May14

B&W the black and white May, 2014

index

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may contents

on the cover: Senior Cheryl Wells paints a colored canvas.

13

12

10/11

photo essay 3 spring sports 4 prom

feature

5 farewell to Guthmiller 6 farewell to Cookie 7 tier two 8 poetry b&w philosophy

9 first generation college opinion 16 back 2 besic 10/11 artist showcase 12 class rings and letter 17 tangled vs. frozen 18 school spirit jackets

sports

13 dragon project 14 senior salute

19 strict rules in sports

15 affirmative action

20 personalities

editorial

The Black and White is published solely by the Johnston High School newspaper staff.

Its goal is to inform, enlighten and entertain Johnston students. It is an open forum.

In accordance with Iowa law and board policy, students assign and edit material and make all decisions of content. The paper is published ten times per school year. The paper will avoid material that is libelous, obscene or an invasion of privacy. The law does not require parental permission to use student quotes. Ethically, we believe students can speak for themselves. Staff editorials represent the opinion of a majority of the editorial board. Editorial and opinion pieces do not necessarily reflect the opinions of the advisor, school officials or the district. Letters to the editor must be signed. Like all material, letters may not be libelous, obscene or an invasion of privacy. Bring letters to room 413 within one week after publication to be considered for the next issue. The Black and White strives to report accurate and timely information. If you believe that an error has been printed, please contact the editors at jhsblackandwhite@gmail.com The Black and White is a member of CSPA, NSPA, Quil & Scroll, and IHSPA. Recent issues of the paper earned these honors: Columbia Scholastic Press Association Gold Medalist, National Scholastic Press Association First Class rating, Quill & Scroll Gallup Award, IHSPA state placings and sixth in the National Best of Show.

backpage

meet the staff

Head Editor in Chief Laura Scieszinski Print Editor in Chief Mollie Greenwood Online Editors in Chief Jeremy Caracci Mallorie Goodale Sports Editor Anne Rogers Design Editor Kenzie Foldes Sub Design Editor Zoe Wilson

Sub Editors Carly Kinning Clare Farrell Staff Writers Ellen Bennett Senad Besic Carly Campbell Sarah Caporelli Meredith Gwennap Eileen Lagerblade Natalie Larimer Katherine Lichter Anna Larson

Kitarrah MangraDutcher Sarah Margolin Daisha McAvaddy Courtney Mithelman Elizabeth Schraeger Bryce Schulte Elizabeth Orr Carmen Vajgrt Olivia White

corrections from april issue: Superintendent Corey Lunn will not be making budget cuts, and his salary is $225,000.

photo essay

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Spring sports in action 1

2

Courtney Mithelman/BW

3

41

2

5

Joe Sprunger/Dragon

Joe Sprunger/Dragon

3 4 5

Joe Sprunger/Dragon

words & layout Carly Kinning

Anne Rogers/BW

Anticipating his opponent from Norwalk to throw the ball on the field, senior Sam Graving focuses on the player tossing it in on the sideline. The varsity boys’ team is undefeated in the season as of May 12 with a record of 14-0.

Junior EmmaGrace Walter hits the ball back to her opponent from Urbandale in the second set at the last girls’ home meet May 7. Walter lost the match, playing two out of three sets. “Looking forward, I want to improve on consistency and controlling powerful hits,” Walter said.

Running with the baton she just received, freshman Elle Brown sprints ahead of her rivals at the Drake Relays. Brown qualified for the Drake Relays her first year in four relay teams, which were the 4x100 meter, 4x200 meter, 4x400 meter and the sprint medley.

Chipping her ball from the fairway, freshman Lauren Kiefer sends her ball onto the green and finishes the hole off with three puts. The varsity meet against Dowling at Blank Golf Course was combined with JV. Both varsity and JV lost to Dowling with a varsity score of 199189, and a junior varsity score of 259-240.

During the 4x200 meter relay at the Drake Relays, senior Anthony Kpedeh passes the baton to junior Jack Bergstrom to run the second leg of the race. Bergstrom then passed the baton to senior Camden Van Brocklin, finishing the race in seventh place at 1:30.26.

photo essay

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Students enjoy games at after prom 2

1

1 2 3 4 5

words & layout Carly Kinning

Senior Joe Seda and junior Morgan Woods race on the inflatable to put their marks the farthest between them. The two students were connected to the inflatable by a rope that pulled them back when the other would get farther down their lane.

3

Carly Kinning/BW

Carly Kinning/BW

Senior Brianna DeMoss plays Twister on the inflatables in the small gym with her friends. DeMoss almost beat junior Julia Diehl, but came up short.

The game was played just like regular Twister, only on an inflatable.

Senior Hadassah Smith, Ankeny junior Kate Allender, senior Jovana Majstorovic, and former Johnston student Sylvia Brown are dealt their hand for a game of Blackjack. Next, Allender received cards adding up to 21 in the next hand, winning the round.

Battling to place their marker farthest down the inflatable, juniors Sarah Eikenberry and Katie Cunningham laugh right before they both fall down.

Students had the chance to place their mark as far as they could three times, and the winner would receive tickets for prizes or to play other games.

Reaching into the bin after winning a game, junior Taylor Hall picks out a $5 bill. Hall played a game where students walked around on numbered cards in a circle until the music stopped. Then, the host of the game would call out a random number. The student on the card with the corresponding number then had the opportunity to pick money out of the bin.

4

5

Carly Kinning/BW

Carly Kinning/BW

Carly Kinning/BW

feature

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Saying one last farewell Saying goodbye to the superintendent

words & layout | Bryce Schulte

After eight years of serving as superintendent, Clay

Guthmiller retires after leaving his mark. Students reading this may have received a note from superintendent Clay Guthmiller during their high school career. “I have

received several letters from Guthmiller for various things

like volleyball accomplishments throughout my entire high school career,” senior Taylor Joens said.

A few weeks after an event, Joens found herself with a

letter from Guthmiller. “It was exciting to know that the su-

perintendent has such an interest in not only the schools he runs but the kids who are in them,” Joens said.

Throughout his time at Johnston, Guthmiller has seen

many things as a superintendent. “I think some of the

most enjoyable times, or most rewarding is when we see the results of our kids, of our students,” Guthmiller said.

“Whether it’s in the classroom or at the state championships we won, or the mock trial that we won, or the music things, just all of that is just really, really cool.”

He has overseen elementary boundary revisions in

2006 and 2013, afforded students with enhanced educational opportunities and programs, and created a new

Laura Scieszinski/BW

strategic plan for 2013 through 2016 approved by the Board of Education.

Guthmiller is very focused on the students. “I’ve always

said it’s important to keep the students first,” Guthmiller

said. “Throughout my career, I have always pledged myself to try and write five personal notes a week to students and staff.”

Whether it’s been as a teacher, principal, assistant

superintendent or superintendent, Guthmiller has written

these letters. “I think it’s the least I can do in terms of pro-

viding some encouragement, recognition to kids and staff who work so hard and represent us so well,” Guthmiller said. “It’s just something that I’ve always enjoyed doing.”

Eight years ago, Guthmiller became the superinten-

dent for the school district. Before that, he worked in the small town of Jefferson for 11 years as a middle school

health and science teacher, counselor and middle school principal. In Kansas, Guthmiller was an assistant superintendent for four years and has spent the last 26 years as

a superintendent in three different school districts, including here. “I always had a feeling of maybe coming back

and so after I kind of semi-retired in Kansas in 2006, I was pretty young and still wanted to continue to work,” Guthmiller said.

After looking at different districts, Guthmiller decided

to come to Johnston. “The more I read about it, the more I

looked into it, the more I felt like it might be a good opportunity and a good arrangement maybe for me, my skills, and what the district was looking for,” Guthmiller said.

Guthmiller also passed the $41 million bond that will

Superintendent Clay Guthmiller talks with middle school P.E. teacher Don Hunerdosse.

Summit Middle School held a party for retiring staff May 8. bring a new high school. “He has put the people, in-

we have in the district,” Dockum said. “He has a deep

the success of Johnston’s students for years to come,”

his or her full potential.”

frastructure and academic initiatives in place to foster School Board President Greg Dockum said.

devotion to seeing that every Johnston student reaches Dockum worked closely with Guthmiller on the bond

Guthmiller started at Johnston in 2006. “It was an

referendum that recently passed. “Mr. Guthmiller has

lenges, and so on and so forth,” Guthmiller said. “You

in the future through his hard work over the past eight

exciting day because of the newness of it all, the chal-

positioned the Johnston School District for great things

don’t know exactly what to expect.”

years,” Dockum said.

the land and meeting people, like former middle school

year as the first student representative on the School

miller was that he was going to be very student cen-

had to say about board decisions and student opinions.”

saying, ‘Mind your own farm and let’s get things done.’

course we would have differences of opinion from time

to have some freedom and some room to do what was

argument and makes very fair decisions,” Johnson said.

One year during a Big Monday on ESPN, Carico de-

and out the other. He has his opinions and beliefs but he

Most of Guthmiller’s first day was learning the lay of

principal Brian Carico. “My first impression of Mr. Guthtered,” Carico said. “That first meeting I remember him

Graduate Dylan Johnson worked with Guthmiller last

Board. “He had a genuine interest in everything that I The two did not always have the same views. “Of

It was very encouraging that he was going to allow us

to time, but he is very good at hearing all sides of an

needed for kids’ success.”

