THE WA R R I OR POST
Martin’s past • pg. 3 Blast to the past • pg. 10-11 Most Intriguing Seniors•pgs. 21-24
the senior issue
VOLUME 40, ISSUE 3 MAY 2022
WP
the warrior post
Martin High School 4501 W Pleasant Ridge Arlington, TX 76016
Editors-in-Chief Jordan Clark and Aysha Mirza
Sports Editors Ally Little and Laynie Stroup
Copy Editors Lilly Griffiths and Claire Loyd
Entertainment Editors Keyla Holmes and Molly Maddock
News Editor Amanda Kohutek Features Editors Ezrie Camp and Trinity Orosco Opinions Editor Mallory Menard
Photo Editor Lorelai Hofer Adviser Tricia Regalado Principal Marlene Roddy
Staffers: Independence Atwood, Olivia Bell, Zizi Belvin, Olivia Branch, Jessica Castillo, Grace Connolly, Katy Dixon, MacKenzie Estes, Allison Greenwood, Sirinity Hubbard, Alyssa Lee, Ashlynn Lee, Chloe MacFoy, Katie Nguyen, Kierra O’Leary, Noelle Pond, Tiffany Quach, Sally Rodriguez, Tiffany Quach, Margaret Saxon, Helena Snegon, Asia Wilkey, Ely Williams, Kylie Woods, Shelby Zimmerman The Warrior Post is the official publication of Martin High School. Opinion columns don’t necessarily represent the opinion of The Warrior Post or of Martin High School.
2 • OPINIONS
Cover photo by Lorelai Hofer
-30-
Before computers, reporters used to write -30- to signify the end of their stories. As our Warrior Post seniors end their high school journalism career, they leave words of wisdom. “What if you fall? Oh, but my darling, what if you fly?” If you don’t step out of your comfort zone, you never know what you might be missing out on. So take risks and enjoy life to the fullest. - Ezrie Camp As you go through high school, don’t let other people hold you back from getting to where you want to be. Just because you’re scared does not mean you cannot come through and get to where you want to end up. Be courageous. It’s fun to be bold. - Jordan Clark Don’t let what others think of you change your values or your actions. Don’t be afraid to show your true self, even if others might not like it. That’s their loss, not yours. - Grace Connolly Slay all day. - Allison Greenwood If you love something, give it your all, even if it’s scary or you think you might get judged for it. Your passions are for you, not anyone else. -Lilly Griffiths Remember to be patient with yourself. You deserve grace as you grow and navigate through a lot of negative and positive experiences throughout high school. You don’t need to have everything figured out right now. - Keyla Holmes “Cages or wings, which do you prefer? Ask the birds. Fear or love, don’t say the answer. Ac-
tions speak louder than words.” - Jonathan Larson - Amanda Kohutek Enjoy what you do in high school. Don’t let anyone stop you from doing something just because they don’t like it, especially if you are in a publication. Just enjoy it while you are here. - Ally Little You never regret being a good person to the wrong person. Your behavior says everything about you, and their behavior says enough about their character. - Claire Loyd Once you stop caring what other people think of you, life gets way easier. Finally getting to be myself without holding back is the most rewarding feeling ever. - Mallory Menard “Follow your passion. Stay true to yourself. Never follow someone else’s path, unless you’re in the woods and you’re lost and you see a path. By all means, you should follow that.” - Aysha Mirza “The future belongs to those who believe in the beauty of their dreams.” -Eleanor Roosevelt - Kierra O’Leary Drink lots of water and make sure to schedule regular checkups with your doctors, especially your dentist. You will regret it otherwise. - Ely Williams
Martin High School: Chapter One
The crowded hallways of Martin, Sept. 1983.
Trinity Orosco and Laynie Stroup • Features and Sports Editors 40 years. One building. Thousands of students. Is high school really the best years of our lives? With the opening of Martin in 1982, this school has had its fair share of shortlived traditions, but it has also managed to create some everlasting ones as well. “I always loved a pep rally,” Martin alumni class of ‘86, Kristen Crisp said. “Good reason to ditch a class, and it was always a good energy booster.” Crisp wasn’t the only one who loved a chance to miss class. Martin class of ‘86 grad Kendra McKenzie Shier recounted a whole day dedicated to it. “Senior Skip day was pretty awesome, where we all skipped school and went to the lake,” Shier said. “Most of our parents played along and called us in. Fun times.” It’s crazy to think how much our lives can change in four years, the memories we carry, and the future we create. “The best memory was meeting my wife when I was in tenth grade and she was in eleventh grade,” Martin alumni class of ‘85, Les Eaves said. “We were both in band so we had great memories of the marching band competitions.” When you think of Martin today, you can imagine the crowded hallways and full classrooms, but in 1982,
Girls tennis team prepares for state, Nov. 1983.
Martin victory against Ennis, 81-84, Dec. 1983. Martin had only 1,800 students, and no freshman class until years later. “The size of the campus today amazes me,” Shier said. “It’s like a college campus compared to what we had.” When freshmen were moved on campus for the 1996-97 school year, Martin’s enrollment shot to around 3,000. Since then, each year that number continues to skyrocket, making Martin one the largest high schools in AISD with close to 4,000 students. “We have different groups, cultures, races, and backgrounds that make Martin such a special place,” Principal Marlene Roddy said. Back in the summer of 2020, Martin announced the controversial removal of its mascot, which led to people going as far as signing petitions to keep the
Health class ready for Christmas Break, Dec. 1983. Warrior head as the mascot. “I am saddened by the ‘cancel culture’ that said we should abandon our Warrior mascot and artwork,” Shier said. “I am proud to be a Warrior and don’t think it’s disparaging of our Native American family.” Despite the arguments over the school mascot, what makes Martin stand out is its yearly traditions that continue to show school spirit. Roddy said her favorite fall tradition is First Event. “First Event starts off with parents and kids converging on campus like the carnival in elementary school or the country fair,” Roddy said. “Everybody is a whole community, and it just starts the year off on a
positive note.” Roddy said she also loves all the senior events that lead to the departure of the senior class at the end of each year. “It’s really hard to lose our seniors, because I really get to know who they are for years and now they are leaving.” Roddy said. We spend an estimated total of 35,064 hours in high school, so the importance of savoring the moments can’t be stressed enough. “High school is when they’re trying to decide what they want to be as adults, and preparing for college,” Roddy said. “It should be a special time for students.”
NEWS • 3
Growing pains
Stadium construction will impact student athletes MacKenzie Estes • Reporter The Arlington ISD has approved the construction of Martin’s existing practice field and is renovating it into the district’s third competition field. The new athletic field is needed as the district wants three competition fields for its six high schools to share. “The field is set to be finished in the fall of 2023,” principal Marlene Roddy said. “We are having to start at a later date due to conflicting events, but hope to see the stadium begin to be built in the early months of summer break of 2022.” Once construction starts, it should progress relatively quickly. “The stadium should take around five to six months, but we are working to quicken the process to have it done for future athletic events for the 2022-2023 school year,” Roddy said. As for the sports teams and coaches, they are having to work around the construction and find new
places to practice. “As the field is going through renovation, there is going to be a new softball field on the Martin campus,” softball coach Stephen Holton said. “We are unsure as of right now where we are practicing but we really hope to start training soon.” The cross country team practices are also going to be impacted as the stadium is in the works. “The construction of the stadium is going to affect our team, and we are planning on ways to work around it,” cross country coach Jamie Couch said. “We haven’t come up with where we are practicing yet but are going to have to find somewhere soon.” As the set date for the stadium’s construction to start approaches, the architects are taking extra precaution considering the original layout of the Martin field, traffic flow, the neighborhoods surrounding the campus, as well as its effect on all sports teams.
