcases and Stone-Cutters, Mr. Medina has been getting students’ work into Photoville LA, which is outside campus.

It’s great to get art outside the school walls.”

ILLUSTRATION BY SAMANTHA KO

C2 ARTS AND ENTERTAINMENT

THE CHRONICLE

MAY 1, 2019

Breaking the Mold Students discuss stereotypes surrounding extracurriculars and how they balance being a part of different extracurricular groups.

By JOANNA IM As Sophia Nuñez ’20 prepared to cheer for a basketball game, she put on her crisp, red uniform and tightened the laces on her pristine white tennis shoes. While a ponytail and bow were usually required as part of the school cheerleading uniform, Nuñez simply ran her fingers through her short, buzz-cut hair.

Being a cheerleader is not the only part of Nuñez’s identity. She also has a passion for art and is friends with many of the student artists on campus.

Despite not aligning with conventional portrayals of being a cheerleader, Nuñez said that she is able to navigate both stereotypes by embracing different sides of her personality.

“I’m not blonde or blueeyed, I have a shaved head and I’m a cheerleader,” Nuñez said.

“But if you just tell someone that I’m a cheerleader who has friends that are models, they won’t imagine me as an artist.

I can hang out with people from both groups knowing that I’m being myself, because none of the stereotypes are ultimately about personality, but instead about outer appearance.”

Nuñez said that she felt hesitant to initially join cheerleading due to stereotypes surrounding the activity, and did not know what to expect.

“I didn’t know what to expect when I became a part of these ‘groups,’” Nuñez said.

“For cheer, I never knew how much I would grow to love these girls who are from completely different social circles. For art, I found some people who have understood me better than anyone.”

Additionally, Nuñez said that many stereotypes within her activities are accurate but should not be seen as negative.

“Some stereotypes [of cheerleading and art] hold weight to them, but I think generalizing people based on their activities will never be accurate,”

Nuñez said. “Our world is filled with people who love multiple things. While I do care about things like what I’m wearing, and caring about looks is a negative stereotype of cheerleading, valuing stuff like that does not make me superficial.”

Cheerleader Julia MacCary ’19 said that cheerleading on the school team specifically does not follow general norms of the sport and that the activity does not define its members.

“In terms of how well HW cheerleaders align with more stereotypical cheerleaders, I think the biggest difference is our commitment to doing well in school and our participation in other activities outside of the sport,” MacCary said. “Everyone participates in multiple activities in addition to cheer, like theater, scientific research, and fashion designing, to name a few. In movies, it seems like cheerleaders use cheerleading as their entire identity, which just isn’t the case at HW.” Additionally, MacCary said that other stereotypes, such as gender roles, are perpetuated in mainstream representation of performing arts but are not accurate to her experience in cheerleading.

“In the same way that being a boy who dances or acts is sometimes assumed to be gay, male cheerleaders also feel the same assumptions,” MacCary said. “I look forward to the day when anyone who wants to cheer can join the team without fear of judgement.”

Social Psychology teacher Seth Wagerman said that the formation of social groups and norms around similarities such as participating in a certain hobby is due to human evolution.

“People love finding ‘their own kind,’” Wagerman said.

“On an evolutionary level, it ensures we have the resources -- physical and emotional -- to survive and succeed. But there can be no in-group without an out-group. Research

shows that people will split into groups over something as trivial as shirt color.”

Wagerman also said that the psychology of cliques applies particularly to adolescents.

“I tell my students that the pressure to comply with social norms is one of the most powerful, if not the most powerful, social forces we know,” Wagerman said. “Often it’s a good thing, and it can definitely be bad, [like] not speaking up when someone is bullied or a racist comment is made. [Teenagers] are at a stage in development called ‘Identity Confusion’ in which they’re trying to figure out who they are and where they belong. So, one month they might try being ‘emo’ and another week they might be a cheerleader.”

Philip Moon ’20, who participated in Symphony Orchestra as a freshman and Wind Ensemble as a sophomore, said that he thinks there aren’t as many stereotypes or stigmas in participating in extracurriculars due to the arts requirement at the school.

“I don’t think that at our school there is much of a stereotype of being in a band, so that didn’t have an effect on my decision to play in one,” Moon said. “I know that there are generally lots of stereotypes of the ‘nerdy band kid’ in movies and on T.V., but since everyone at our school has to take an art-related elective for their arts requirement, there are less stereotypes in band.”