“Nothing you say to him will ever simply go in one ear

cided to text Guthmiller the Kansas basketball score. “I

does a very good job of evaluating arguments for their

knew he wasn’t getting to watch it so I thought I would

merit and validity.”

his phone was on ring and it interrupted the school board

PLC (Professional Learning Community) process. “I feel

to do it again.”

planning,” Carico said. He has completed a lot in the

Guthmiller is dedicated to the ‘students first’ philosophy

and for academic success for our students.”

rub it in a little,” Carico said. “What I didn’t know was that

Carico and Guthmiller worked together through the

meeting. He thought it was funny but encouraged me not

that Mr. Guthmiller has benefitted the district through his

Dockum shared an impression similar to Carico. “Mr.

long term direction of the district for boundaries, facilities

feature

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School librarian checks out After 32 years, Cookie Cranston retires

words & layout | Kitarrah Mangra-Dutcher

As librarian Cookie Cranston looks around the library at

a certification program for paraeducators (associates) so

iPads, she remembers when she first came to Johnston.

worked with other library associates to begin a professional

the students who are constantly on the computers or their

“There were no internet connections and that it was a huge deal making that decision to even allow the whole internet

thing,” Cranston said. “I remember some of those early discussions of ‘Would it be a bad influence on kids? Would

it be dangerous? What would we be opening up to young

development program for librarians to learn new things like e-books and computer programming. “I think it’s extremely important to keep moving forward as a library, now more than ever.”

Cranston likes to learn new things about technology so

people?’ Then after much discussion and many meetings,

she can help the students who come to the library with any

ter working as a library associate for 32 years. “The last

that come to the library to work. “It’s fun to watch good

alas internet connection.” Cranston is retiring this year, afthree decades at Johnston High School have been filled with wonderful memories. I learned something every single day from someone or some source,” Cranston said.

Cranston had not planned to be a librarian, but when the

questions they have. She is also inspired by many students

students work hard and excel, but it’s also inspirational to watch a ‘struggling’ student ‘get it’ and move forward at their own pace,” Cranston said.

Students as well as teachers appreciate the many

spot opened up she took it. “I thought it would be interesting

things Cranston has done for them and the library in gen-

fit, a perfect fit. I could not have had a career I loved more.”

to her, it’s you and only you at that moment in time,” junior

work,” she said. “And I was right, it turned out to be a great

Looking back on the years she has been here, more

memories have stood out to Cranston. She and Summit

P.E. teacher Shari Walling created Class Day, an event to celebrate senior successes, in 1990. “We decided that for

Provided/Cookie Cranston

that they are able to meet certain requirements. She also

eral. “My favorite thing about her is how when you’re talking

Tristan Coaldrake said. He has noticed that some students don’t say things like ‘please’ and ‘thank you’ either. “I kind of made it a point that I am grateful for what she is doing.”

Cranston’s workday begins at 7 a.m. when she opens

Librarian Cookie Cranston plays with her ally here, academically and being involved in activities, that students waiting in the hallway for me to open in the morn- basset hound puppy, the inspiration for her we needed to have a recognition for kids and for under- ing, eager and ready to go to work, or to just have a place children’s books. Cranston plans to focus on classmen to realize what they can achieve,” Cranston said. to be when dropped off by a parent or perhaps a student writing more when she retires. the sake of school climate and the reasons that we are re-

the doors to the library. “One of my favorite things is to see

The school is still using the same script that Cranston

who has no other place to be but in the safe environment of

a ton to me that they have kept the first script because that

Senior Andrew Boge works on homework in the library

and Walling came up with for the first Class Day. “It means

the library,” Cranston said.

means that it’s stood the test of time,” Cranston said. She

almost every morning, and is grateful for Cranston’s help.

important for the underclassmen to see what the day is all

scure question or needed help with something, she has al-

is disappointed to see Class Day at night, for she feels it is about. “Being during the day was part of it, so the under-

classmen could see what’s possible to attain and that there

“She is incredibly kind hearted and whenever I had an obways been very understanding,” Boge said.

When the school year is over, Cranston plans focus

is recognition for doing great things academically and that

more on writing children’s books. “I became kind of in-

part makes me very sad,” she said.

puppy,” Cranston said. “I started out writing out some of

there is recognition for being involved in activities, so that There are other changes that Cranston has seen. The

role of technology has grown in the classroom and the li-

brary. “When I started there were only four computers in the district, and they were locked in a little room and used by

students in programming class,” Cranston said. She went

from having four computers in the district, to having four computers just at the circulation desk. “If you would have told me in 1982 that this would have happened, I would

have been like that’s a lot of science fiction,” she said. “To have experienced the evolution of it, it’s been a wonderful and exciting journey.”

To keep up with the ever-changing technology, Cran-

ston has continued her education as a librarian as well.

She worked with the Department of Education to develop

terested in children’s books after we got this outrageous

the bizarre things that happened, and every day it was something else. She began to research different things

about writing children’s’ books, and eventually came up

with the story “The Tales of Bailey Bedford Moon: Bailey

Finds Her Forever Home.” She created it on a PowerPoint so she could see how it looks visually, and she got the

opportunity to share this with elementary kids at Lawson.

“The kids were, of course, excited because basset hound puppies are pretty photogenic,” Cranston said. “We talked about pets in general and of course they were so excited to

share their stories of their pets. That really engaged them for what was coming in my book.”

Cranston has made it a point in her books to focus on the

common core for children so one day an educator can use

her stories for learning. “I have a vocabulary page in the

back, I have talking points throughout the book for teachers and parents talking about the care of pets and animals and I have interesting things in there that are specific to

the breed of basset hounds,” she said. “So there are a lot of things in there that an elementary teacher could talk about for a unit or something.”

Librarian Jane Behrens has worked with Cranston for

nine years. “We seem to work very well with each other.,”

Behrens said. One of the things Behrens enjoys doing with Cranston is getting the New Yorker Magazine and figuring out the cover together. “I’m certainly going to miss having

good laughs with her,” Behrens said. “She [does] her job so well she makes it look easy and it is not. It is very complex and I don’t know that everybody realizes it.”

Cranston will miss everything about Johnston and the

library. “I have loved the staff, I’ve gotten to know so many

people,” she said. “There’s always a few that are a challenge but that just makes life interesting. And the kids, I’ll just miss them terribly.”

She hopes that the library expands in the future as well.

“To me, this is the academic fitness center,” Cranston said.

“I think [schools] should and could put more focus here in the library because we are so much more than books on shelves.”

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Sophomores to be on tier two Discussions about sophomores on tier two next year According to school officials, discussions about putting

sophomores on tier two are coming to a close. Among a

been placed on tier two as well.

happening now. “We are trying to find a way where we

chance that all sophomores will start out on tier two the

onto all the devices, without having to download it on each

first semester of the 2014-15 school year.

Tier two is the technical term for a level of filtering on

the iPad that enables students to only have access to educational apps, excluding games and other apps. In

Many students disagree. “I can maintain my grades

perfectly fine with games to keep me awake during class,”

individual iPad,” Riessen said. This would empower soph-

lieve that games don’t affect grades at all. Others believe

sophomore Kallie Beebe said. Students like Beebe be-

omores, and other students on tier two, to have access to

that distractions can help teach responsibility.

the educational apps they would need for a specific class.

“I’m also of the belief, that as a parent, I like the idea

Sophomores who were looking forward to playing

of working through some of the distractions before you go

resolve this upset, there might be a way for oneself to get

lieve that working through the distractions like one’s iPad

games the following year may find this news upsetting. To

Candy Crush or Flappy Golf, although occasionally block-

off of tier two.

ing things that are deemed inappropriate.

surveys,” Wiley said.

can hit one button and it would push a specific app out

simpler terms, it takes away the Apple store. Tier one permits a student to download games and other apps such as

ter, this is the number one thing that comes up on all three

Discussions about the specifics of the program are

group of individuals from iPad Headquarters, office administration, and classroom teachers, there is a 98/99%

words Elizabeth Orr layout Kenzie Foldes

off to college,” Riessen said. Individuals like Riessen begames is one way to prepare students’ for their future.

“We’ve talked about good grades and parent’s con-

Sophomore Tyler Franke experienced tier two this

“The intensity of some of the distractions makes it a

sent,” Instructional Technology Coordinator Ann Wiley

school year. “I’m on tier two, because I downloaded

Brent Riessen said. “So what we are contemplating here

and the parent would need to allow their child to be on tier

but makes it so much more boring.” Although most stu-

challenge for some kids to kind of get used to,” Principal

is having people that are new to the environment, new to a one-to-one, not having access to their own apps on the device for the first semester.”

Currently, tier two is given to the rule-breakers like

said. The student would need to maintain good grades

one. These requirements will be put in consideration after

(DLE) survey was conducted this year and the past year

two. The iOS7 downloaders that have been caught have

iPad in Review

School-wide survey reveals percentages of students that use these iPad programs*

How often do you use the iPad in school for learning to:

Not all upcoming sophomores, however, believe they

Although this is a solution for a way off of tier two,

playing games during instructional time could be causes the school and request that the student be placed on tier

students requested it so they could focus more in school.

on the next semester.

there are a lot of different opinions about the subject.

of tier two. Many times, a parent of a student may contact

dents like Franke were involuntarily put on tier two, a few

the first semester to determine the tier the student will be

security or profile bypassers, and users of inappropriate

apps like chat rooms. Also, unsuitable behavior in class or

iOS7,” Franke said. “It really makes you listen in class,

need blocked games to focus. “I am not happy at all about this,” freshman Stefanie Stanisic said. “I’m a really good

The Johnston High School: Digital Learning Environment

student and games would never affect my grades.”