Features of the new stadium: • 10,000 brand new seats • Upgraded locker rooms • State-of-the-art press box • New concession stands
BATTLE
of the
fine arts
As AHS prepares to open a new Fine Arts Academy, Martin students and faculty wonder how that will impact us Jordan Clark • Editor-in-Chief Most students at Martin have heard about the new renovations Arlington High School will be receiving in the next few years. There have been questions and rumors about it, but not everyone knows the real reason why. In just a few short years, Arlington High School is adding a new program to their school, the Fine Arts and Dual Language Academy, which is resulting in their renovation as part of the 2019 bond package. Similar to Martin’s STEM Academy, the FADL Academy will be a “school within a school.” There are going to be a plethora of new classes offered to students that are a part of this pro-
gram. None of these classes have been specified though, and probably won’t be for another year, as the district is still deciding what to add. Classes such as advanced opportunities in art, music, and theatre. 2D and 3D art classes, piano, and a new dance course as well as Chinese, and other dual-language courses are expected to be offered. There have also been rumors about specialized theatre courses such as costuming, scenic design, lighting and sound classes, and much more. Because of the way the classes are predicted to be held, the resemblance to Martin’s STEM Academy is large, but not everything about the FADL is going
to go the same way. The STEM program begins in eighth grade when students start applications and the interview process, while the FADL has students starting in Pre-K as applicants. “The Fine Arts and Dual Language Academy was set up for students prior to the start of kindergarten,” Martin principal Marlene Roddy said. “Those students were chosen based on their parents’ application and interviews when they were still in PreK.” Corey and Jones Elementary Schools are Fine Arts schools with children in preparation for the FADL Academy. Once students finish at Corey or Jones, they will then feed into Gunn Junioe High, and Arlington High School so they can further their ed-
Arlington High School will open to students from the Fine Arts - Dual Language academies at Corey and Jones Elementary Schools and Gunn Junior High School. Photo by Mark Regalado
ucation in the arts. “These students, who have been immersed in fine arts programming since kindergarten, will be provided with educational opportunities and classes that fit the advanced curriculum that they have been receiving their entire educational career,” Arlington High theater director Lynne Varelans said. “This is simply an extension of the fine arts program at Gunn JH and Corey and Jones Elementaries.” The academy is predicted to draw in roughly 200 to 250 students from across the district. Administrators from other high schools in the district said they don’t feel as if they are “losing” students to Martin because of STEM, so it should feel the same way for FADL. High schools from across the area should not be “losing” any potential students since Arlington ISD is a district of choice, meaning students already have the opportunity to go anywhere. “Although you can say AHS and other AISD high schools ‘lost’ students to Martin, it doesn’t affect our culture or how we design our curriculum for the science, engineering, or math departments at our schools,” Varelans said.
NEWS • 5
MARTIN Arlington vs
“We still have many classes and educational opportunities for students at our campus.“ While there may be little concern about students leaving Martin or other campuses, rumors have gone around about staffing. There is not enough staff at Arlington High to accommodate all the new classes that will soon be offered. Rumors by word of mouth have suggested that Arlington will pull teachers from other schools, while on the contrary, some are saying that they will hire all new teachers for these electives. “Staffing is based on enrollment,” Arlington High School principal Stacie Humbles said. “If our enrollment increases with the FADL program, we’ll add more staff. We will also likely need more teachers for different languages and for the different specialties of FA.” “In the conversations we have had, nobody has let on that they have been selected to go over there and nobody has let on that they are contemplating moving over that way,” Martin theater director Jordan Chambers said. The fine arts programs at high schools across the district have already made their departments what they are today. They have worked their way up to where they are now – especially the programs at Mar-
6 • NEWS
Arlington High School is undergoing renovations and rebuilding to prepare to be home to the Fine Arts - Dual Langauge Academy. Photo by Mark Regalado tin. “Martin has a strong fine arts program in all areas – choir, orchestra, band, and the visual arts,” Roddy said. “I expect that to continue. We have great students and great staff to serve them in all areas.” Even with all of the new opportunities the FADL Academy is bringing to Arlington High School, there is comfort in knowing that our teachers at Martin are dedicated to their Warrior family. “I think at Martin we have established some really strong fine arts departments that are known for being strong not only across Arlington but across the entire state,” Chambers said. “I think everyone is staying where they are because we have built these programs and we want to continue to work in them.” Martin’s Fine Arts Departments have made a name for themselves and made it
known to the public. With the FADL, there were some worries about increased competition amongst the schools and maybe some unfair advantages to AHS in UIL events. “A win for any of us is a win for all of AISD,” Varelans said. “Martin has a fantastic theater department with amazing directors, and they have been very successful for many years in the realm of UIL One-Act Play. I don’t foresee this new program at AHS changing that.” With the new renovations and additions being added to the fine arts departments, specifically to the theater department, questions spark if it will make the OAP competition unfair because of the advances in technology Arlington will have. “I don’t think it will make things unfair for the other schools,” Chambers said. “I think it will just be that they will have access to oth-
er technologies. We’ll still have access to technology in the same way, but might get it later.” New technologies and opportunities will soon be within reach for these incoming students and Martin is happy to watch AHS grow in its departments. But, at the end of the day, nobody knows much about the FADL Academy and what its future holds. Because there are still a few years before the high school program takes off, a lot of information hasn’t been finalized yet and probably won’t for a few months at least. “I am proud of all the programs we have at Martin – fine arts, athletics, and academics,” Roddy said. “We will continue to provide our students with incredible opportunities and I believe our community and our families will continue to support Martin High School in future years.”
A head start
Programs offer students early career certifications Keyla Holmes•Entertainment Editor As students do their best to navigate through Martin and all it has to offer, choosing a pathway can be difficult and feel like quite the process. While counselors put their best effort into sharing all their knowledge about the different courses students can take, valuable information can be lost in the midst of all the planning and preparation both counselors and students are taking on. Among the many paths students can choose, Martin has a selection of fields that offer different types of certifications, and simply gives them a head start. During students' time at Martin, those interested in EMT and firefighter training are able to gain the experience and knowledge in order to receive their necessary certifications. “Being able to obtain my certification after I graduate is such an advantage,” senior Conner McCurdy said. “You can go get a job straight out of high school making $65k a year, and that's just the first year.” The benefits of choosing some of these pathways though, aren’t just monetary. Senior Kacie Trussell, involved in the police academy, gives insight into how early certification can result in positive attention. “Getting a certification in high school definitely makes you stand out on your resume,” Trussell said. “Having all of these certifications on your resume makes you seem more trustworthy than some-
one without certifications.” While some of these pathways can be an alternative to the culturally popular fouryear college experience, they can also be utilized to enhance or improve college applications. “Having this course on your resume helps make a good impression for college applications, especially if you get your EMT certification and want to go to nursing school,” senior Arash Asadi said. “It gives you a greater chance of getting accepted.” However, for many students these courses are more than the possibility of making a comfortable living. “In this line of work you build so many relationships with the community and people, but most importantly with your crew,” McCurdy said. “You build a brotherhood, and these are the people you trust with your life, and it's hard to find a bond like that anywhere else.” Not only can these pathways come with a deep sense of fulfillment, they can also carry a light hearted sense of fun to them. “The course is very interactive, making learning the material fun,” senior Mallory Trussell said. “At the end of the year, if you pass the exam, you’ll become a certified pharmacy technician.” Although these courses may require flexible students due to the amount of time and energy needed to be successful in them, students express that they can also be a relief. “I don’t ever feel overwhelmed by this class in rela-
tion to my other classes,” senior car mechanic Alex Peay said. “It’s something that’s honestly a relief amongst all my school work as it’s something I genuinely enjoy doing.” Programs and/or pathways resulting in certifications that allow you to get real life experience while in high school may sound appealing and fun, but knowing who to ask and where to gain the information needed to get into these programs can feel difficult. “I am a big proponent of talking to other students that have been in the program – especially some of our classes like wielding, construction, cooking, and culinary arts,” counselor Jana Lewis said. “I found out this year for Floral Design that one of my students catered a wedding and her floral designs were used as the bride’s bouquet. I would’ve never known that, but she told me. I think that teachers stick mainly to the facts, not the fun part, where I think students will give you a better view of what the class is really like.” With the coursework being geared towards those planning to eventually make what they’re engaging in their career, the tasks may be difficult.
“Never give up,” Mallory Trussell said. “I know it will get challenging, but it’s one of the best rewards to see your hard work pay off.” Knowing how to make the best decisions for yourself while in high school may feel overwhelming, but being aware of your options and talking to your counselor may help in removing the weight of feeling like everything is supposed to all be figured out and set in stone. “College is not for everyoneand junior college may not be for everyone, especially I think after all we’ve been through the past two years,” Lewis said. “It’s been difficult for everyone.” There are many possible benefits to being involved in a program that gives a student a head start. Having the opportunity to create, build, and inspire all while in high school may not only be exciting, but rewarding. “The most important part of it is helping others, and knowing that people can call you on their worst day, and depend on you to fix it,” McCurdy said. “There is no other feeling knowing you just made someone else's day better.”