Nuñez said that while students can feel pressures from others due to an extracurricular-related group, they shouldn’t feel the need to conform to those norms.

“Most of he norms tied to activities like art or band are more related to outer appearance, and doesn’t hinder individual personality,” Nuñez said.

“Either way, maintaining your individuality even with these pressures is hard but with good payoff.”

ILLUSTRATION BY SAMANTHA KO

MAY 1, 2019

HWCHRONICLE.COM/AE

A&E C3

Students pursuing music as a profession discuss how social media platforms, such as Spotify, have helped them garner recognition.

By TAMMER BAGDASARIAN AND JESSA GLASSMAN

media provide a new way to increase their following and grow their name. Instead of going through the traditional process As his Spotify follower count of recording albums and selling ticked up by the minute, Gra- them on iTunes, artists now are ham Berger-Sacks ’20 grew in- moving toward platforms like creasingly curious about what Spotify and Instagram.

President of YMU Group was happening. Checking his phone anxiously between class- Lawrence Vavra, who has manes, possibilities began to race aged artists such as Blink-182, through his mind. When the Steve Aoki and Smashing Pumpkins, metrics on said he has his Spotify seen an developer explosion “The existence of account fiof up-andnally upthese platforms has tipped coming dated at 9 the balance of power musicians p.m., Bergover the er-Sacks back into the hands of the last sevsaid he content creator.” eral years could not due to sobelieve his —Lawrence Vavra cial meeyes.

His dia and President of YMU Group first song streaming released services. on Spotify, “The existence of these plat“Pain on My Mind,” had made it onto a Spotify Discover Week- forms has tipped the balance ly playlist, and its streams had of power back into the hands jumped from 6,000 to 28,000 in of the content creator,” Vavra said. “There is no longer a barrione day.

“It was an unbelievable feel- er of entry for a developing arting because I thought I was go- ist that labels have been able to ing to be the next Rihanna in a exploit for decades. Artists now couple of days,” Berger-Sacks have an audience accessible to said. “Even though that didn’t them at any and all times.”

Grace Burton ’20, Jasper happen, it was so cool to see and it really validated all the Richards ’20, Otis Gordon ’20, Jakob Adler ’20 and Lauren Juhard work I had put in.”

Since then, Berger-Sacks, zang ’20 also use Spotify to known by fans as Graham Riley, expose their band, Deli has had two of his other songs Hours, to audiences make it onto Discover Weekly outside their immediate playlists. He has released multi- community.

“We actually have ple singles and an EP, accumuin every lating almost 500,000 streams listeners country that Spotify on Spotify as of press time.

For many rising art- has a base in, which is ists on cam- crazy because I don’t p u s , know how they would have found us,” Burton said. “Witho u t

streaming services and social

ILLUSTRATED BY SAMANTHA KO

Spotify, we would never be able post all the time without people getting annoyed,” Berger-Sacks to have that.”

Deli Hours also uses Insta- said. “But for me and other degram to update followers about veloping artists, if you post evupcoming shows. Burton said ery day, people will get frustratthat she believes the social me- ed because they are not really in dia platform plays a large role love with you yet.”

Cassius Bythewood ’19, in increasing their popularity, especially as an unsigned band. known by fans as King Cassius, “I definitely think that it also uses social media as his would be more challenging to primary outlet to promote his be a band that is not signed or music.

“Just having social doesn’t have a conmedia gives me a place tract or a label bewhere my fans can stay cause it would be a updated with my mulot harder to get your sic,” Bythewood said. name out there and “Without those uphave people find out dates, fans can quickly who you are without forget about you and social media,” Burton what you are doing. It said. “There wouldn’t is kind of like a home be easy ways to pubpage. Instead of having lish your music and a website, I have an Ineasy ways to reach ’ stagram. That’s basicalout to venues.”

Cassius ly why social media has For the past three Bythewood ’19 changed the game for years, Berger-Sacks has interned at Roc Nation, an new artists.”

In order to boost their followentertainment company that works with artists including ing, many musicians, including Juice WRLD, J. Cole and Rihan- Berger-Sacks and Bythewood, na. He said that through his ex- purchase sponsored posts on perience working with market- Instagram. While Berger-Sacks ing managers at Roc Nation, he only spends around $5 every has been able to see how artists few weeks, he said that it is posuse social media to maintain sible for an artist to spend thousands a day for an ad to appear and grow their fanbases.

“The bigger the artist gets, on as many feeds as possible.