Many freshmen agreed with Stanistic. “Why do they

to discover the effect of games on the iPad. “The surveys

have to punish us with tier two, when we have never got-

[restricting games] is what could make the program bet-

Clausen said.

showed that parents, students, and teachers all said that

Take notes 96% Send and receive an email 94% Use Google Domain (JDragonmail) 90% Research Online 77% Use specific Apps related to the classes 72%

ten the opportunity with iPads before?” freshman Ellie

Communicate with students 61% Learn content in different ways 60% Communicate with my teacher 58%

Collaboration work on projects 35%

Work on spreadsheets 17% Create a presentation 11% Instant message/ FaceTime 9%

Write drafts 50%

Create a movie 1.5%

Tests for learning 47%

Record audio/video 5.3%

*JHS Digital Learning Environment Student Survey Summary

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different BRANCH to SUCCESS First-generation college student speaks about his upbringing and road to post high school education words & layout Carmen Vajgrt Senior Robert Doan plans to attend Iowa State Universi-

ty in Aug. to pursue a degree in Culinary Science. “There’s

a large array of things you could go into (in culinary science),” Doan said. “The dream is to work in a kitchen as a

head chef in a restaurant.” Doan may just be another high school senior planning his future but there is something

that sets him apart from his peers. “I want to go to college because my parents never went to college,” he said.

The natural instinct to be successful may take a part in

Doan’s motivation to continue his education, but the rea-

sons lie deeper. Doan’s father moved to the United States in 1989 and his mother in 1990 from Vietnam in search for

a better environment to start a family. “I want to go to col-

made me stop and think, ‘Is college really what I want to

me support them in their life because they’ve sacrificed so

and made him rethink his decision. “Going to the military is

lege to earn a better education and get a job that will help much for me to have a better life in the United States,” he said.

Growing up, college was always a part of Doan’s dream

as well as his parents’ dream. “Anything else just seemed

do?’” Doan said. Doan’s parents were not fond of the idea

always scary with the risk of being sent off to another country,” Doan said. “But they really wanted me to continue my education. Even though you can still go to school while in

the military, part-time military and part-time education, I still decided to focus on education.”

the best that you could.” That extra motivation and dedica-

feel like because of my parents’ drive, I’ve deemed educa-

as if he had to grow up a lot faster than most kids. “I’ve

into other areas of Doan’s life. “I think it’s influenced me in

for American Progress, about 36 percent of U.S.-born chil-

their first language,” Doan said. “Being born in the United

silly because in their eyes, higher education means better opportunities for me to earn a higher paying job,” he said. “I tion as very important in my life.” According to the Center

dren of immigrants are college graduates, which is roughly five percent above the national average.

Being a teenager in the suburban Midwest, college may

sometimes seem like the only thing that exists after high

school for many students and Johnston is no different. Al-

Doan’s upbringing was different in the sense that he felt

had to help my parents out a lot more since English isn’t States, I’ve learned English alongside other languages

so I’ve had to balance their needs with my educational needs.” This situation seems to be common among many first-generation students.

Ernad Muratovic, former Johnston graduate, was also

though senior Brianna DeMoss is not a first-generation col-

the first member in his family to attend college and immi-

“I think that there is an increasing expectation for students

to Quincy University in Illinois on a soccer scholarship and

lege student, she too feels that the bar is set for college.

to go to college post high school,” DeMoss said. “However

one advantage of being a part of Johnston’s district is we’re exposed to several opportunities.”

As students may feel like they have a set path that a

privileged community such as Johnston demands, some

students do break the mold and choose different paths.

Counselor Curt Larkin sees graduating seniors who feel

like there is a pressure to join the norm. “In Johnston, students feel like they are expected to go to college because

that’s what they feel ‘everybody else is doing because a

vast majority do go to college,’” he said. “But we do have a

tion and desire to succeed was a large part of Muratovic’s

education as well. “I think I wanted it more than others, or I felt that way,” Muratovic said. “And I wanted to show everybody that I could do it no matter what.”

Being a first-generation college student motivates Doan

got a couple of cousins who are in college right now and

generation college student, he too shared Doan’s struggles. “The struggles were that my parents couldn’t really help me with much stuff I had to do everything on my own

because they didn’t know either,” he said. Although many first-generation students may feel the same way and have

plans to aspire, not only for success but happiness. “I’ve

most of their parent’s haven’t been to college either,” Doan said. “I feel like we are all working as a team to have a bet-

ter quality of life for not only our parents in the future but for ourselves and adapting to life in the United States.”

Some students may feel as if their parents decide their

had to find a balance between family and school, the future

future or that they are only going to college to appease

ress reports that U.S.-born children of immigrants are sig-

to go to college, he is not taking the path his parents truly

tends to be bright for them. The Center for American Prognificantly better off financially than their immigrant parents.

These struggles may make it seem like being a first-

es but being Asian-American, education is just absolutely

urge to join the military. “The military is the one that really

ball team and tennis team this year.” Seemingly, motiva-

graduated with a degree in Political Science. Being a first-

come after graduation, it was not the only option pursued tism for the United States in the greatest sense and felt the

my goals and gotten where I’ve wanted to be on the foot-

to do his best with the opportunity he has been given and

generation college student is a disadvantage, but Doan

by Doan. He started thinking about expressing his patrio-

sports for sure,” he said. “I have always worked towards

grated to the United States in 2001 from Bosnia. He went

small percentage who work, who do military training.”

Although college was always seen as what was to

tion that was taught at such a young age has carried over

does not see things that way. “I don’t know about other racingrained in your brain, that it’s the most important thing in your life,” Doan said. “Even in elementary school when

it’s just elementary school, you still feel as if you should do

their parents. Although Doan decided against the military

wanted for him. “I look forward to doing what I love. My

parents have always influenced me to be involved or to be interested in math, science, so I could find a job being

something like an engineer or a doctor,” Doan said. “But I’m choosing the path (culinary) to do what I’m more inter-

ested in and to hopefully do what I love in the future. So I’m partly doing what they want me to do by going to college but I am also going to college to do what I want to do.”

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Finding voice through words Teacher and future poetry club Simon Pendleton takes on club president discuss passion of poetry Junior Simon Pendleton has recently been named the

Sarah Wessling teaches poetry

poetry club’s president, effective after current president senior Andrew Mills graduates. “I was personally honored...

English teacher Sarah Wessling teaches seniors in her

because I felt like I was just a new member and I have been

some students, poetry has a negative connotation, such as

poetry club (meeting) and there was a time there in the

AP Literature and Composition all things poetry. Among

pretty loyal to the club itself because I had only missed one

being boring and hard to understand.

winter where attendance really dropped to an all time low

“Before we started it, there were a lot of groans and

grimaces in the class,” senior AP Lit student Adelisa Turnadzic said. “No one was really enthusiastic about it, but I

and I’ve still kept coming to poetry club,” Pendleton said.

Pendleton started writing poetry before joining the club

last semester. “I sort of tried to build myself an enlightened,

think it’s been going really well.”

more philosophical person (through poetry),” he said.

her students. “The hardest group really is the seniors and

from anywhere. “From school work to an assignment to just

right answer, and I think they feel like they have a lot to lose

and they’ll write it down and do it in such a poetic and well

Wessling believes that poetry is for everyone; they

leton said. “It makes you feel better as a person to know

Wessling said. “You find the band you really like but it

Inspiration can even come from sitting in one’s own bed-

Wessling does her best to share her love of poetry with

Pendleton feels that inspiration from poetry can come

the AP seniors,” Wessling said. “So many of them want the

the way [poetry club members are] feeling on a certain day

if they don’t get it right. “

designed way with all these skillful language skills,” Pend-

just may not know how. “It’s kind of like music, you know,”

that these people are out there.”

sometimes takes a long time. And when you do there’s a

room, Pendleton said. “I remember I was looking out the

kind of how poetry is for me and I think we don’t think of it

things, like water on metallic surfaces, and puddles, and

signment. And it’s not an assignment.”

the time,” Pendleton said.

her students’ poetry evolve. “It’s kind of like when parents

it can stay as this open form in which people can come

mark how tall they are every year,” Wessling said. “I think it

helpful criticism on their poetry and what they can do to

reason why, you kind of have this visceral reaction. That’s

window on a rainy day and I was amazed at just these little

as that same kind of journey. We just think of it as an as-

just how everything appeared to me and my emotions at

The most rewarding part of poetry for Wessling is seeing

He hopes that the club will continue expanding. “I hope

sometimes make their kids stand up next to a closet and

and share their poetry and if they want to get critiqued, like

captures these little moments of who you were at different

make it better,” Pendleton said.

gone on to write and I had read their stuff when they were

torium. “Maybe it can get bigger and we can have events,

college, and I read their stuff when they’re adults; it’s just

could all gather in the auditorium and share poetry out

they are and I think that’s a really cool thing.”

tend, sort of like a big poetry club,” Pendleton said.

points in time, and so the students who I’ve had who have

One goal of his is a school-wide poetry slam in the audi-

in high school. Then, I read their stuff when they were in

like a big point at the end of the year maybe where we

interesting. It’s just like the little tick marks, you know, who

loud, in some sort of poetry slam where everyone can at-

“My Voice” is a poem written by the poetry club president Andrew Mills. “I really like that particular poem because it was written out of frustration but turned into a pretty thoughtful piece,” Mills said. “I wrote about my voice because I get told I’m talking too loud at least a couple of times a week and I just wanted to take something that’s always been frustrating and turn it into something I’m proud of.”