FEATURES • 7
Passion picks
Students narrow their majors and career plans Shelby Zimmerman • Reporter For high school students, juniors and seniors especially, college is becoming a daily part of conversation and a large focus in life. Questions such as, “Where are you committed?” “What’s your major?” or “Who do you want to become?” pry at their minds as they grow up and get closer to graduation. Chances are, you may not know exactly what you want to do with your life or how you want to apply your passions and turn them into a career. The first reflex that many high schoolers resort to is studying a very broad topic, such as majoring in business, economics, or a subgenre of medical school. These majors typically provide for a huge range of professions, so that the graduate is able to use his or her studies in a ton of different areas. As of 2019, there were an estimated 157 million people employed in the United States, and about 35 to 40 percent of those people have graduated from some level of college education. Not every profession requires a college degree, and there are many niche industries that prosper without the necessity of a higher education. However, having a college education creates a vastly better foundation for quicker and more stable
8 • FEATURES
employment, in addition to, of course, a better salary. According to the National Center of Education Statistics, the three most popular college degrees in 2019 were business, health professions, and social sciences. What are people doing with these degrees?
Business Degrees
If you’re looking to be a business major, you’re most likely thinking about managing your own (or someone else’s) business or aspirations. With the rise in popularity of social media marketing, media management and online advertisement has provided jobs to tons of business graduates. If you like having a social media presence, consider taking your business degree and using it to create and manage a business’ social media platform. Another high-demand job that is business-oriented is an analyst. Whether you do market research or security, being a company’s analytical overseer is very rewarding. Jobs like these pay well (averaging around $85,000 annual salary) and require less prior job experience than other business routes. Climbing the ladder of success is only a degree away. With a larger understanding of where to take your certification, you can prosper in life. Going to college and beginning your path of inde-
pendence doesn’t have to be stressful or endearing.
The Medical Field
The second-most popular degree is the medical field. Most everyone knows someone who has an interest in medical school – and for good reason. The amount of things you can do with a medical degree is astounding. And beyond that, many of the jobs involved pay well and are crucial to your community. Tons of high schools also offer programs for students interested in pursuing a medical degree in college – such as STEM classes, medical terminology, and accelerated biology courses. Working towards a medical career is a lot of work but there are so many accessibilities that make it easier by the year. What most people may not realize about medical degrees is that there is so much more to it than just being a doctor or surgeon. Three of the most popular jobs accepted by those with medical school diplomas were pharmacists, nurse practitioners, and physical therapists. All three of them also average above $80,000 per year in salaries, making the investment in a medical degree very profitable. Pursuing the medical field isn’t for everyone, but for those interested, it will pay for itself many times over in both funds and knowledge. Don’t let the vastness of a career intimidate you.
Social Sciences
The third most popular degree issued in America is social science. With the introduction of mental health awareness and a more philosophical approach to growing up, it’s no surprise that social sciences and psychology has become popular in recent years. Some of the classes you are able to take within that career path are incredibly hands-on and eye-opening. Anthropology, women’s studies, psychology, and other humanities classes are based on social sciences and will teach you a ton about the topics you choose to focus on. You are able to learn a lot about yourself and others through taking these classes, which will be rewarding in your job and your life. Aside from being a psychologist or a social worker, having a degree in social sciences gives you the ability to work well with every type of person, including children. Many people decide to work with kids through being staff at an elementary or middle school. Another direction you could move towards after pursuing a social science degree is a historian or urban planner. History and human environment interaction is a big focus of social science, and learning about the changes that the world has undergone is one of the most important tasks we have as a society.
More than stock shows
FFA benefits students with a passion for agriculture Zizi Belvin • Reporter “In 1928, when FFA was originally started, it stood for Future Farmers of America, and the goal was to raise young men into farmers,” Agriculture teacher Kristin Clark said. “As FFA progressed, they changed their official name to just National FFA, and the acronym no longer stands for Future Farmers of America.” FFA now only stands for a group of students with something in common: a passion for agriculture. This love encompasses careers such as veterinarians, welders, floral designers, landscape designers, and even agribusiness. If a student wants to join FFA, they must enroll in one of the many agriculture classes that Clark teaches. Principles of Agriculture, Small Animal Management, and Equine Science are prime examples of some here on campus. Next year, Clark will be teaching a class in Professional Standards in Agribusiness as well. There are also other courses offered at places like the Agricultural Science Center (like Livestock Production), as well as classes such as Floral Design and Veterinary Medicine at the CTC. Students who decide to raise and show animals choose from a selection of animals depending on their capabilities, and show at multiple livestock shows throughout the year.
They have the chance to make meaningful connections with the administrators and students from all over AISD, both of which are helpful in many aspects. “They don’t just help me with agriculture, they help me with life,” sophomore Kayla Self said. “If I’m having a panic attack or if I’m having a bad day or if I just need to talk about something, Mrs. Clark is my right-hand-man.” But if animal showing isn’t your cup of tea, there are many other options including Career Development Event teams or horticultural-based competitions. CDE teams exercise their knowledge in various contests. Teams compete at multiple contests in the spring semester, and if the team is successful enough, they even stand a chance at going to state. There is a wide span of teams, including fields like milk quality, floriculture, and entomology. Through these teams, students can prepare themselves for various work environments and feel more prepared when it comes to deciding on a career. However, people don’t only join for the career and future opportunities. “It gave me a chance to be in something extra and be looked at differently,” junior Heather Dye said. Many colleges and jobs also take notice of these activities. Self said she plans on at-
Left: Senior Anton Chowdhury pets a rabbit. Physics teacher Amanda Benson brings her rabbits and birds for her students to interact with. Photo by Mark Regalado Below: Senior McKenzie Feist and teacher Shelby Hale work to tie BamBam the cow’s tail at the Ag Center. Photo by Lorelai Hofer
tending Texas A&M University to research rabies and neurological issues in animals. She said she feels that FFA has helped her prepare for her future by giving her a glimpse of the environment that she may be working in later on in life. Dye, on the other hand, said she has other plans for her future. “I don’t have any plans
for attending college after high school yet,” she said. “I’m still trying to figure things out. Either floral design or something to do with plants, though.” For more information on FFA, visit Clark in room 142A (in the athletics hall) or visit the National FFA website.
FEATURES • 9
Blast from the past
In honor of Martin’s 40 year anniversary, we 1982- The school first opened with only looked back at newspapers since the school sophomores and juniors. opened in 1982 to find snippets of importance every year.
1983- Doris Lara-Mullins is named Newcoming Queen for the second year in a row.
Aysha Mirza • Editor in Chief
1995- Due to graduation credit requirements increasing, AISD changed the schedule to a block schedule.
1996- Senior Sambree Guin competes in the Miss Teen USA pageant.
2012- Martin holds its second schoolwide Lip Dub, raising $15,000 for cancer research.
2013- 17 students were named National Merit Commended.
10 • FEATURES
1994- The first ever Mr. Warrior, now known as Mr. MHS, was put on with sophomore Adam Dietrich winning the title.
1997- Coach Sabina Harrington began teaching Health at Martin as well as coaching soccer and volleyball.
1993- Martin had its first junior high student, Josh Strayhorn, who become a sophomore at age 12 after skipping second, eighth, ninth grades.
1998- The Little Theater mural was painted by art history and philosophy teacher Dr. David Tripp.
2011- Marlene 2010- Junior World Roddy started Affairs Council members her first year as participated in the first principal. ever Italian exchange hosting 18 Italians.
2015- Faculty, students, families, and friends gather outside the upper gym lobby for a vigil at the new Fallen Warrior Memorial garden.
2017- MHS won a local radio station contest. The Eli Young Band then visited and put on an acoustic concert for the students and staff.
2009- A new bond package was approved giving AISD the opportunity to update the hallways and take out the old carpet, giving the hallways a cleaner look with tiles.
2019- Orchestra and choir were invited to travel internationally to perform in London.
1984- Martin counselor, 1985- The Warrior Post Linda Maddox, publishes staff members conduct an a book called Get Off My experiment “vandalizing” Back which is a collection cars to test how secure the of experiences told to her senior parking lot is. by students.
1992- The new Lady Warrior gymnastics team went to state in their first year and two individuals placed second at state.