“There are opportunities the more social media is super important, because they can where you can promote your posts, and any time I have a video snippet of my music on my Instagram, I can publicize it so when people are scrolling through their feed, they can listen and visit my profile, which really helps,” Bythewood said.

Bythewood said he thinks social media has played a critical role in helping him make the biggest impact possible as an up-and-coming musician.

“I’ve got to remember why I started recording music, which is ultimately to make a difference in the world,” Bythewood said. “The more services and platforms there are to reach people and help them hear my message, the better chance I have to make a difference.”

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er, Kwitny worked as a screenwriter and director for After retiring last June, 20 years in the film indusformer Harvard-West- try. After finding that unsatlake English teacher Jeff isfying, Kwitny said that he Kwitny released his first pursued his original career book, “Desolation Lake.” choice as an English teacher.

“I got immersed in finding “It’s a small press and it’s a first start and I feel very proud various jobs as a screenwritof the book,” Kwitny said. “I er and directed three films,” realize that the book is going Kwitny said. “I really found to be controversial because that terribly unsatisfying and it has to do with a scandal in very disappointing, but I’m a stubborn guy a prep school so I spent 20 not too unlike years strugHarvard-WestI want people to gling and maklake, [but] none ing a living out of the people know that this story of not being in the novis written from the happy. I just el are based had kind of a on anyone in heart.” mid-life crisis particular.”

—Jeff Kwitny and turned to “Desolation Lake” describes Former English Teacher my wife and said ‘I’m gonna the story of a do what I origteacher at a Los Angeles private school inally wanted to do’ and I was who is accused of a crime, going to be an English teacher.”

After about 18 years of who consequently flees the school to the Eastern Sierras. teaching at Harvard-WestThis results in the Los An- lake, Kwitny decided to retire geles Police Department and and begin a new career of behis daughter, whom he has ing a writer. Kwitny had alnever met, searching for him. ready started working on his The character goes on new novel, “Desolation Lake,” a spiritual journey as he during his last two years backpacks through the Si- of teaching and througherras to figure out his fate. out last fall and winter, he Although the book features worked on getting it puba school similar to Harvard lished. It is now sold on Ama-Westlake, Kwitny said that zon, Apple and in bookstores.

Even though the book the school and plot in the book are completely fiction. is entirely fantasy, Kwitny Before becoming a writ- said that he did get inspira-

tion from his years teaching, especially about the various dangers that come with working at a private school.

“As a teacher at Harvard-Westlake, I was always fully aware of the various dangers,” said Kwitny. “I mean it’s not in the forefront of your mind, but you have to be careful about how you handle students and parents and administrators. It’s kind of a minefield of possible dangers. I remember having, a couple of years ago, a conversation at a lunch table [at Harvard-Westlake] about various scandals that were going on at different schools.

We were talking and we were like, you know it can get kinda dangerous here. You know what if a teacher gets accused of something, but he’s innocent and he just sort of runs out of control of a situation and he runs amuck? What it became is a what if story.”

Kwitny also drew from his own experiences as a backpacker, he said.

“I’m an avid backpacker, so I know the Eastern Seaboard well,” Kwitny said. “The story takes place at ‘Desolation Lake’ which I know very well, so all that is very authentic.”

Kwitny said that the main theme of the book is the power of love and the role it has in the relationships featured in the book.

“It’s really a theme of fa-

MAY 1, 2019

Former Upper School English teacher publishes fiction novel

BY JORDAN MURRAY

“

PRINTED WITH PERMISSION OF JEFF KWITNY

WRITING THE WAY: Former Upper School teacher Jeff Kwitny poses with his recently published novel “Desolation Lake.” ther’s lost and found,” Kwitny said. “It’s a story of a daughter’s pursuit of a father she’s never known and it’s about the redemptive power of love, so there are really two storylines going on there. The deep friendship between the

teacher and his backpacking partner and then his daughter, Chandler, and her boyfriend, so it’s a story about the power of love and it’s redemptive. I want people to know that this story is written from the heart.”

Crossword

Under the Weather

Upper School science teacher Nate Cardin presents a word challenge: Once you solve this puzzle, take a look at the circled squares. What’s under the weather?

30. Cozy (like a bug in a rug) 31. Prophetic 36. Toronto’s prov.

37. * Gastroenteritis and IBS, among others 41. High-arcing shot 42. ___ silver 43. Cookie used in milkshakes 45. Racket 46. Dollar bill weight, roughly 50. Modern radio show format 54. Epoch when mammals arose 56. * “Last chance!”