‘cause my soft slithering sound cuts through silence like a

My Voice

for me he shifted aside the height, the 20/20 sight, and

by Andrew Mills

So I have a loud voice. I can’t help that it booms across

rooms and shatters soft sensitive silences like so many

slammin’ stereos and when I get excited people are like, oh no, here he goes, like someone cranked the volume

on those big bass Bose. I can’t whisper to save my life,

knife. When I was little, my mom had my hearing tested

twice, or maybe thrice, but no dice, ‘cause my ear drums beat quite nice, even though this voice I’ve been endowed with will slice through the loudest crowd and the proudest

shroud of quiet like the loudest library riot. But by and by I’m not embarrassed by my big boy booming bass. I see it

as a gift, like God took a moment to sift through his bulging bag of brilliant traits, traits that make the greats, but

any chance of winning a UFC fight till he found what would make my life alright, no, not alright, just right! I was made

with a whole bag of confidence, a love of words so intense, and just a dash of common sense. My big voice is what

makes it all mix. God gave me all these nifty tricks, but

without my voice I’d be a lion without teeth, a sword without

a sheath, a Ledger a without Heath. But this ain’t all about

words Mollie Greenwood layout Mallorie Goodale

Words from the wise Andrew Mills

Just keep writing. You know, that’s the most important thing you can do.

It doesn’t really matter how good the stuff is because it will eventually prove that you find your own voice and find your own writing style.

Simon Pendleton

My advice would be that it doesn’t have to rhyme, it doesn’t have to have any particular guidelines that you have to follow. Poetry is mainly just putting a lot of passion and emotions into writing. If you can write down exactly how you’re feeling and get that onto paper in a creative and passionate way then it can be considered poetry.

Sarah Wessling

You need to be able to read and to find somebody you like and to figure out why you like them. I think it’s also important to talk to other people about it... Finding ways of experiencing it rather than making it an assignment is just really important. And not being afraid to try and to play and just play with words.

Check out jhsblackandwhite.com to read about a Johnston alum self-published poet

me. I embrace my gift with glee, but then look up and see

not everyone’s as free. If some say you talk too fast just verbally blast past that aghast mass. And if God made

you a bit rounder don’t flounder, just fly that deep-fat-fried freak flag high and be proud as you pound down another

quarter pounder. Now if you’re powdered paper white and have to constantly fight daylight don’t hide from sight, just

let your personality shine so bright that people’s burnt retinas aren’t the only reason they won’t forget ya. I can think

of a thousand more gifts hidden that are god given for lives that people just aren’t livin’. So, dig up that hidden

trait that you may hate, ‘cause others might think it’s your fate to be great with that hidden hated trait. I don’t know

everything, but I guarantee your gifts are gorgeous, your gifts are glorious, your gifts are God-given so god dang

it just keep giving! Oh, oops, I started shouting some.

You’re welcome.

may

the b&w p.10&11

Behind the brushstrokes Art students and teachers share their passion for art words & layout Clare Farrell & Zoe Wilson

Daniel Weiss & Emily Slattery-Phillips, teachers Sitting at a picnic table many years ago, art teacher

Not only do students learn a lot from Slattery-

Daniel Weiss fell in love with art. “I remember the

Phillips and Weiss, but the teachers also learn a lot

three or 4-years-old and I remember thinking it was

the time because I want to be an artist when I grow

paint flaking off of a picnic table, I had to have been

from their students. “I’m stealing (students’ ideas) all

beautiful in the sunlight,” Weiss said. Since then,

Weiss has devoted much of his life to teaching art, as well as creating it.

Weiss’ colleague Emily Slattery-Phillips also fell in

up,” Weiss said.

Weiss receives close to 70 emails a day from for-

mer students who are now curators, photographers, artists, art teachers and other designers.

love with art at an early age. Due to the fact that her

“I have learned almost everything I have as an

father was an amateur photographer and her mother

artist from Mr. Weiss,” Johnston Alumni Joey Iregui

path as her parents.

without doing something and remembering Mr. Weiss

was an artist, she wanted to pursue the same career

said. “As an artist currently in college I don’t go a day

“She (Slattery-Phillips mother) was always draw-

teaching or showing me how to do it.”

ing and doing art projects with me and I decided that

Current students of both Weiss and Slattery-Phil-

when I went to college that I was going to do art and

lips admire their teachings and intend on keeping in

music, but I decided on art as my career,” Slattery-

touch with them in the future.

Phillips said.

“[Weiss and Slattery-Phillips] have challenged me

Weiss studied education and acquired a degree

to make my art mean more and taught me how to

at the design college at Iowa State University. After

make my artwork come together as a whole,” junior

he raised his children and saved for almost 26 years,

Payton Thompson said.

he studied art at Vermont College of Fine Arts and

Sophomore Hank Westemeyer intends on keeping

earned a graduate degree. Slattery-Phillips has an art

in touch with his art teachers after he graduates and

“I went to the University of Iowa and got my BFA

to do with creativity and design. “Both of my sisters

degree as well.

(Bachelor in Fine Arts) in studio art, a music degree,

and got my teaching certificate,” Slattery-Phillips said.

“I am currently working on getting my masters at the University of Iowa, and I am one class away from finishing my masters.”

Artwork/Kaitlin Pranger

also plans on pursuing a career that has something

have graduated from Johnston and have both taken classes through Weiss,” Westemeyer said. “Both of

them have had really good relationships with Weiss

and have kept in touch with him through college so I

Artwork/Payton Thompson

think I will as well.”

Karli Killian, junior The picture on the bottom right shows a

To do this, after every color that her grand-

piece of artwork created by junior Karli Killian

ma used, Killian put a faded version of the

placed paper in front of her grandma and then

that memories change and fade.

and her grandma who has Alzheimer's. Killian set up multiple colors of paint. She held her

complementary color around it to symbolize “My idea was just to do something to com-

grandma’s hand with a paint brush in it and

memorate my grandma when she is no longer

make marks on the paper in various colors.

said. “My favorite part was making it with her

allowed her to pick what color she wanted to “I then brought it back to art class and

responded to what she had done,” Killian said.

with us and wanted her to be a part of it,” Killian and holding her hand knowing that we were making something together.”

Artwork/Karli Killian

artwork Seth Andrews, junior Junior Seth Andrews surprises his classmates when

Earlier in the fall Andrews took Photo Art. Andrews

he blurts out random design ideas. “Some people say

thinks a camera’s frame can completely change a photo.

just some of my ideas that come to mind,” Andrews said.

Andrews said. He was assigned to take a photo that had

that I say a lot of random things at times, but really it is Andrews uses things from his past to help influence

his projects in the future. During Design 2 taught by

Weiss, he was assigned to make an instrument that

could play an octave, eight pitches on a music scale.

“I’ve worked with bicycle wheels and I know that

when you hit the spokes, they all sound the same and then you know the wheel is well trued,” Andrews said.

He knew that if he made the spokes uneven he

would get a different sound out of each one. “I just took

“I like how [photography] changes what you see,”

shape emphasis, a definite light and dark side.

“I had a wood block and I lit it with a light (bulb) and

made my room really dark,” Andrews said. This helped show the shape emphasis in his assignment.

Since Andrews was a kid he knew he wanted to be

involved with art when he grew older. “For a while I was always like ‘is that really realistic?’, but lately it seems more realistic, more possible,” Andrews said.

He is currently thinking about a career in design stud-

an old wheel we had and exaggerated the off balance of

ies, architecture or industrial design, but he thinks it might

He also added a skateboard to amplify the sounds

Seth’s mother Tamara Andrews supports his aspira-

the wheel so it had nine tones in the end,” Andrews said. made by the wheel and placed it all on a wood block for a base.

change in the future.

tions. “I know Seth will find his way if he follows his passion,” Tamara Andrews said.

Artwork/Seth Andrews

Aubrey Soderlund, sophomore One Sunday morning when sophomore Aubrey

Soderlund currently has a job in art doing special ef-

Soderlund woke, she knew that she wanted to do some-

fects makeup for a local TV studio.

what it was, she eventually figured it out; she wanted to

have money to pay everyone and I also did one small

thing. After spending most of the day trying to figure out paint. She originally started out with the idea of a mixed

media painting/sculpture, but she did not have the mate-

“I am currently an intern because they don't really

acting part,” Soderlund said.

Soderlund has been drawing, painting, and sculpting

rials. “I just dove right in for a painting,” Soderlund said.

things for longer than she can remember. “My parents

piece for Mr. Weiss.”

even remember drawing,” Soderlund said.

“I actually spent about three hours on it and I painted the Mixed media is Soderlund’s favorite art form, which

is a work of visual art that combines various traditionally distinct visual art media.

“I do art sort of in the moment,” Soderlund said.

“Anything and everything inspires me to do my art. I see

have drawings from when I was really little that I don’t Soderlund has taken Drawing 1 and Clay 1 so far

at the high school, a painting class through Michaels

Craft Store and has also been taught by her mother and grandmother.

“My favorite thing about art is self expression,” Soder-

something, I want to take a picture of it, I want to draw it,

lund said. “I get to pour out my feelings, creativity, the

around and see all of these things I can do.”

how I am feeling and thinking through my art.”