2001- Sophomore Matt McGrath was the first male cheerleader and won the Nation’s Best Cheerleader award.
1986- After enrollment went up by 1000 students, a care team was created to welcome new students.
1991- The first annual Powder Puff game was started and sponsored by Student Council.
2002- Students were allowed to carry cell phones and pagers for the first time after parents and students expressed concerned for their safety after Sept. 11 and the Columbine shooting.
1990- Martin starts M.A.D., a program hoping to eliminate drugs and alcohol abuse, but in order to join, a drug test was required.
2004- Junior Ashley Anderson appeared on the game show Jeopardy and won $8,300.
2007- The Literary Magazine, 2008- TCC Dual Credit was known as The Coup, hosted offered for the first time giving the first-ever Martin Idol and students the opportunity to get named freshman Scott Hoying ahead in college. winner.
2020- The Covid-19 2021- Due to a five-day pandemic erupted winter storm in February, and schools closed pipes began to burst in for months, transi- houses and in several AISD tioning to all online schools including Martin, for the first time in causing construction for history. several weeks.
1989- Students were able to take a sport as a class period, replacing P.E. to help improve athletic perticipation.
2005- ASL students sign the National Anthem at the women’s district basketball game held at Martin against Duncanville.
2006- Football coach Bob Wager began his head coaching position after the previous coach announced his retirement.
2022- AV production teacher, Adam Powell creates a Lip Dub for Martin’s 40-year anniversary.
FEATURES • 11
Tattoos and their stories
Students and teachers share the meanings behind their tattoos Tiffany Quach • Reporter Everything has a meaning in life. Whether it be an accident or something intentional, there is almost always a message behind it. One of the fascinating meanings in life can come from a person’s tattoos. Why does one choose to get that tattoo? Was it an impulsive move, or did they totally mean to get it? Here at Martin, we have several varieties of tattoos in our student body. Senior Mark Regalado has a tattoo located on his lower right forearm. “I got it there so that I could see it whenever I wanted to, and I also heard that it’s one of the least painful spots,” Regalado said. A heartfelt message is hidden behind his first tattoo. “My dad would draw this little sun on the back of his photo prints,” Regalado said. “He died when I was 10 years old, so I wanted this tattoo as a way of remembering him.” When it came to asking for permission, Regalado didn’t have much trouble. “Well my dad didn’t really have an opinion (obviously),” he said. “And my mom didn’t seem to mind either because I would be an adult by the time I got it.” Tattoos can take quite a while, obviously depending on the size of it. “The entire process took about an hour getting the design and size right,” Re-
12 • features
galado said. “The needle and skin part took maybe 15 minutes.” On a scale from one to ten, Regalado would give his tattoo pain an eight out of ten. “I told myself it was going to be bad so that I could trick my brain, and it worked pretty well.”
Senior Gema Upton got a tattoo on her left shoulder in September of 2021. “I liked the placement of my shoulder because it leaves room for more tattoos underneath,” Upton said. Upton has a distinctive meaning behind her tattoo. There are two meanings behind it: the Virgo design and it also represents the Honor of Eve. “It’s a Virgo tattoo because I am a Virgo,” she said. “But it’s also in honor of Eve from the Garden of Eden bible story.” “Growing up in the church, there has definitely been a lot of misogyny, and a part of that is the way Eve is blamed for the fall of hu-
manity, and called selfish and evil,” Upton said. “But I think she was brave and bold for wanting answers.” Asking her parents for permission wasn’t an issue at all. “I’ve been talking about getting tattoos many months in advance, so they knew about it,” Upton said. The tattooing process took about an hour and a half. As for the tattooing process pain, “it really wasn’t bad at all,” she said. “Out of 10… probably a four,” Upton said. “But to put it in reference, I would rather have tattoo pain over other common pains anytime.”
Math teacher Josh Ogg had a tattoo done on his upper right arm. “I chose to get it there because it’s pretty far from my heart maybe?” Ogg said. “I don’t know, it just seemed like the right spot.” When it comes to the visual of Ogg’s tattoo, it’s quite unique. “It is actually a curve on a graph, and at a single point,
there’s a line that’s tangent to it,” Ogg said. “And there is some calculus to it on the side as well.” Ogg was on vacation at the time that he decided to get his tattoo. “I think I was about to graduate college with my math degree, and I was on vacation with my wife when we went and got tattoos,” Ogg said. “Since the graph has a TANgent line, it’s a tan line on my arm. It’s a really corny math pun, but there is also obviously math behind it.” Compared to his other tattoos, Ogg said that this calculus tattoo was pretty quick. “I drew it all out as the guy was tattooing my wife because tattoo artists don’t necessarily know how to do calculus,” Ogg said. “After 15 minutes, I handed the guy the sketch, and the whole thing took about 40 minutes.” When it came to a pain scale, “I guess I would give it a three out of ten,” Ogg said.
Behind the seams
Chrystel Anne and her models for the February 2022 NYFW show
How this Filipino fashion designer made her mark during her second Fashion Week Lilly Griffiths •Copy Editor
“I was backstage and I heard someone – I assume it was a guy because of his voice – but he said something along the lines of, ‘That looks really ugly.’” Chrystel Anne, founder of Chrystel Anne Fashion, wasn’t always a New York Fashion Week designer. She was born and raised in the United Arab Emirates and was influenced by her aunt when she started her fashion design journey. After studying at the College of Fashion and Design in Dubai and Dubai Institute of Design and Innovation, all of her designs are body positive, zero waste, and made to order. “It always starts with an idea and then I create a mood board,” Anne said. “I collect things that inspire me and then I create structures and pieces that’ll stand out. I take lots of information from how fabric reacts and moves.” She shared some tips that help her stay up to date as well as stay true to her
Chrystel Anne Walks the runway after her first fashion week in 2021
roots. “I simply just research current trends,” Anne said. “I would encourage you to just continue studying. There is always something new happening in the industry. You always have to be ahead of the industry.” After experiencing this year’s fashion week in February, Anne said she learned a lot about herself and her designs. “I had a lot of self doubt coming into this,” Anne said. “I changed some of my pieces last minute and I had a hard time believing in myself. I learned a lot because of the feedback I got and from what the press was saying. I ended up believing that, ‘Oh I can actually do this and I’m kind of good at it.’ The responses I got gave me more confidence.” This year, her New York Fashion Week collection was called “Feel.” This whole collection was inspired by one of her close friends who challenged her to create her entire collection based on emotions. “The most challenging part was coming up with pieces that would evoke emotion,” Anne said. “The question I asked myself when I was making these pieces was, ‘Will people feel emotion while looking at this?’ At one point everything became a lot for me, reliving the emotions I experienced during the pandemic, so I stopped creating for a few months.” Even on the day of her
show, she was having doubts and second guessing how she designed certain pieces. “The day of, I was really having a lot of second doubts,” Anne said. “One of the pieces that went on the runway was changed the day of. I sewed another skirt, because I thought it didn’t look good.” Despite the challenges that came with this collection, she couldn’t decide on just one favorite piece that she worked on. “The finale piece was one of them, hands down because I got to create it with my engineering friends,” Anne said. “It started as an idea, and I really didn’t know if it was gonna happen or not.” Anne said she had a unique experience creating her second favorite piece. “My second favorite piece was the dress that I had a dream about,” Anne said. “It literally came out of nowhere. When I woke up from my dream, I did a sketch about it. It looked like a taco and I thought maybe it was because I was hungry.” When Anne found out that she had been invited to fashion week yet again, she posted it for the whole world to see. “I actually cried and I post-
ed the video on TikTok and that went viral,” Anne said. “I got the call from my PR representative and he told me while I was driving and I just started crying. It was really insane, I had a lot of emotions going on. First of all, I couldn’t believe I was going back.” Although she has already achieved so much in a small amount of time, New York Fashion Week is just a stepping stone for Anne. “For the brand itself, I’m hoping to start creating menswear and also get into the digital space,” Anne said. “Maybe I’ll create some NFTs or getting into the metaverse. I definitely want to try something digital.” Anne has been recognized for her talents and hard efforts as an international designer, but she doesn’t necessarily want to be remembered for that. “I want to be remembered as a Filipino female designer who inspired other Asian designers,” Anne said. “A lot of Asian parents really push for their children to go for more traditional jobs when they’re growing up. I really want to be remembered as someone who inspired other asian creatives to really continue or follow their dreams to go down the creative path.”