59. Reasons for routine dentist visits 61. Weather, in poems 62. Scully or Diesel 63. Outer limits 64. Historic immigration island 65. Filming location 66. Queen song “___ the Champions” 67. Religious offshoot

CROSSWORD BY NATE CARDIN

Across 1. Stick in one’s ___ 5. Civic or Accord 10. Wildly popular Rockstar Games game, briefly 13. Acknowledge 15. Green mushroom, to

Super Mario 16. Texter’s gasp 17. Love, to Luigi 18. Gentle coastal wind 20. * Dish served in “Indiana Jones and the Temple of Doom” and “Clue”

22. Go too far with 23. Queen of Sweden, Roman goddess of the forest, and others similarly named 26. Overhaul 27. One of three RNA stop codons

Down 1. Load uproar 2. Get rid of, like an unwanted stain 3. Made up (for) 4. Office or studio 5. “Bonanza” character 6. A student’s singular GPA blemish, perhaps 7. Comes closer 8. Home of the Burj Khalifa 9. Month for showers 10. Contributes toward, like a group present 11. Celebrity gossip TV show

12. Get older 14. Have to have 19. Ltr. holders 21. Common question in Los Angeles 24. Female relative 25. Some mil. officers 28. Sore feeling 29. Protect 32.

Dorm supervisors: Abbr.

33. Taylor of “Six Feet Under” 34.

Triangularly-shaped camper 35. LBJ successor 37. Hog’s food 38. Matador’s foe 39. In compliance 40. Ova 44. Twice tetra47. Say mean things about 48. Lacking in vitality 49. Most negligible 51. Good ___ (repaired perfectly) 52. Nasty 53. Polynesian kingdom 55. Fairy tale start 57. Bonn was its cap.

58. Bone: Prefix 59. Walgreens rival 60. Falsehood

Scan for Answers!

Sports The Chronicle • May 1, 2019

Baseball

Boys’ Basketball

Star guard reclassifies to 2019 class

By William Seymour

CAITLIN CHUNG/CHRONICLE

FULL SAND: Williams College commit and pitcher Jack Sandifer ’19 follows through after throwing a pitch in a 5-2 loss to Notre Dame.

After winning the first game of the series, the Wolverines dropped two games to Notre Dame to lose the Mission League Finals.

Team looks for CIF redemption after 2018 early exit

By Keila McCabe

Baseball has continued its strong season with consistent tournament play, an overall record of 23-5-1 and league record of 4-3-1, placing second in Mission League to rival Notre Dame High School. In the National High School Invitational in North Carolina, the Wolverines ranked third in the nation according to MaxPreps, beat three teams to advance to the championship and lost 6-2 in the championship to Orange Lutheran High School, ranked first in the nation, according to Maxpreps.

Infielder Tyler Ganus ’20 said the tournament loss motivated the team to do better.

“We got to play some elite competition and were able to

learn something from every game,” Ganus said. “We did not end how we wanted to, but we competed well and were able to learn from our mistakes going forward with our season.”

Following the tournament, the Wolverines swept league series against St. Francis High School and Loyola High School. In the last Loyola game, the Wolverines went into extra innings. Pitcher and Princeton University commit Jack Limongelli ’19 said he was happy to see catcher Jacob Galloway ’22 come through.

“In the top of ninth, our freshman catcher [Galloway] hit a two run double to put us ahead,” Limongelli said.

“It has been really cool seeing him mature this year coming

in as a new ninth grader. He has been starting for us and hitting over .400.”

With the Notre Dame Knight’s record of 14-3, the last series determined the champions of Mission League. In the first game of the series against Notre Dame High School, pitcher Sam Hliboki ’19 got the win for the squad, throwing 108 pitches in 6 2/3 innings with six strikeouts. Outfielder George Cooper ’21 hit his first career home run with three RBIs. Pitcher, outfielder and University of Southern California commit Lucas Gordon (Notre Dame ’20) said playing the Wolverines is exciting.

“The series went really well for both teams,” Gordon said.

“The atmosphere is insane playing against [Harvard-

Westlake] because of how good each team is all around.”

The Wolverines dropped the second game of the series to the Knights 7-6 and in the final game of the series, the Wolverines lost 5-2.

Heading into playoffs, pitcher and Williams College commit Jack Sandifer ’19 said he hopes the team can use the loss as motivation for playoffs.