I want to sculpt it, turn it into something else, I just look

Artwork/Seth Andrews

random stuff that clutters my head, I get to show others

Artwork/Aubrey Soderlund

Artwork/Hank Westemeyer

Artwork/Morgan Jensen

feature

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Johnston leaves behind tradition Few students still purchase class rings and letterman jackets words Eileen Lagerblade layout Mallorie Goodale Senior Justin Winnett shows off his letterman jacket that he recieved for varsity swimming.

Over the years less and less Johnston students are

participating in the tradition of buying class rings and putting their varsity letter on a jacket.

Class ring are fading as the years progress. Five

years ago Herff Jones, the company Johnston uses to

purchase class rings, sold about 100 rings to Johnston students. This year they sold around 50.

Believed to be one of the main reasons not as many

students at Johnston are purchasing class rings is be-

cause Herff Jones representative Marc Havnen cannot promote the class rings the way he used to be able to.

“[In the past] we would have a class meeting where

we would meet with all of the sophomores and describe the history, the tradition, the way that each kid can make

a unique piece of memorabilia,” Havnen said. “We don’t get that opportunity to promote them anymore.”

In the recent generation, class ring designs have

Senior Audrey Kaus displays her class ring that she wears on a daily basis.

changed mostly for girls. Companies have started to

make more non-traditional rings for girls because those are most popular.

worked hard for it,” Winnett said.

popular at one school, but not at the next.” Although

class rings),” Havnen said. “Boys (normally) buy the tra-

wrestling his freshman year after he competed in five

mains the most common company students’ order their

Senior Audrey Kaus received a class ring for a

“I thought it was original (to do a letterman jacket)

“Boys are more traditional than girls (when getting

Sophomore Reese Stahlbaum earned a letter for

jackets are available through other companies, Neff re-

ditional century style.”

varsity matches.

Christmas present. “I got [a class ring] because one of

because nobody in modern day Johnston puts it on a

letter jacket, similar to the North Face brand, hoping to

I liked the idea of having one,” Kaus said. She thought

ly on meet days, maybe on Fridays if I’m feeling good.”

man jackets.

terman jacket.

Grimes students normally purchase letterman jackets.

dents are finding other places to put their letter.

style ring this year. “I got a class ring because… I want-

handful of fine arts kids do,” DCG senior Tabitha Taylor

ball his sophomore year and received another letter this

Scout and never forget it,” Anderson said. He believes

her letterman jacket almost all winter and on chilly days

my senior friends had one when I was a sophomore and

jacket,” Stahlbaum said. “[I wear my jacket] occasional-

she could obtain more use out of a class ring than a let-

Unlike most students at Johnston, Dallas Center

Sophomore Dane Anderson bought a more classic

“All the athletes that letter usually get a jacket, and a

ed to remember the time I got the achievement of Eagle

said. She lettered in band and softball, and she wears

that the ring will remind him of that special moment in

in the fall and spring.

his high school experience.

Letterman jackets have even lower sales, but the

“There’s a rich sense of pride and competition,” Tay-

lor said. “And it’s kind of a way to show off what you

jackets from.

Next fall Neff is is introducing a new soft shell style

attract more schools like Johnston to purchase letterThe way of displaying letters has also changed. StuJunior Andrew Heuss received his first letter for foot-

past season as well.

“Last year I put it on my bulletin board on my wall,

and I got my pin… so I have my pin on my letter,” Heuss said.

Heuss likes the idea of owning a letterman jacket,

have accomplished.”

but feels it can make people seem cocky.

Neff Alan Wilmes works with the letter jackets for John-

getting a letter,” Heuss said. “But some of the kids who

are the requirements.

dered a few years back (from Johnston students) but

to shove it in peoples faces and I don’t really like that.”

year for swimming. He put it onto a jacket his sopho-

can’t say I’ve seen many students walk around with

“I choose to put my letter on a jacket because I don’t

Johnston currently. Ironically, I’ve got other schools,

but I wanted to show off that I got this letter and that I

the past couple years. I really can’t tell you why they are

number of students receiving letters has not significantly changed over the years.

A student can receive a letter based on what activity

Iowa-Eastern Nebraska Territory Representative of

they are participating in and what the teachers decide

ston. “There were three or four (letterman jackets) or-

Senior Justin Winnett received his letter his freshman

nothing this year or the year before ,” Wilmes said. “I

more year, and has lettered every year since then.

them on, which tells me they aren’t very popular at

want to say I’m cocky or overconfident about my ability,

such as Waukee, that we’ve had 25-40 jackets ordered

“I feel like it’s nice for the kids who are really proud of

are really cocky about it. They just wear it all the time Heuss, like many other students, has put a lot of time

and effort towards his athletics and is able to show that with his letter.

“I felt accomplished (when I got my letter) and when

I see it I always think of my teammates and my team,” Heuss said.

feature

the b&w p.13

Painted dragons to come in fall

words & layout Courtney Mithelman

To commemorate the centennial year for the Johnston School District, multiple dragon statues will be placed around the community

These dragons will be placed in several locations in

Centennial Celebrations

the district, including the elementary schools, Summit, the middle school, and the high school, in front of the stadium

and by the Administrative Building. Each dragon will be set on a pedestal, and there will be a plaque in front of the dragon listing the sponsor, the painter, and a small sign commemorating 100 years of Johnston being a district.

The centennial committee plans to sell as many drag-

Pancake Breakfast

ons as possible to the community. “There is a limitation

as there is only one mold for each size and so only one

All Class Reunion

10k Run

dragon can be poured a day,” Buryanek said. “That will limit the availability to some degree.” The four-foot sized dragon weighs around 500 pounds. The medium sized

dragon weighs around 50 pounds. The small sized only weighs around five pounds.

September 25-28

Reception Golf Outing

Results of Painted Dragon Project

Each painter will receive $300 to pay for painting sup-

plies. The artists will be able to pick up the four foot dragon at Created in Johnston sometime in May, and they will

that she wanted to get involved with the dragon project

Provided/Nancy Buryanek summer the dragons will be judge and the painter of the

the community,” she said. Uitenbroek decided to apply for

have all summer to paint their dragon. At the end of the winning dragon will win $2,014.

This is the smallest model of the cement dragon. Dragons will come in three different sizes; a 10-inch size, a 20-inch size and a four-foot dragon. There will be nine fourfoot dragons made, however, the number of dragons for the smaller sizes is unknown because orders are still being taken. Students and families can find order forms for these dragons on the district website.

Five years ago, as Director of Johnston Community Ed-

ucation Nancy Buryanek flipped through old board meeting

books, she realized that the districts’ centennial celebration was quickly approaching. She came up with the idea

of the Painted Dragon Project to commemorate 100 years

of Johnston being a district. “The committee wanted some-

thing like a visual for people to see, and it could be there for years to come,” Buryanek said. This visual will be nine

concrete dragons that will be displayed in various places

throughout the district. Each painted dragon will look completely different, and there will be one different artist painting each dragon. The artists for the dragons are Becky

Le, Lynsey Uitenbroek, Sarah Flowers, Emily Gustafson, Betsy Peterson, Marsha Fisher, Emma Palmer, Melissa Sharer-Pieters, and Connie Pruitt.

Other students and parents in the district have the op-

portunity to purchase a smaller dragon, and paint it this summer as well. There will be a contest in the fall for these

dragons. The contest has three divisions: elementary stu-

dents, secondary students as well as a group for adults or

as well. “I thought it would be very cool just to be a part of

the opportunity after seeing it in the districts’ E-Connection newsletter. Uitenbroek submitted a drawing of a dragon

and colored it just like she would paint it. “As far as the design and stuff, they’ve been pretty open,” Uitenbroek said.

“Whatever I’ve submitted is what I’ll do.”

Summit teacher Connie Pruitt is also painting a dragon.

families.

Pruitt loves to create art; that was a motivation of her’s to

ing the Dragon Project, will be combined and put into an

of course a good, healthy competition is always fun,” Pruitt

Funds that come from the centennial activities, includ-

account to cover centennial event expenses. If there happens to be any extra funds, the centennial committee will

discuss what they want to do with these funds. “They have

discussed having something placed at or within the new high school to commemorate the centennial celebration,”

Buryanek said. “But that has just been for discussion as the centennial year isn’t over and the committee doesn’t know yet if there will be any additional funds at this point.”

apply for the opportunity. “I also like new challenges and said. “It was exciting to think that I could have a work of art

on public display for a few years.” Even though she does

not know which school her dragon will be placed at, Pruitt is content. “I am so honored that mine was selected that I would be happy to have it at any of the schools,” Pruitt

said. “Of course, having it displayed at Summit would be great since I’ve taught there for eight years.”

The sculptures are made at Created in Johnston. Cre-

Freshman Sarah Flowers first heard about the oppor-

ated in Johnston hired an artist to create a clay sculpture

heard about, she decided to design a template to enter. “I

done, a mold maker produced a mold that could go over

tunity to paint a dragon because of her mom. Once she

just kind of did it randomly,” Flowers said. “I mean, I like to draw and stuff like that, so I just I thought it would be cool

to try, so I entered.” This template was sent to the districts’ office and the artists were chosen to design a dragon.

Lynsey Uitenbroek is also an artist for this project. Be-

cause Uitenbroek’s kids are in the district, she decided

that resembled the Johnston logo. Once that sculpture was

the clay structure. Created in Johnston received the mold;

to create the dragons concrete will be poured into the mold. Only one dragon for each size can be made a day.