features • 13
Lost in translation
Students notice the lack of choices regarding language classes and share how they feel Katy Dixon • Reporter In the world today, you never know who you are going to meet and what language they will speak. There are approximately 7,151 languages spoken today, with just 23 of them accounting for more than half of the world’s population. “Living in the U.S., you encounter people who don’t speak the same language as you every day,” sophomore Kayla Self said. The foreign language curriculum at Martin teaches 5 of these: Spanish, French, German, American Sign Language, and Latin. To emphasize the importance of language, the American school system requires students to take at least two years of a foregin language as part of the requirements to graduate. “I think it’s important because it allows students to communicate with people who aren’t fluent in English,” sophomore Gyasi Young said. With a minority enrollment of 50.2 percent, Martin is ranked number 177 of 2,049 most diverse public high schools in Texas. Despite this, the student body seems to believe Martin lacks language diversity. Are we truly diverse if not diverse in all things? “At Martin, most people speak English, a smaller majority speak Spanish, and an even smaller portion speak another language,”
14 • features
Self said. “If you were to ask about the diversity of Spanish and English speakers, I would. It’s pretty good, but aside from those, the diversity becomes lesser.” With only five languages being taught, the road to possibilities is narrower than it could be. “It’s beneficial to many things,” Young said. “Like job opportunities in foreign countries and communication.” It seems like a great idea to require students to learn a second language, whether it’s for pleasure or business. “It’s fun to learn new things and use them in your everyday life,” freshman Celest Harbrink said. But what about the students whose first language isn’t English? Should they still have to take two years of a language to graduate? “Yes and no,” Spanish teacher Sharlaine Sierra said. “I don’t think they should necessarily have to start at level one and two because if they already speak it pretty well, then learning their greetings and alphabet and everything is pointless. We do have placement tests that exist. So if you already speak Spanish, for example, you take a placement test and it kind of puts you in an upper level.” “If you already know Spanish, why would you want to take Spanish?” Sierra said. “Again, you should try a different language. But the other side to that is if you already do know Spanish,
you can start off in those upper levels, like three, and then take AP. The advantage of that is taking the AP exam and getting college credit for it if you pass it, so there’s a positive to it but I also think you should also expose yourself to different languages.” The option of broadening horizons is something that some students feel should be considered. “It’s a great idea,” sophomore Kat Grabeel said. “We’d get the opportunities to learn about other cultures and languages instead of just the few we’re offered here.” There are a multitude of languages that can be taught at Martin, and when asked, students provided a lot of different choices they would’ve made had it been offered at Martin along with reasons as to why they would choose it. “If I was given the option, I would’ve taken Hebrew,” Self said. “It’s a language that uses completely different characters from any of the languages that are available at Martin, and it has cultural significance to me.” There are other ways to learn other languages, but there happens to be an issue with that learning route. This leaves students who aspire to learn another language at a difficult crossroad. “In the past I have tried to learn language through apps like Duolingo, but it lacks the historical and cul-
tural lessons that are given from a classroom setting,” Self said. So, how can a change be made for a brighter, more diverse future? Would adding more languages to the curriculum be beneficial? And if so, what languages would be introduced? “I think it would be a good idea in that it would give kids more options as to what languages they could take,” Sierra said. “I also don’t think we have bad choices here either because we have more than other schools do.” A poll was given to the student body asking questions about what language they are taking or took, and what language they would’ve taken if it was offered. When asked what language they would’ve liked to take, Japanese took the top, Italian in second most preferred, with Chinese and Arabic following up. Other interesting choices were Greek, Vietnamese, Norwegian, and Hindi, and plenty more. Communication is essential to our everyday lives. Knowing a second language can bring a big change in our world, or something as small as meeting a new person. “Language barriers can be broken if more of us learn to speak dialects from around the world,” Self said. “If I didn’t know ASL, I wouldn’t have been able to become friends with a girl in my class because she is deaf.”
Looking forward
Teachers wonder what the future of education will look like Asia Wilkey •Reporter Education has changed drastically in the past few years. Physically being present in class is not the only option anymore. With the rise of new technologies and the constant advancement of the internet, the future of learning is filled with endless options. Last year we got a little taste of what learning online is like but some major improvements are needed if we ever commit to that system. “Online learning will definitely increase in the future, but I hope it will change to be more inter-
active rather than stagnant videos and Powerpoints,” Women’s Studies teacher Sarah Spurrier said. Technology could change learning substantially if we manipulate it to our advantage. Online education provides the flexibility of setting a schedule that fits everyone’s agenda and allows for a better balance of work and studies. “I prefer hybrid learning so that students can work at their own pace,” English teacher David Shattuck said. “Some students don’t need that in-person instruction as much while others benefit from it.” Whereas traditional education has generally fol-
lowed the same model for over 300 years, a transition is currently taking place that will continue throughout this century and further into the future. “I see it being mostly, if not all, remote learning that way education is accessible to more people,” chemistry teacher James Villela said. We can see that technology has the potential to erase the need for in-person teachers as a whole, but how would that affect the efficiency of education? “Based on the shortage of teachers, classes could move online,” CTE health science teacher Jody Miller said. “Technology replacing teachers will be a hindrance
for students’ learning.” Technology is no longer a motivating factor when it comes to learning – it is a must. It’s something that needs to be incorporated in the future of education to ensure students are equipped with the skills to cope in a world dependent on technology. As Education develops to suit the future’s needs, it’s up to us to keep up with it instead of sticking with the past. “Technology is always changing, but human nature isn’t,” Forensic Science teacher Jose Espinoza said. “So you have to teach with the limitations of the human brain in mind.”
Students share their ideas for the war in Ukraine
What are your opinions on war? Students and teachers speak out Margaret Saxon • Reporter With the Russia-Ukraine war filling every headline for the past few months, war can be a very frightening thing for most. We asked people their opinions on war to see the general consensus.
Inde Atwood • Reporter Russia’s invasion of Ukraine has been talked about everywhere recently, and most of America is unified against them in support of Ukraine. None of the students asked supported Russia, and about half of them thought the U.S. should deploy troops. “I think it’s good that we’re playing it safe until it’s absolutely necessary,” senior Parker Rogers said. “There are pros and cons to the U.S.’s approach. The cons are that it makes us look weak and make it seem like we’re putting our guard down instead of helping a country who needs it.” Several students said they believed we should reserve military force until it was needed. “If Russia did something aggressive, we would deploy troops,” senior Travis Shalosky said. “But our current response is good.” Junior Donovan Allen, however, said he saw the benefits of a full-on military war. “Our current approach is the best way to avoid a war,” he said. “But if we were to get into a war, we could win and it would help the economy.” Junior Avery Michener said she disagreed with sending troops this early. “I would stay out of it until
it started to affect America, and then I would step in,” she said. Most students said they agreed that this would end poorly for Russia, either by military defeat or backing down from the pressure of other countries. “The war will last maybe two years max because cutting off their economy will eventually have an effect,” Allen said. Rogers said he feared the worst: World War 3. “If Russia continues to wage war, it’s gonna come to the U.S. getting involved and we could have another World War,” he said. Shalosky said he thought the war would only last another month before Russia surrendered. “I think Russia won’t get what they’re looking for and give up,” he said. “They will definitely be in hot water.” Most students said the only effect the war had on them personally was the rise in gas prices. However, Michener had a different answer. “It creates a lot of tension in my family because different generations have different opinions,” she said. “When everyone gets together, it’s one of those topics you don’t discuss if you don’t want to start an argument.”