“We have a great group of guys that have been picking each other up the whole season. I know we will continue to do so come these next five games,” Sandifer said. “Great teams go through adversity and this team has been through a lot. There is no other group of guys I would want to go through this journey ahead with.”

Five star recruit and key boys’ basketball team member Johnny Juzang ’19 announced his reclassification from the class of 2020 to the class of 2019 April 24, meaning that he will attend college in the fall and forgo his senior year of high school.

Juzang made his announcement through an Instagram post in which he thanked the Harvard-Westlake staff, the coaches on his club team the Compton Magic, his family and everyone else that helped him through his high school journey.

The 6-foot-7 guard said that he reclassified because he wants a new challenge.

“I’m a nut for growth and improvement,” Juzang said. “I have always looked for ways to get better and situations I can put myself in to grow as a person and a player. I’m obsessed with it.”

Juzang said that the decision is not due to anything negative toward the Wolverine program.

“My decision has nothing to do with unhappiness,” Juzang said. “But, as I thought about my senior year and compared it to a year of college, and I ultimately decided I was ready for the next challenge. I felt that I would get more out of a year at that level than at the high school level, developmentally. There were also lots of great programs with great opportunities to make an immediate impact as well.”

The post’s caption ended with him saying that he will make his college decision in the next few weeks.

“I have an idea of where I want to go right now, but I do not have a list,” Juzang said. “I will probably release one in the upcoming weeks.”

Track & Field

Boys’ and girls’ track both win Mission League for first time in school history

By Kyle Reims

The boys’ and girls’ Track and Field teams both took home Mission League gold last week, wrapping up their successful league seasons. The teams’ records allowed them to secure first place before last week’s championships even took place. At this meet, the Wolverines placed first in eight different events, and second in five.

Now that their league season has concluded, team members have said they are proud of how their team performed.

“I am so proud of everyone on the track team and what we accomplished as a team

together,” Natalia Quintero ’21 said. “Both the girls and boys teams won the Mission League and throughout the season there have been so many personal records set. I have never felt so close with the other girls on the team and they are always so supportive, which makes me try my hardest.”

Quintero won both the 800 meter and 1600 meter races, and her sister Daniela Quintero ’22, finished second in each race. Chase Harleston ’21 won while running anchor in the boys’ 4x100 relay race.

Harleston was a last-second injury replacement for James Chung ’19. Harleston said he is thankful for the coaching staff for preparing him.

“[Chung] has had some troubling injuries this season so I was called upon to step in on the relay team,” Harleston said. “It was a little bit nervewracking at first given the reputations of everyone else I’d be running with, but my teammates and my coaches helped me ease into my role of anchor. I feel that we have done a great job moving forward without [Chung] despite the fact that he is obviously a great runner.”

The same group that won that relay broke the school record for the 4x200 with a time that is now No. 2 in the state.

Many members have qualified for the CIF prelims at Estancia High School on May 4.

RYAN ALBERT/CHRONICLE

ON YOUR MARKS: Julia Hines ’21 gets in position before running her event in a 97-16 win over Immaculate Heart on March 5.

May 1, 2019 Swim & Dive

Wolverines exceed early season hopes

hwchronicle.com/sports

Sports D2

Softball

By Luke Casola

The girls’ swim team shattered expectations this season, winning a fourth straight Mission League Championship, swimmer Angelica Sih ’20 said.

The boys’ swim team placed second overall in the Mission League after finishing 6-1 overall for the second consecutive year.

“Honestly, we weren’t expecting to win league this year after we lost a lot of important swimmers, but we were able to pull through and win,” Sih said. “Although we don’t have enough swimmers to place high [in CIF], we’re looking forward to some fast swims.”

For diving, University of Notre Dame diving commit Will Rains ’19 won the Mission League Boys’ Diving Championship and Cypress Toomey ’19 won the Mission League Girls’ Diving Championship.

The boys’ only loss came against Loyola High School on March 19, losing 86-85.

“Although a victory would’ve been nice, we all had some fast swims and hope to carry our success into CIF and State [Playoffs],” team captain Jameson McMullen ’19 said.

The Wolverines will compete in the CIF-SS Division I Prelims tomorrow and the top 18 swimmers will advance to the CIF-SS Division I Finals on Saturday.