Junior Ali Olsen likes the idea that is supporting the 100

years. “Actually having something that really means something will be cool,” Olsen said.

feature

the b&w p.14

Mallorie Goodale

Elizabeth Schraeger

Online editor

Q: A:

What is something you wish you did diferently in high school?

I don’t have any regrets, I really try not to be regretful because I don’t want to look back and hate what I did or hate myself. I look forward more than I look back.

Sarah Margolin Q: A:

Staff writer

Q:

What is the best advice you can give about high school?

A:

These three years go by very fast so I would say take every opportunity that you can.

Spend time with your family and do things that make you happy.

Q: A:

Design editor

What’s the biggest dream you have?

I want to be an elementary school art teacher and be married to a really hot husband and have really cute kids, and live happily every after.

Laura Scieszinski Q:

Editor-in- chief

What did you get out of high school?

A:

What was the most defining moment of high school for you?

A:

Probably joining swim team my senior year after not swimming for four years. It was really challenging and it forced me to push myself.

Online editor

Staff writer

Q: A:

That I’ll go to South Korea and it won’t be everything I thought it would be. So far everything I’ve done related to it I’ve loved, and I want to end up working over there in the high schools.

Kenzie Foldes

Q:

Jeremy Caracci

What is your biggest fear about your future?

Carmen Vajgrt

Staff writer

Taking personal responsibility because if you ever want something done, you have to make it happen and you can’t rely on other people all the time. It’s okay to ask for help, but if you make a mistake you have to own up to it.

SENIOR

Salute

Where do you want to go in your life and what do you want to do there?

I want to teach at a big school...I feel like the teachers I’ve had have really influenced me, and the teachers here at the high school are part of the reason why I want to be a teacher.

Seniors of the Black and White share memories and advice on what they learned in high school layout

Kenzie Foldes

Daisha Mcavaddy Q:

Staff writer

Do you ever want to leave your hometown?

A:

No because I really want to live with my family. I googled the other day ‘can you legally live with your parents’,’ like can you force them to still keep you at eighteen.

Mollie Greenwood

Print editor

Q: A:

What are you most excited to do in college?

I’m going to Gustavus Adolphus College and there’s one other person from Johnston that’s even possibly going there and it’s really scary but also really exciting because I’ll meet completely new people.

From what I’ve heard, in college you make friends for life.

editorial

the b&w p.15

e your

Allow universities affirmative action rib d desc n a e r or mo

When the editorial board initially considered affirma-

tive action applied by universities, it was agreed that filling

quotas to allow minorities into college is unjust. As a fully Caucasian editorial board, primarily Caucasian newspaper staff and 86% Caucasian school, agreeing was simple.

Further investigation led to a change in beliefs. Affirma-

tive action in university admissions is not, for lack of a better term, black and white. Americans need to consider the facts before weighing an opinion on the matter. In order to

e eck on h C ( . f ericas) sel m r A u e o y h of t ntify eoples ou ide P y l a w n i o te h Orig indica ng all i e s d a u l e l c P (in ound.)

Native a k s a backgr l ) ppines an or A i i l i d h n I P can and Ameri tinent n o c b n) u ribbea dian s a n C I g d n n i aa (includ g Afric n i d Asian u l ) (inc eoples erican P l m a A n i n ica Orig or Afr nder ( a l s I Black c acifi ther P O r o ian Hawai Native rn) e Easte l d d i gM cludin n i ( e t i Wh

ensure diversity of their students, universities should be

have a few more extra curricular activities and just a higher

overlooked the benefits to race-based preferences in uni-

encourage minorities (Native American, Hispanic and Afri-

don’t understand why I should get in because they happen

sions weigh race too largely. Even university scholarships,

allowed to use their own discretion of race-preference and can American) to attend.

Affirmative action is a complex theory that is designed

GPA but they’ve already filled their white percentage... I to have more room for Hispanics.”

A minority student is not simply accepted into college

versities, possibly because they feel that college admissuch as the one Fey received, require other standards and benchmarks. They are not just hand-outs in order to fulfill

to help bring minorities to a higher economic and equal

because of their skin, however, at least not by Iowa State

norities to attend with race-specific scholarships.

Iowas’ standards. According to University of Iowa’s admis-

should not be told to disregard race. Universities strive

(calculated from GPA, class rank, ACT/SAT score and core

periences and to give everyone an opportunity of higher

status as the majority. One such way is encouraging miSenior Vaibhav Srikaran considers affirmative action as

necessary to change the socio-economic status of minorities and keep diversity in universities.

“Affirmative action, it has it’s pros and cons and it’s gen-

erally widely accepted who it hurts and who it helps,” he said. “But there’s probably no other way to do the college admissions system without threatening the opportunity

University, University of Iowa and University of Northern sion representative, all three schools use the RAI score

classes) alone for admission. Race only comes into play

for scholarship and recruitment purposes. The Board of Regents, however, oversees all Iowa public higher education and set a goal of 8.5% minority enrollment.

Fey feels that some people may discredit her achieve-

that keeps getting pushed within the context that America

ments, particularly a scholarship she received from the

Srikaran feels that as an Asian person he had a dis-

even though I’m minority and I got it I don’t know if people

is a place of opportunity.”

advantage when applying to college. “I understood that I didn’t get into some schools,” he said. “But I understood

that there’s a reason behind that, and sure, my race could’ve been a factor, but there are probably other factors

their minority requirement.

The universities in Michigan and all over the country

to promote diversity, to provide students with cultural exeducation. “Just by the nature of how it works it is racist,”

Srikaran said. “And there’s just no other way to be able to level the playing field for people who don’t have the same

opportunities because you don’t want the same wealthy people consistently staying at the nation’s top universities.”

Race-based preference sounds racist from the name,

University of Iowa that is partial to her ethnicity. “I think

but if a university wants to ensure students of all colors

realized how hard I worked to get it because people judge.

Universities may be proud of their racial diversity, but it is

Race is always an issue in just about anything. It always

has and it always will be.” She hesitates sharing the news

with other students. “There are people out there that would

are at the school then why would citizens discourage that? wrong to assume that they simply fill their quota each year in order to be labeled diverse.

The benefits of race-based preference are complex

be like, ‘Oh she just checked the box.’”

and hard to prove. Supporters argue that this is a social-

simple to say that colleges should not give special privi-

approved state constitutional addition, which prohibits the

income. The U.S Census Bureau reports that only 6.5% of

board made a snap judgment before research.

process for state universities. The Court voted 6-2, not-

that kept me out that were much larger than just my race.”

Feeling injustice, as non-minority race, is natural. It is

lege to someone by color of skin alone, just as the editorial

Senior Katrina Fey is half-Hispanic, a minority, and she

even has hesitation to the complex idea of affirmative ac-

This April, the Supreme Court upheld Michigan’s voter-

use of race-based preferences as part of the admissions

ing that the Constitution does not prohibit nor require the use of racial preferences in universities and that this was

change; historically minorities have been generally lowthe white labor force and 5.2% of the Asian labor force are

unemployed. The black labor force is 13.1% unemployedmore than the Asian and white combined.

“There’s only like subtle ways you can help people of

a state decision.

certain demographics become more prevalent,” Srikaran

ple just getting admitted to fill percentages, which I don’t

Bureau 2012 estimate, 76.2% of Michigan is “white alone”.

one of those ways where you can somewhat move up the

they should be turning away white people just because

hate minorities and voted them out of universities. Though,

tion. “I can see that regulation brings diversity,” Fey said.

“But I can also see how some people could see it as peothink is right. I think you should earn your spot. I don’t think they need to fill a percentage.”

Half-hispanic junior Gabby Ledesma agrees. “If me as

a Hispanic person were to apply to a college and if somebody as a full Caucasian were to apply and maybe they

Nonetheless, according to the United States Census

That does not mean that all the white voters in Michigan

it does suggest that the voted-constitutional change was

said. “Secondary education has generally been seen as socio-economic ladder and it’s probably the easier thing to reform.”

Do not overlook the benefits to racial-preference in

highly decided on by white citizens.

admissions. White people and Asian people are not be-

against minorities with this decision. But the voters have

minorities, let them.

White majority citizens may not be discriminating

ing discriminated against. If universities want to embrace

The editorial is an opinion held by the editorial board of the newspaper. It needs a simple majority to pass. This month’s vote was 9-0.

opinion

the b&w p.16

kcaB2Besic words & layout Senad Besic

Honor the application Activities completed for NHS should be measured by quality, not quantity

One morning, as I was devouring a bowl of Lucky

Charms before school, my father walked up and plopped down an envelope in front of me. I asked him what was

inside and he told me it was my rejection letter from John-

ston’s chapter of the National Honor Society. As I braced myself for his verbal disappointment to rain upon me, he

surprisingly told me that he didn’t care that I was rejected.

From what he could gather about NHS since my brother

was in it, he thought it wasn’t that big of deal. He said he saw it more as just another thing you get to put on your

transcript and since colleges offer their own honor programs where it’s much easier to get accepted (at University

of Iowa, you’re invited to join if your ACT score and GPA are high enough), I shouldn’t sweat about not getting in.

But the thing was, I wasn’t worried in the first place

about being accepted. I don’t think I could even physically

function with another extracurricular. NHS wasn’t really on the top of my ‘pray-to-a-deity-that-I-get-accepted list’.