“Not a big fan. I think there are better ways to solve problems than to result in war, and I think that people just need to talk it out to really make things happen in a more diplomatic fashion.” - Sociology, Yearbook Advisor, NHS sponsor Nina Glass “In general, I’m against it. Usually it seemed like they caused lots of civilian casualties. But if you get into a scenario like World War II, where you have innocent people being slaughtered, then you can’t really sit still and not do anything there, it seems like. In general, I would say don’t do it. But sometimes it seems like there are scenarios where you really do need to act, because to not do so is to almost be complicit in what’s going on.” - Statistics teacher Thomas Bobbitt “I think war is bad and we should just work together to be positive and not have war. I feel like if we all just agreed and minded our own business, we could all just prevent war.” - senior Grace Tapia “I think it’s stupid. People who start wars are stupid.” - freshman Martin Castenda
“It’s useless. It solves nothing. Violence will never be the answer.” - sophomore Danny Ruzanski “It’s very difficult to say, because as always, war is written by the winners. But it really just depends on the reason for the war. I don’t really like it because of bloodshed and mass deaths of civilians. I have mostly a negative view on it.” - junior Angel Dela Cruz “I think that it’s important when it’s for certain things that dictate that kind of response.“ - freshman Alyssa Vance “I don’t think a war should be fought unless absolutely necessary. I don’t really believe in war, but it’s happened, and sometimes it’s for the better.” - junior Aaron Martinez “I think, if, for example, somebody is trying to take over another country then it would be justified to fight back, if it’s like a bully type situation. But I don’t think we should start a war unless we’re being provoked.” - English, RST teacher Wendy Sexton
features • 17
G
rowing pains
Teens talk about what they expect from their upcoming year Katie Nguyen • Reporter
A lot can happen in a year. Adolescence is a period of rapid growth filled with a lot of ups and downs. Most teenagers go through many changes and end up being drastically different from how they were their very first year at Martin. Students had mixed feelings about the next year, and answers varied between different grades. Starting high school is an exciting experience. Freshmen often feel optimistic about the next four years of their lives. Growing up opens a door to new opportunities and comes with many responsibilities. Learning how to drive, forming new friendships, and even becoming committed to a significant other are some notable reasons for freshmen to be excited. For one freshman, the freedom associated with being able to drive is a factor that makes her anticipate the upcoming years of her life. “Hopefully I’ll be able to drive in a year so I can play the music I like without anyone nagging at me,” freshman Samantha Vuong said. Going to a brand new school can make it difficult to form friendships with others, but it teaches us
18 • FEATURES
to value the people in our lives. The main obstacles for freshmen are adjusting to their new environment and being able to make friends. Freshmen hope to preserve the relationships they formed in their first year of high school. For most, not much changes between freshman and sophomore year, but the people we meet and relationships we form help shape us. “I’m not sure exactly how I’ll change from now until next year, but I hope I keep good relationships with my close friends and family,” Vuong said. During sophomore year, students try to maintain their grades and focus on self-improvement. Sophomores use this year to further build the relationships they’ve created the previous year and keep grades up. Throughout the year, sophomores begin thinking about what they want to do beyond high school and their future goals. For sophomore Desiree Flores, the spring of junior year seems like it will be daunting, but she said she still anticipates planning out her future. “A year from now, I’ll be ending my junior year so I’ll probably be applying for colleges or have already applied for colleges and seeing if I get in,” Flores said. “Also, I’ll be trying my best to finish up school in a good
way.” Junior year, infamous for being the most demanding year, puts a lot of stress on students. By spring, teenagers often feel burnt out from all of their academically challenging classes and in addition, they feel the pressure that comes along with preparing for the next step of their lives. Most teens during this time next year hope to end the year on a positive note and savor their last time being a high school student. “As of right now, I want to enjoy my future senior year with all my friends and I’m definitely looking forward to future events like Mr. MHS and the HOSA competitions next year,” junior Clayton Dao said. “However, looking past that, I’m definitely terrified at the prospect of college. I’ve met so many kind, funny, and talented people here who’ve always been there to inspire and help me, and I think college life will be especially hard without them. Overall, I’m optimistic for the future, but I am definitely aware of what kinds of problems I’ll have to eventually face.” Juniors view their next year as a way to recover from the previous year. They’ve worked so hard and
senior year is often a time for students to relax and not worry so much. “Ideally, I’ll be having an easy-going senior year with plenty of free time,” Dao said. “Aside from my classes, I’ll probably be joining different clubs with my friends, experiencing what else school has to offer.” Going from high school to college is a drastic change. Moving to different cities, states, or even going abroad can affect friendships. It’s often difficult to maintain these relationships you’ve formed when distance is a factor that separates people. For one senior, having to make new friends and adjusting to changes that college brings will be bittersweet. “I have mixed feelings about next year,” senior Alex Hart said. “On one hand, I’m excited for the sense of freedom that college grants and the chance to further improve my education, but on the other hand, I’ll be abandoning my friends and the only lifestyle I’ve ever known. It’s depressing to think that all my friends are going to scatter after graduation, so I’m trying to enjoy my social life before I move like two hours away.”
Past. Present. Future.
Teachers discuss how traditions have changed over time and how they impact the school and students Kylie Woods • Reporter Laughter and school spirit fill the halls as students and teachers walk throughout. Cheers of excitement fill the gym as the pep rally begins. Martin itself holds many traditions that are done as a school. There are a lot of traditions held that captures the school culture. “We do the Warrior hand sign at the pep rallies and games,” Public Speaking teacher Michelle Fratto said. “And of course we have the Homecoming pep rally, First Event, senior mums, school colors, tradition colors, coveralls, and lastly we do a senior video where seniors send in photos to create a video.” In the past there have been a lot of traditions that have survived the years and Covid, and some have been kept around for years. “When sports teams make it to finals, we do a Clap Out, and we put the ties on the bridge if the team makes it to finals,” Fratto said. Some teachers said they believe some traditions will continue and bring a positive outlook on the school and the students. “I think they continue because they help motivate the teams and unite the school,” English teacher Melissa Brown said. Many teachers said they
think traditions will change in the future and bring more impact on the school. “I think they won’t change too much, but the ones giving back to the community will grow after this year,” Brown said. Certain teachers and other faculty said they do believe traditions bring different effects to the school and the students themselves. “I wish we had more to bring a positive impact, and the traditions bring everyone as a school together,” Fratto said. Some teachers said they do want some of the old traditions back and think it could help bring the students together more. “One we did was a chant, ‘Warriors then a clap,’” Fratto said. “I like it when everyone is together. It makes me think we are united.” Teachers around the school have many favorite traditions that show how unique we are from other schools in the district. “I love the giving back ones like the Angel Tree and foster care,” Brown said. “I also enjoy spirit week where I get to see everyone’s creativity during that week is exciting to see.” Many teachers said they believe these traditions hold a special place in our school and bring out the best in us. “Traditions are import-
Raising their hands for the Alma Mater, varsity cheerleaders celebrate another win. The cheerleaders were able to enjoy Homecoming night displaying their mums in front of them as they cheered on the players. Photo by Mikayla Erlandsen
Ready for a performance, senior Kadence Turner cheers at the Pink Out pep rally in October. Pep rallies have been Martin traditions since the school opened in 1982. Photo by Mikayla Erlandsen ant to any group, and they really encourage people to connect with the group,”
Brown said.
“The traditions bring everyone as a school together.” FEATURES • 19
The pressure of a plan
As students navigate high school, they must also face deciding what path to take for the future Noelle Pond and Sally Rodriguez • Reporters The pressure to have a plan for the future is something that is an assured dilemna for any student going through high school. With the pestering of parents forcefully persuading their children to have things figured out, it can feel critical to know what to do in the future. This brings light to the question, “Is it crucial to have a plan in order to be successful in the future?” Some students already have a clear idea of what they want to do in life and are starting to work towards that goal during their high school years. “I’m on the bio-med path and in the second stage,”
said sophomore Faith Browne, who has the goal of being a physician after high school. “Next year, I will go to the Career and Technical Center. There are things to be excited for after high school, but if you do have a plan it’s helpful.” On the other hand, those who aren’t too sure of what they want to pursue are confronted by the pressure of the expectations of their peers around them. “It kind of seems like everyone has their life planned out, and I’m just the only one that doesn’t,” sophomore Kimberly Delgado said. While many students face pressure from family or
friends regarding the future, senior Mae Ollins said she is already exceeding her family’s expectations. “My family doesn’t pressure me because I’m going to be the first person in my family to graduate from high school,” Ollins said. In Ollins’ case, she has an idea of what to do once she graduates. “I know I want to go to TCC after high school and then go to UTA after that, but I have no clue what I want to major in,” she said. Whether students had a clear career path or they weren’t too certain, they all agreed on one thing: college is definitely not needed to be successful in life or a future career. “Growing up, I assumed I had to go to college, be-
cause that’s just what you do, and if you don’t then you’ll be homeless or a failure,” Cosmetology teacher Augustus Bruton said. Depending on the student, there either isn’t enough time to prepare, or there’s all the time in the world to figure things out. Either way, there’s always something for everyone – it’s just a matter of figuring out what that “something” is. With the variety of extracurricular or in school programs available to students now, the options are limitless. “Now, high school seems more enjoyable because you can work towards what you want to do,” Bruton said. “When I was in high school, we didn’t have the resources students have now.”