JAY LASSITER/CHRONICLE

KAT IN THE SOFTBALL HAT: Shortstop Kat Swander ’19 prepares to hit in the 7-0 loss against Alemany High School on March 12. The squad is currently 1-1 against Alemany this season, beating the Warriors for the first time April 17 in its second matchup.

Late season upsets over Bishop Alemany and Notre Dame improve Mission League record

By William S eymour and C harlie W ang

Following a slow 0-4 start to league play, the softball team pulled off three league wins in their last four games and won four of their last six games overall.

Coach Brittany Moeai said that she credits the team’s transformation to their positive attitude.

“The team has learned to work together and stay positive no matter what the outcome of the games could be,”

Moeai said. “This has helped them to stay motivated and keep their efforts going until the last pitch.”

The team credits its success to finding its identity at the perfect time.

“I’d say part of our success has come from changing the strategy to fit who we currently have, and we’ve found what works for our team,” center fielder Lauren Witmer ’19 said.

“We have a lineup that can really string together runs, and our biggest strengths are our energy and communication.”

Moeai said that she also felt impacted by team’s energy.

“These girls are a joy to coach, and inspire me to be the best person I can be,” Moeai said.

The recent surge in success included a win over league rival Notre Dame High School where the Wolverines scored a season-high 13 runs to defeat the Knights 13-8. Less than 30 days before, the Wolverines lost to that same team 11-1.

To go along with their 13 runs against Notre Dame, the Wolverines defeated Marlbor-

Boys’ Volleyball

Boys’ Tennis

Squad seeks CIF-DIII playoff win

Loss to University High fuels team winning streak

By L uke Casola and L ucas L ee

After winning two consecutive Team CIF Finals, the boys’ tennis team is currently on a 17 game winning streak this season, improving to 17-1 overall and 7-0 in league as of press deadline.

The Wolverines opened the season with a 79-76 loss to University High School on Feb. 19, but haven’t lost since.

“I really believe that the season has been great from all levels,” doubles player Pat Otero ’21 said. “We recovered from a tough loss at the beginning of the season and rose to a new level where we’ve been able to comfortably beat every team since then without looking back.”

The squad won the Mission League Finals on April 17 advancing closer to winning a third consecutive Team CIF Final. After the match, David Arkow ’20 and Sam Landau ’22 won Mission League Doubles Most Valuable Players.

“We’ve won league around 22 times in a row,” team captain Mike Thomas ’20 said. “I don’t even know exactly because we’ve won it too many times.”

Two of the Wolverine’s dou-

ough School 6-1 in one game and 10-0 in another.

Players said that although the team is relatively small, it is very close-knit and together, they have created a positive energy.

“You can feel the energy in the dugout,” Witmer said.

“Everyone wants to be there to play and to support, and we all cheer each other on.”

The squad will compete in the first round of the playoffs this week, but the game time and opponent has yet to be determined as of press time.

bles teams, Thomas partnered with Otero and Arkow partnered with Landau, qualified for the CIF Individual Tournament due to their overall success throughout the season.

According to Thomas, both squads will be getting in extra work with their doubles partners outside of school and practice in preparation for the tournament.

Despite none of the squad’s singles players qualifying for the CIF Individual Tournament, Thomas said that he believes singles competition in the Mission League was tougher this season compared to last season.

Aside from the strength of the team’s doubles players, several players, including Thomas, Avi Carson ’22 and Amaan Irfan ’21 said they believe first-year program head Bo Hardt and the senior leadership of team captain Kenneth Lee ’19 have contributed most to the winning streak. “[Hardt] has been someone that has always been around for us,” Thomas said. “We are very comfortable with him because he’s been an assistant coach in past years. I feel he is always in our corner and always supporting [us] during matches and practice.”

By Luke Casola and Lee Nichols

LUCAS LEE/CHRONICLE

DUAL THREAT: Doubles player Avi Carson ’22 prepares for the opposing team to return Amaan Irfan’s ’21 serve Feb. 27.

The Wolverines are currently competing in the Ojai Tournament. On day one, singles player Timothy Li ’20 defeated Peninsula High School in his second match. The final results of the matches Sunday are unavailable as of press time.

The dates for the Team CIF Final are yet to be determined,

but will take place within the upcoming couple weeks, Thomas said.

“We have to stay focused on going for a third consecutive CIF championship,” Irfan said.

“A lot of the team has had two weeks off from school games due to the scheduling, so we are going to need to be prepared when the time comes.”