This is an example of an application that NHS applicants filled out. The activities written down are not good examples of something someone would do to gain leadership experience.

But what did concern me was what the letter itself said.

Heartland two years ago’. Which is, don’t get me wrong, a

don’t fill up application sheets three through seven, you

awarded to each candidate based on their service, lead-

an interval for only one event doesn’t really scream ‘lead-

killer piece of writing in the history of all literature ever.

ence. Your essays were scored and your teacher recom-

Therefore, it shouldn’t count as an item you can put on

set in place. It allows too much gray area for applicants.

As an organization that emphasizes leadership and ser-

did a volunteer activity when it really shouldn’t count at all.

It reads, “The process was quite extensive. Points were

very kind thing to do for the community, but at that small of

ership positions, co-curricular activities, and work experi-

ership’, the main attribute NHS members should have.

mendations were taken into account. You received points

your application to NHS.

for all of these areas and a raw score was tabulated.”

There’s the problem right there. ‘Points were awarded’

vice activities, it frustrates me when I see people that want

Coaches don’t dock points from a rubric when you trip over

example, senior Pratyusha Bujimalla, a NHS member, was

get on a team. NHS, just like every other club, should have

volunteer. “I volunteered 20 hours a week that year, so I’m

For those of you who weren’t invited to apply to NHS,

Bujimalla said. “So if [NHS] is ‘service based’ how much

doesn’t sound like a proper way to check an application.

to be accepted not get in when they really deserve it. For

yourself at tryouts. If you do good things at tryouts, you’ll

not accepted as a junior even though she was a very active

a quality of work based acceptance policy. Not quantity.

pretty sure I was near the top (of juniors that volunteer),”

there’s eight sheets you have to fill out. The first two sheets

more did they need?” Luckily, though, Bujimalla was ac-

ommendations. Sheet three is about your co-curricular ac-

Ultimately, the reason why kids were getting accepted

probably won’t get accepted, even if your essay is the most For obvious reasons, that’s not a good system to have

It becomes easy for them to bend the truth and say they

Instead, NHS should be graded on a quality scale. The

current sponsors, and whatever advisory board is selected

for that year, should dedicate themselves to reading and looking through each application thoroughly and judging the importance of the work and how much that specific job

would affect their leadership strength. Each activity an applicant would put down would be judged by multiple graders and they would determine how many points that certain

are basic information about yourself and two teacher rec-

cepted the next year as a senior.

activity would receive, and the essays would follow a strict

tivities and leadership positions, sheet four is about service

was due to the grading system NHS has had up in place

activities you’ve done, sheet six is about your work experi-

allowed to see their grading rubric but a boy can always

received. There’s also a short essay you have to write on

it was as simple as receiving one point per box you filled up

and honorable member.

right. “It’s pretty objective in that way, yes,” Amanda Paul-

people that applied would fill these sheets to the brim to

follow very closely.” So you get points per box, yet there’s

ample, under service activities, you’d expect it to be filled

portion of the application and totalling all the points you get.

matter. It’s just that for an organization that is supposed to

go to the soup kitchen once a week and manage a staff of

you can deduce that the kids that wrote the most activities

with people that have immersed themselves in positions

for homeless people with only one screw’, but I saw things

ing to their acceptance into NHS since only a raw score is

rubric based off how good their examples of leadership are.

Bujimalla agrees that NHS’s grading needs to change,

activities you’ve completed, sheet five is other community

since the big bang (or God) created this universe. I wasn’t

“Quantity shouldn’t determine acceptance into a club.” With

ence and sheet seven is any recognition or awards you’ve

speculate. I figured, for pages three through seven at least,

liers. Instead of a person getting accepted for just writing

page eight about how you’d represent NHS as a glorious

with some activity you’ve done, and, believe it or not, I was

On sheets three through seven, I noticed that most

son, one of the NHS sponsors, said. “There’s a rubric we

anything that even might have applied to the topic. For ex-

still a rubric, which I’m guessing is mainly for the essay

with big things that would really help the community like, ‘I

By using the laws of basic arithmetic and reasoning,

five other students’ or ‘I single-handedly built four homes

down on the sheets got the most points, eventually lead-

more along the lines of, ‘I once volunteered at Meals for the

tabulated in the end. So if you’re applying to NHS and you

this new method of grading in place, it’ll eliminate most outin things like, ‘participated in a run/walk for some disease’ or ‘did some monotonous service activity by myself”, it

would start accepting people that did leadership things like, ‘watch over groups of children at my job every weekend’ or ‘hold high position in an extracurricular’.

This doesn’t mean that small service activities don’t

be full of the best of the best, you would expect it to filled

that require a lot of commitment and authority. It should not

be kids that just picked and chose various volunteer activities without actually wanting to gain anything from them.

opinion

the b&w p.17

Let it go;Tangled is better than Frozen words & layout Carly Kinning

When Frozen first came out, it took me about a month

noticeable, since the characters don’t show all of the

Tangled did a great job of adding many different piec-

passion they could to go along with the songs they sing.

es to the movie in the sense that it was not only funny,

wasn’t fully convinced either. It’s decent, but not as good

tion throughout the whole movie. This is apparent when

Other than a few moments, Frozen was not successful in

hype that Frozen has right now, it’s really easy to get

first floating lantern on her eighteenth birthday, when

which does not make an all around appealing movie.

punzel finally meets her parents. There are many more

that Frozen truly triumphs over Tangled because of it’s

touched by the movie.

portrays that girls don’t need a man to assist them in

everything it needs to make an entertaining movie.

ments. The only two I can think of is when Prince Hans

and revolutionary concept, however, it seems a little too

ing something. What it seems like it’s missing is a strong

the very end searching for an act of true love to save her

not subtly sending this message, but it’s the main idea of

to give in and watch it. The first time I wasn’t convinced, so I watched it again. The second time or third time I

as what everybody is making it out to be. With all of the

caught up in the catchy music or all of the fancy visuals, and that’s the whole problem.

I watched Tangled the first day it came out, and I’ve

been addicted to it ever since. It has great music, and it

portrays a strong message to all kids, not just girls. It has

The characters in Tangled consistently show emo-

Rapunzel’s father sheds a tear before letting go of the

she saves Eugene with her magical tears, and when Ratimes when I was in tears or close to it because I was so In Frozen, however, there were only one or two mo-

it was heavy hearted, and light hearted at other times.

this. Frozen was basically one strung out span of jokes,

Some people are going to disagree with me, and say

wondrous message that it sends to young girls. Frozen their happily ever after. This seems to most as a new

reveals his evil self to Anna, and when Anna freezes at

familiar. In the Disney movie Brave, princess Merida is

life. This isn’t enough to make a quality movie.

the movie.

line, but it doesn’t live up to all it could be. It lacks the

some depth in Frozen, and to add more affection be-

message too; that no matter who you are, you should

is a much better movie.

Olaf was about to melt trying to keep Anna warm after

Frozen seems like it’s only half way there, like it’s miss-

story line and more emotions behind the characters’

words and actions. Frozen has a great idea for a story strong plot that Tangled has, and because of this, Tangled When Frozen was made, it was written around a song,

so the emotions of the characters had to be added. The

fact that the producers and writers had to make up a story to go along with some music they already picked out was

I feel like there were missed opportunities to put

People also tend to forget that Tangled sends a great

tween the characters. There was a part in Frozen when

always follow your dreams.

being struck in the heart by ice, and it was an open door

for something light-hearted, but when I want an entertain-

however, ruined the moment with one of his cheesy lines

I’m ready for Frozen’s hype to pass. If people just bought

I’ll occasionally watch Frozen when I’m in the mood

for a truly sentimental moment between the two. Olaf,

ing, all around great movie, my first choice is Tangled.

that was unnecessary to the scene.

the sound track, they would be just as satisfied.

facts about the Disney favorites Special software was made to create Rapunzel’s hair, which has over 100,000 strands.

The waterfalls in Tangled are specially designed after those at Yosemite National Park.

Specific software was used to create over 2,000 snowflakes in Frozen.

It took over 50 people to create the scene where Elsa builds the ice tower.

Illustrations/Zoe Wilson

opinion

the b&w p.18

Regain your pride words & layout Elizabeth Schraeger

When I stepped onto the campus at the University of

Kansas I knew I had found what I was looking for. The

Johnston has lost it’s sense of pride and it needs to be rediscovered

Elizabeth Schraeger/BW

moment I arrived I could feel a huge sense of school

pride in the atmosphere. Everyone looked happy, fliers were posted everywhere, and every corner I took I heard someone say “Rock Chalk”. I’m lucky enough that I found a school where school pride is so evident.

Johnston needs it’s sense of school pride back; with-

out it I fear that no one will be proud to be a dragon.

As a little girl I remember being so excited to high

five a cheerleader, or when a football player came to read to us during homecoming week. I was so proud to

be a dragon. Somewhere down the road, I’ve lost that because I’ve often felt that I was one of the only ones who cared about Johnston.

If you asked me last year if I was proud to be a drag-

on I would have said no. After this year, I can say that I am proud to have gone to Johnston High School. It shouldn’t have taken me until my senior year to realize

that. Don’t realize your mistake too late, because then you don’t have as much time to enjoy it.

I dressed up for homecoming week with pride and

participated in all the activities. I began to feel awkward

when I was the only one dressed up in a superhero costume in my second period class. The lack of school pride

has now affected my own mindset and I’ve found myself dreading school more along with having more negative

thoughts about our school. I’ve started to lose hope in the future of Johnston.