Most
intriguing Seniors
Every year, to celebrate another graduating class and the final isue, the newspaper staff asks teachers to nominate students to represent the Class of 2022’s Most Intriguing Seniors. These ten seniors best embody the word intriguing through their talents, interests, how they live their lives and who they want to become. Don’t know them? Turn the page and find out what makes them so special.
PHOTOS BY LORELAI HOFER REPORTING BY WARRIOR POST STAFFERS AND EDITORS features • 21
Sara Kline
What makes you different from other seniors? “I am deaf, and strong willed.” Where do you see yourself in five years? “I want to own my own auto shop” What are you sad to be leaving behind after high school? “I am not sad. I’m more excited for the future.” What is your greatest fear? “Failure.”
Who is someone that inspires you must? “My older sister. She’s supportive, motivated to learn sign, and she’s always there.” What’s the best advice you have been given? “Always chase your dreams and whatever happens, just keep going.” What do you do for fun? “I draw, study cars, dance, write, and ride horses.” What is your favorite memory? “When I first saw my dream car – a red and white 1969 Camaro – driving next to me on the highway.” What’s the number one thing on your bucket list? “To work in the car industry.”
What makes you intriguing or unique from other seniors? “I would say my style. I like dressing up and doing my makeup sometimes, while other times I’m lazy and don’t have the energy to. I collect dolls, I make costumes, I am currently in a beekeeping apprenticeship program, and I want to become a park ranger.” If you could hang out with anyone, dead or alive, who would you choose? “I just like to hang out with my friends. I don’t think I’d really like to hang out with any famous person because it would be weird, but I’d hang out with my friends.” What’s your favorite memory? “My favorite memory recently. I just thought it was really fun. My dad and I went to New Mexico. We were up in the mountains and we decided to go hiking, but by the time we got to the hiking trail, it started raining. So we just went hiking in the rain and it was really fun. Another good memory was seeing a Mother Mother concert, which was my favorite concert.”
What makes you intriguing or unique from other seniors? “I play softball, I’m in the Ready Set Teach program, and I’m in AVID. I am going to Odessa College to further my academics and softball carreer.” What is your spirit animal? A cheetah. They are quick and they can stand up for themselves when they need to.” Who inspires you the most? “Rachel Riley. She was my coach. She played softball at the collegiate level, was extremely strong, and was overall a good person. She always knows how to light up somebody’s day.”
Who is someone who inspires you most? “Style wise, I would say like Siouxsie from Siouxsie and the Banshees. But as a person, I would say my dad really inspires me. He has always been really supportive of anything that I wanted to do. And also my aunt, she’s really cool.”
Sport Tuttle
What’s the best advice you’ve ever been given? “I don’t really remember any specific words of advice, but I just think not being afraid to be myself and show who I am is something I’ve learned over the years.”
If you could hang out with anyone, dead or alive, who would you choose? “Probably my dad. He passed away a couple years back because of brain cancer.”
Li; Prescott Lily
What song describes you? “The Star-Spangled Banner. I am a patriotic person.” What is your spirit animal? “The honey badger. Have you ever seen those things? They can attack a lion.” What are you sad to be leaving behind after high school? A lot of the people you don’t hang out with after school, but you have classes with and are nice talking to.”
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What makes your intriguing or unique from other seniors? “I run a small engine repair business. I’m a wedding piano player, once. I like photography, hiking, moutain biking, fishing, hunting, and cooking. I drive a Jeep that I got the engine from a junkyard. I’m the president of the Bass Fishing Team. I also have a pressure washing business.” What’s the number one thing on your bucket list? “I want to roll down a hill in Scotland. Like tumble down a hill.” What do you do for fun? “Cooking, smoking brisket, photography, fishing, guitar, working on engines, hiking/trail building, extreme Sudoku chemistry, level walking, hunting. I go hunting in Nacogdoches or Cisco.”
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Will McDaniel Who is someone who inspires you most? “Probably my grandpa becasue he was also a pilot, but I didn’t know him very well, so I’d say my dad, Mike.” What is the first thing people notice about you? “I don’t know...maybe my height or my socks with Birkenclogs.”
If you could hang out with anyone, dead or alive, who would you choose? “Teddy Roosevelt because of the impact he had on our National Parks.” Where do you see yourself in five years? “In five years, I hopefully see myself getting out of college with an officer commision for a pilot slot in the Air Force or working for regional airlines before commercial airlines.”
What is your favorite memory? What are you sad to be leaving behind after high school? “Freshman year, the entire wrestling team including our “I don’t think high school is my peak, so the only thing I’ll be coaches played paintball. It was terrifying but awesome at missing is my friends.” the same time.”
Kendal Rushing If you could be a teacher, what would you teach? Why? “I want to teach Algebra because I find solving equations with multiple steps fun and it can be challenging at times. The main reason I want to teach is to be able to be a safe place for students and give them helpful information they can use throughout life. I would gladly teach anything if it means I can have a positive impact on students’ lives.” What’s the best advice you’ve ever been given? “Our coach says, ‘Either you did or you didn’t,’ so you can’t give excuses for something you didn’t do.”
Colby Shelby What is your favorite memory? “The best memory was walking into the office and them giving me the green light to make my Skateboard Club because I was trying so hard for, like, weeks and months. No, years. I’ve been trying for years. And then when they were like, ‘Okay,’ I was like, ‘Okay, cool, sweet.’ That is all I was thinking about. It’s Mr. Bill’s (Bill Thorburn) room for the meetings. But after school, we go to Vandergriff Park every Wednesday.”
iano fishing, m a junkessure
Who inspires you most? “My brother. He has autism. And he’s the best thing in the world. If you could met him and understand his personality, it’s amazing for him to unravel his shell around you. He is the best person in the world. If I could be anybody, he would be it.”
on walking,
What’s the best advice you have ever been given? “I got two phones – one for the dough, one for the girls. Just playing. I only have one phone. I don’t know. I’ve never had somebody sit down with me and be like, ‘Listen, you’re gonna have to chnage the world someday.’”
What makes you intriguing or unique from other seniors? “I fly planes. I am training to get my private pilot license. We have ground school some days. I rent the plane from the flight school. Everyone is on their own track but it’s usually one-on-one training. The longest flight I’ve flown is two hours. My best flights are my solo flights.” What is the best advice you have ever been given? “If you’re trying to work towards something, be patient but also persist towards your goal.” What is your spirit animal? “Crocodiles are my favorite animals, but I think I’m more like a moose. They’re the coolest out of all the deer-looking ones.”
If you could hang out with anyone, dead or alive, who would you choose? “Bob Marley. And just Bob Marley becasue like, oh my God, do you like taking time to listen to his music and the things he says? Oh and Tupac, just because like, is he dead or alive? I’ve been seeing things I don’t know anymore. Too much speculation.” If you could be a taecher, what would you taech and why? “Math, becasue I’m just naturally, for some reason, good at it. Math because that’s the easiest subject I understand. And I feel Like I can explain it.” What are you sad to be leaving behind after high school? “The memories of the people that I remember since kindergarten just making memeories and becoming friends with these people and just having them in my life either for a good reason or a bad one. They gave me a lesson from something and you may not know what, but you eventually will know. So I’m just gonna miss everybody that I’ve ever had a friendship with.”
FEATURES • 23
What makes you intriguing or unique from other seniors? “Definitely my pageant experience. I have been competing in pageant since I was eight and I have definitely grown to be more open and become a more confident person through pageantry. I love public speaking, I love community service and inspiring others. I feel like a lot of other people don’t, especially in this day and age, so I think that is what makes me more intriguing.” If you could hang out with anyone, dead, or alive, who would you choose? “Honestly, I’m going to be open about my faith, but Jesus. I really want to know about his journey and I want to know about it one-on-one.” Where do you see yourself in five years? “In five years I want to be out of college and pursuing my news anchor carreer. I really want to be a news anchor and just share the news with everyone. I’m going to UNT and I’m really excited about that.”