After finishing with a 1012-3 record last year, boys’ volleyball is currently 17-14 overall and looks to win its first CIF Playoff game in the past two seasons. Last year, the Wolverines fell 3-1 to Arcadia High School in the CIF Wild Card Playoffs.

Although the team faced adversity during league play this season after beginning the season with a 4-0 record, it finished with a 15-10 nonleague record.

“Our losses to Notre Dame and St. Francis have been disappointing,” Gautam Natarajan ’20 said. “However, we still hope that we can get back into form because talent wise, this team is really good.”

The team relied on senior leadership to step up throughout the season and will rely on coaching if it makes a deep run into playoffs, libero Nick Platt ’19 said.

The results of the CIF-SS Division III Playoff Tuesday against Santa Monica High School are unavailable as of press time.

D3 Sports

The Chronicle

Lacrosse

Boys’ Golf

Team prepares for CIF after loss in league play

May 1, 2019

By Will Mallory and Jaidev Pant

line and it paid off.”

Last year, the squad lost to Loyola in the Mission League Despite having a rough final 14-2 and looked to get restart to the season, the boys’ venge this season. The Wolverlacrosse team finished the reg- ines hosted their rival at home ular season with an overall re- April 13 for a chance at their cord of 9-5 and is now prepar- second Mission League title in the last three years. The team ing for playoffs.

The team bounced back started off strong and finished from an 11-5 loss to St. Mar- the third quarter up 9-6. Howgaret’s High School on March ever, the Wolverines let up six 12 by winning seven straight goals in the fourth quarter, games, one of which was a losing by a score of 12-11. Al10-8 win against Loyola High though the loss was tough for School in the Wolverines’ Mis- midfielder Charlie Keller ’20.

Keller said that the sion League opener loss increased the March 20. squad’s concentra“Beating Loyola was tion heading into the a great experience beplayoffs. cause we really came “The loss hurt together for a team win a lot but it pushed even though a lot of us our team closer and were sick or injured,” made us more fodefender Nik Grube ’21 cused for the coming said. ’ weeks,” Keller said.

During this streak, Charlie After the loss, the the team went undeKeller ’20 feated in the Mission squad played two League, earning it the top seed more regular season games, for the Mission League tourna- losing to Foothill High School ment. by a score of 17-13 and beatThe team played in the ing Oak Park High School by a Mission League playoffs semi- score of 15-6. The Wolverines finals against Chaminade Col- begins the first round of playlege Preparatory High School at offs April 30. Keller said the home. The game was close for team will concentrate on their the first three quarters, until chemistry heading into the the Wolverines pulled away in postseason. the fourth quarter, defeating “Our big focus going into the Eagles 13-9 March 27. playoffs is to play as a team “We truly came together and support each other,” Keller that game,” attacker Owen said. “To have the most sucHudgins ’21 said. “We were fir- cess, we need to support each ing on all cylinders and playing other through adversity and fast. We put everything on the play within ourselves.” white s

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JAY LASSITER/CHRONICLE

BATTLE OF BUNKER HILL: Assistant Opinion Editor Tammer Bagdasarian ’20 chips onto the green from the bunker in the 209-212 win over Notre Dame High School on April 16.

Average season follows coaching change

By Alex Amster and William Seymour

The members of the boys’ golf team struggled with consistency as they almost split their first ten tournaments of the season, bringing them to an overall record of 6-4 and a league record of 4-3 as they prepare to enter the Mission League Individual Tournament.

“We have had many ups and downs in the season so far, but mainly downs,” Dean Barkin ’20 said. “I think that everyone has had a good time though since we all get to play.”

The Wolverines started this season with two wins against Brentwood School and Chaminade College Preparatory School on Feb. 20 and Feb. 27 for their home opener respectively.

This is the first year back

for program head Scott Wood, who had previously been the program head for 10 years until he resigned in 2011 to pursue other job opportunities. He returned to the middle school to serve as the middle school football coach for the last four years.

“The coaching change was tough at the beginning, especially with the team being accustomed to the old coach,” captain Alex Hong ’19 said. “As time has gone on, [Wood] has grown on us and is definitely making an effort to make this team better for the future.”

Players said that the team faced tough competition in tournament play, finishing eighteenth out of 22 teams at the Oak Park Invitational Match on March 18 and thirty-sixth out of 40 teams at the Champions In-

vitational Match on March 29.

Lyon Chung ’21 said team bonding was important to him and the team.