What makes a school thrive is the passion within

the student body. Without that passion, the school can win all the awards it wants, but it won’t be successful. School pride is something that a lot of people joke around about, but once reality hits that one day you will

leave it forever, it’s something you wished you had. Our

school’s pride levels have dropped significantly over the

past few years, and eventually Johnston won’t be such a great place to go anymore unless we do something about it.

Senior Blake Singbush thought being a dragon meant

taking on different roles. “Taking pride of what our teams

do on the field, court, course, etc,” Singbush said. “Also having integrity and sportsmanship while you’re playing

your sport or activity.” Having integrity and sportsmanship helps you to become a good role model. Conveying a positive influence both excites and molds the future

generations of dragons as well as builds a solid foundation for tradition.

It’s easy for school pride to be seen when sitting in

Wednesday”. Before three guys decided it would be fun

aren’t the only activities offered at Johnston. We need to

started, more people decided it would be fun and joined

the bleachers at a football or basketball game, but those

act as a support system to other activities. I’m not saying that the football team needs to go to a speech tourna-

ment, or that history day needs to attend a swim meet.

to do, no one would’ve even thought to do it. Once they

in. We live in a society that thrives off of following the leader. We just need a leader.

Another way that pride can be lifted is by participat-

You don’t have to be in the cheering section in order to

ing in school events. Go to a show choir show. Watch

include actually listening to the recognition assemblies.

Even just simply dressing up for spring fling or home-

support other activities. Supporting other activities would

Instead of falling asleep to the soothing, monotone voice

of whomever is introducing the activities, tune in sometime. You could learn a lot about all the activities going

on. Everyone puts in so much time and effort towards

whichever activity they are part of and they deserve to feel supported by the student body. School pride is all encompassing and it requires support to every dragon that walks through the hallways.

This, I realize, is a near impossible task. Every-

one won’t always support everyone else; that’s life. If one person put in the effort, plants the first seed, then maybe everyone else will follow. Just look at “Wet Wear

a baseball game. Join a Rock Around the Clock team. coming week. It’s not un-cool to participate no matter

what you may believe. Participating made my week

seem less stressful and more upbeat. The days are de-

signed for people to let loose and have a little fun while sitting in class, but when no one participates no wonder

people think it’s lame. Participating and being an active

member of our school shows that you care about not only the people within the walls, but what we accomplish outside of the walls.

What our school is missing is passion and we need to

find a reason to keep going, keep striving, and not just give up on ourselves.

sports

the b&w p.19

Athletes face the rules Students share their experiences with strict rules in their sports words & layout

Ellen Bennett

As senior Maddy Woodfine prepared to run the open

200-meter dash at a Waukee track meet, her earring would not come out. In track, one rule is that no jewelry is allowed, so in an attempt to not be disqualified, Woodfine covered the earring with a piece of skin colored tape.

“I was getting into my blocks for the open two, and I had

taped over my tragus earring,” Woodfine said, “As I was get-

ting into the ‘on your marks’ position, the (official) goes, ‘Is there an earring under that tape?’”

She then talked with the official and he said if she ran this

would be a warning, but because she would run with the earring and had been warned her time would not count. If she ran in any other races that night she would be disqualified.

Track official Joe Toot agrees with the ruling made in this

situation. “If I notice a rule violation before the start of a race,

I deliver a warning to the athlete,” Toot said. When the athlete receives the warning, they are allowed to fix the violation and

still run their race. If the violation is not noticed until during or after the race, the athlete is warned to fix the problem before

their next race, or else they will be disqualified in any events after the warning was received.

Woodfine still had two more races for the night, so to

avoid being disqualified, she went to seek help.

“I went to the Waukee trainer and he used scissors, twee-

zers and five different other girls around that tried to get it out, but couldn’t get it out,” Woodfine said.

Woodfine’s final races were the 4x400 meter relay and the

4x100 meter relay, and because she could be disqualified for

running with an earring her entire relay team would be disqualified for each event. She was taken out of the 4x400, but

she still ran the 4x100 and just switched the order to avoid

Elizabeth Reiher/Dragon

Sophomore Mallorie Myers takes a breath while swimming in the Johnston Invite on Oct. 12. During the regional meet also held at Johnston, Myers faced a rule problem with her suit. “I ordered a knee skin for regional swimming and it was ordered from Europe because they don’t make them in the US,” Myers said. “When I got it, it had two labels on it, one on my chest and one on my knee. We found out the day of regionals that you can’t swim legally in high school with two labels on your suit. To make it legal, we had to talk with the director of the meet and they said we had to sharpie it out.”

Soccer

Basketball

“There are two rules that are weird to me,” senior

“You aren’t allowed to wear long sleeves and if you

Paige Elming. “One is that the tape people use to

hold up their socks and shin guards has to be the

same color as their socks, I just think that is stupid.

Also a ref tried to tell us that everyone had to have

the same color headband. That is completely unrea-

are wearing sleeves at all they have to match your uniform color,” junior Reid Sinnett said. “Also, you

aren’t allowed to wear compression sleeves on your legs.”

sonable and stupid.”

running by the official.

Volleyball

Tennis

it was more of a distraction for the other runners if you’re

“My coach had accidently flipped the libero’s number

“We all kind of wear whatever we want and it doesn’t

cause I don’t see how an earring could affect my running.”

Paszkiewicz said. A libero is the rearmost roaming

senior Karen Chen said. “Once, our JV coach told us

color jersey. “We had to use a sub and both of us had

that was just because that was what the other team

“I asked why you couldn’t wear an earring and they said

all like bling bling,” Woodfine said. “It’s kind of annoying be-

Softball “There is a rule that you can’t have a bright yellow color on the pitcher’s glove,” junior Addy Pender

and my number in the lineup once,” senior Melinda

matter since tennis is more of an individual sport,”

defensive player in volleyball and wears a different

that sports bras are inappropriate without a shirt, but

to sit out because we didn’t have the correct jerseys

was wearing.”

that matched the lineup numbers.”

said. “My eighth grade year, one of the varsity pitch-

Golf

Bowling

she had the glove for a while and then one game the

“We all have to wear the same uniform,” senior Jor-

“A rule that some thought was annoying was only

ers had a greenish yellow symbol on her glove and

umpire noticed it and made her color it in with black sharpie in the middle of the game.”

dan Kleinschmidt said.

being allowed two balls on a lane at state, when

some people have a lot more than two balls,” junior Kelli Bormann said.

backpage

the b&w p. 20

The power of personality words & layout Mallorie Goodale

INTROVERTS Introverts gain energy from being alone. “Be-

AMBIVERTS

Ambiverts are somewhere in the middle and

EXTROVERTS An extrovert is defined as a person concerned

ing around other people drains (introverts),” psy-

most people fall into this category. “It’s a spectrum

more with external reality than inner feelings, ac-

energy in more solitary environments.” When giv-

switch, all the way introvert or all the way extro-

being around others. “Extroverts are good at con-

chology teacher Jesse Dowell said. “They gain

en a choice, introverts chose to spend their time alone or with close friends over a party with a lot of strangers. According to Psychology Today, an

introvert’s nature is frequently misinterpreted as shyness or avoidant personality disorder, many introverts socialize easily they just prefer not to.

of behavior,” Dowell said. “It’s not like an on off

vert. If you think of it like a scale of one to 100,

very few people would be all the way at one extreme.” An ambivert enjoys social interaction but

also loves alone time. It is easy for an ambivert to be knowledgeable in many different areas but not necessarily an expert in anything.

cording to Dictionary.com, they gain energy from necting with people,” Dowell said. “They have

a better ability to small talk and have a natural

knack for that.” According to Psychology Today,

extroverts “zip through the world in search of novel experiences, social connections and leadership opportunities.”

Millie Varley ‘14

Mallorie Myers ‘16

Elliot Suitor ‘15

of the house sometimes. It’s

of both sides, I like group time

lull in the conversation or if

“It’s hard for me to get out

“I like being able to get a taste

so much easier to just stay

but I still enjoy my alone time.

at home and read a book.

I think I’ve gotten better at

“I feel like I need to fill up a my friends and I are sitting

People definitely see me as a person that is out there and

around doing nothing I’m the person to say ‘we have

public speaking but I used to be really awful at

around people and very social but my biggest

to go do something.’ Sometimes when I’m tired

is awful.”

with people.”

going to?’”

it and just talking to normal people. Small talk

struggle is deciding if I want alone time or to be

it’s like ‘oh now who’s going to do this if I’m not

Quiz: Are you an introvert, ambivert or extrovert?

Answer each question true or false.

Quiz from http://www.thepowerofintroverts.com/quiet-quiz-are-you-an-introvert/

1

I prefer one-on-one conversations to group activities.

6

I’m not a big risk-taker.

11

I tend to think before I speak.

2

I often prefer to express myself in writing.

7

I enjoy work that allows me to “dive in” with few interruptions.

12

I often let calls go through to voicemail.

3

I enjoy solitude.

8

I like to celebrate birthdays on a small scale, with only one or two close friends or family.

If you answered mostly true, you are probably an introvert.

4

I seem to care about wealth, fame and status less than my peers.

9

People describe me as “softspoken” or “mellow.”

If you answered evenly, you are probably and ambivert.

5

People tell me I’m a good listener.

10

I prefer not to show or discuss my work with others until it’s finished.

If you answered mostly false, you are probably an extrovert.