“Besides winning, I hope that we can grow together as a team,” Chung said. “I hope that for the rest of the season, the team plays better every day.”

The team will play in a Mission League tournament on May 2 at Brookside Golf Club in Pasadena, followed by three CIF Southern Section playoff matches.

Wood said he is proud of the team’s growth this season.

“The team has done a good job of coming together, adjusting to the new program routines and going through some adversity,” Wood said. “Hopefully, we are peaking at the right time, and we can give our best to see where that puts us.”

D4 SPORTS

THE CHRONICLE

WOLVERINES ONLY

MAY 1, 2019

BY

KEILA MCCABE

W

aking up on game day is the best feeling in the world.

There is nothing like putting on my white long-sleeve HarvardWestlake softball shirt and packing my red hair ribbon for our game after school. Throughout the day, I see my teammates, wearing the same longsleeve, and we point to our shirts, exchanging an 'ayyy.' I refresh Instagram on my phone after every class to see if HWAthletics posted. I check the livestream website to see if HWTV is broadcasting, and when they are, I get even more excited.

But the morning of our game against Alemany High School is an extra special game day. It is senior day.

In addition, the winner of this game will make it to the CIF playoffs, something we thought was improbable at the start of our season. Rather than putting on my long sleeve and packing my ribbon, I wear my Senior Day shirt and pack six red ribbons, one for each senior. Walking on campus, I am blinded by the red shirt, red pants and red socks outfit that my beautiful seniors are embarrassingly sporting, as per the rest of the team’s request.

The quad is littered with promotional posters about senior day, begging for a huge crowd to show up and promising free tacos for attendees. The HWAthletics Instagram posts a picture early in the morning of all the seniors. I see their smiles and I smile.

I love my seniors. So much. There are no other girls I would have rather run foul poles with, gone to eighth period lift with, ate Hot Cheetos with and carpooled to practice with for the

JAY LASSITER/CHRONICLE

past three years of my softball career.

I have shared intimate moments and laughed uncontrollably with these six girls on and off the field.

Senior day is not going to be easy.

Playing our rival, Alemany, and having to say goodbye to some of my closest friends is an emotional combination to say the least.

My usual carpool drives to the field, blasting our favorite throwback hypeup songs the whole ride. We pull up to red and black balloons all over the stands, fatheads of seniors faces on sticks and HWTV cameras set up and ready to broadcast. Everyone is smiling as we warm up for the biggest game of our season. Fifteen minutes before game time, we are called to the foul lines to honor our seniors. I scream at the top of my lungs as each senior’s name is announced and they get flowers from their parents.

We do our “H-Dub” cheer, followed by “three up, three down” and run out to our positions. I am pitching this game, and reassured by the white chalk circle that surrounds me.

Whenever I feel nervous or excited on the field, pitching is all I want to do. But as I am warming up, I can’t help remembering the last the time we played Alemany during the first game of our entire season. We came out energized, ready to take on our rival, but as the game progressed, the energy dropped. We lost 7-0, mercied.

The first batter comes up to the plate and all the thoughts, pressure and nervousness fall out of my mind.

It is game time. The first pitch of the game is a ball, great start. The next

pitch, I nail the batter in the head with a screwball – oops. The sound of the ball hitting her helmet is equally matched by encouragement from my teammates, “Shake it off K! You’re good, you’re good.” The next batter gets on base on a fielder’s choice.

There are no outs and I am facing the number three hitter. I pretend not to be rattled. The third batter pops up and the fourth grounds out. We get the third out allowing one run scored, one inning down, six to go.

We hustle into the huddle and cheer “hits!”. Following our lead-off hitter, who grounds out, I get a 3-2 count for myself. Loading up, ready to hit, I take the last pitch. It’s a ball and I take my base. The next batter hits a ground ball to the third baseman and she tries to turn two. I slide into second and hear the third base coach yelling at me “up, up, up!" The ball has been overthrown and I sprint to third, then home. 1-1 game. Our fourth batter gets the RBI and now we are up 2-1.

As the infield meets me in the pitcher’s circle before the start of the next inning, our senior first baseman, with a huge smile on her face, says “we are beating Alemany right now. On our senior day.”

The next six innings are excruciatingly slow but fly by at the same time.

I am unconsciously pitching. The game ends 2-1 after seven innings and I can’t even believe it. Running out to right field to "We Are The Champions," I have the biggest smile on my face and happy tears coming out of my eyes. Game day is my favorite day.