Luis Absalon-Lewis
What is your greatest fear? “My biggest fear is to look back on my life and feel disappointed. I have thought about that a lot. I just don’t want to look back and think I could have done a lot better. I want to know that I was successful and accomplished.”
What is your spirit animal? “A Monarch butterfly because I’m free and I can’t stay in one place. I want to travel the world just like them.” What makes you intriguing or unique from other seniors? Five to seven days a week I work as a chef at the Vault in Mansfield. On average I work 50 hours a week.” What is your favorite memory? “Does it have to be one specific moment in time? Probably just when I was little. That’s really when I learned to start cooking. I learned to cook from watching TV shows and playing around in the kichen when I wasn’t supposed to.” What is your gretaest fear? “Something along the lines of not reaching my potential or missing out on opportunities.”
What makes you intriguing or unique from other seniors? “I make music. That’s pretty much what I do. I DJ but also I’m really into welding and mechanical stuff. I love working with my hands. I’m part of the Robotics Team. I’ve also done STEM raves in the past, like my sophmore year before Covid.” Who is someone who inspires you most? “My sister. Right now she’s in the NAVY and I don’t know where she is right now. She’s one of the strongest people I know.” What’s your greatest fear? “Not leaving my mark, you know? I want to do something that means something and if that doesn’t happen, I guess we are just there.”
Kimo Cureton
Aliyah Birdow
Where do you see yourself in five years? “I see myself on the Tomorrowland stage or Miami Music Festival. Those two festivals are like my dream.”
Nicole Tacconi What makes you intriguing or unique from other seniors? “I think part of it is my position as President for NHS. I think that’s how a lot of people know me. And also I would just say my involvement in extracurriculars. So, writing a book, illustrating for the organization Climate Science, and I also have an architecture internship at Dovetail Design Studios. I think it’s just kind of a combination of the different things I do.” If you could hang out with anyone, dead or alive, who would you choose? “Sal Khan from Khan Academy, becuase I was listening to an interview of his and I really admire his story and how he got to where he is. Or Henry Thoreau because I’m reading Walden, and I really like his point of view on the world and his emphasis on nature, and how you should always pay attention to it. “ What’s your favorite memory? “My favorite memories would be my childhood summers in Poland because my mom is from Poland, so we would go there really often. It’s one of those ingrained memories.” What’s the number one thing on your bucket list? “I want to go to a bunch of national parks. I travel more often overseas to visit family, so I haven’t gotten the chance to travel much in the U.S.”
Breaking free
Student speaks out about her family escaping from a cult Olivia Branch • Reporter Sophomore Judy* spent the beginnings of her life in a cult. Like many people who are in cults, her family did not know what they were getting into when they joined. A cult is defined as a particular system of religious worship and a group or bound together by great respect of the same thing, person, or ideal. Judy was born into a religious group that started off as fundamentalist, but things switched when the leader died. Looking back at the group through the eyes of an outsider, the group was troublesome from the beginning.
Fundamental roots.
Most cults have fundamentalist roots. Fundamentalist religious groups have a strict belief in the literal interpretation of religious texts. The group that Judy’s parents were members of believed in keeping every part of the Bible. These included the feast days of Leviticus 23, and the Sabbath Day. The clean food laws of Leviticus 11 were also strictly adhered to.This meant no pork and no shellfish in addition to foods that were Kosher-killed. It got to the point that they were only allowed to eat at sanctioned locations. They were also encouraged to work and live in the area, which was rural and had limited job opportunities. Members who chose not to do so were looked down upon and seen as not loyal to the cause.
The leader
A charismatic leader is the base of a cult. This leader demands to be revered as God, and tells the followers that his word is God’s word, and that they have God’s authority. Judy’s parents had great respect for the leader of the group. He was worshipped for his supposed humility
and devotion to the Bible. After reading in the Bible about how people stood up when Moses entered the room, he demanded that they stand when he entered a room. They were told at one point that the hierarchy of headship was The Father in Heaven, The Son in Heaven, and then him.
Indoctrination
The indoctrination program is how the charismatic leader ropes their followers in. He creates his group by taking elements from the Bible and mixing it with his own personal preferences. In Judy’s experience, people in the cult were taught that they were the one true body of God and that everyone who was not a part of the group would die. If anyone in the group were to disagree with what the leader said, they were told they would burn in the lake of fire. Judy’s family did not want to deal with all of this. Although they saw problems with the group, it was something that they had been a part of all of their lives. They saw nepotism, favoritism, and even racism. Anyone who questioned these things were looked down upon with scorn.
Exploitation
Leaders will often exploit their members financially. Judy’s parents were encouraged to quit their jobs in the “world” and come work for them. This was for far less than they would have earned. One parent had been a professional, making good money. The leader encouraged that parent to quit their job and come work for them. They were told they would be paid $7 per hour.
Unraveling
Judy’s family stayed in the cult for many years. During that time, they saw families broken up because one parent saw that they were in a cult and the other didn’t. They saw hypocrisy. The elder’s family commanded that once a family member left, they were to be shunned. However, the elder’s family did not do the same. They stayed in contact with the family members who had left. They were told to only eat foods from the farm that the leader owned. Her family did so for decades, but stopped when they found a fast food chicken box in the leader’s son’s trash can. They saw cruelty. Although the Bible encourages people to help others in
need, they would not do so. Members were scorned and spoken badly of from the pulpit for needing money. The wake-up call for Judy’s parents was the death of the charismatic leader. His children thought that he would rise from the dead, just like what happened to the Messiah. This was not public knowledge, but came out after they left the group. They left the group because, three years after he died, the group continued to name the charismatic leader as the head of the group. They refused to remove his name from any of their publications. They said that he was still the head of the organization. They knew that they needed to get out because there was something wrong with that thinking. Years later, Judy and her family remain religious. They are leery of anything cultish, and still remain fundamentalist, keeping the Sabbath, the Biblical Holy Days and staying away from unclean foods (pork and shellfish). However, they are careful of charismatic leaders demanding allegiance. * - Not her real name
features • 25
Photos by Macy Clift
Now hiring
Many educators in Texas are walking away, leaving students in packed classrooms and remaining teachers frustrated Alyssa Lee • Reporter Chemistry teacher Maggie Mixon wants the “people in suits” to just come and sit down. “We have politicians and people with PhDs that haven’t sat in a classroom for 20 years,” Mixon said. “Come sit here. We need them to come down without their suits, just dressed normally and sit in a classroom for a week. I think they are making decisions out of ignorance.” Many teachers in the Dallas-Fort Worth area are leaving their jobs to work elsewhere or are leaving education entirely. A survey conducted by the National Education Association found that 55 percent of teachers are thinking about leaving the profession earlier than they had planned. After two years of pandemic learning, classrooms are overflowing and teachers feel overworked. To figure out why this is happening, the Texas Education Agency (TEA) created a task force to study the shortages. However, this sparked controversy, because the task force consisted of 28 educators, but only two were previously classroom teachers. The other 26 consisted of superintendents, human resource officers, executive directors, and CEOs.
Many frustrated teachers took to Facebook saying, “Two teachers??! Really?! You thought the best way to understand what’s happening to teachers in this state is to ask two of them?” and “This is a farce. The only people that truly understand what is going on are teachers.” Five days after the press release of the task force, the TEA accounted for their mistakes and added 24 classroom teachers to their study. Some teachers were still not pleased. “A nice attempt at recovery, but we see you,” said a comment made on the TEA Facebook post. “You made your intent loud and clear.” At the local level, the Board of Trustees makes decisions that affect the teaching staff daily. When Covid struck, the board was the one to make all the calls. While making our teachers come back to work, some central office administrators were able to stay at home, frustrating some teachers. It was very difficult to get approval to continue virtual school as a teacher. Many had no choice but to go back and risk their health. “The first couple of weeks, it was really hard,” said Mixon. “My computer skills had to improve so much.” The Texas Federation of
Teachers (TFT) released results of a survey that over 3,800 exams teachers took. The survey concluded that 66 percent of teachers claiming they are considering leaving education in the next few years. The survey also reported that only 45 percent of teachers receive incentives. Math teacher Miranda Hucaby, who’s been teaching for only one semester, but a long term sub for one year, thinks teachers are leaving because there is always an appeal to jobs outside of teaching. “It’s hard here, so maybe
it’ll be easier somewhere else,” Huckaby said. “As teachers, we are seeing that what the students would’ve known a couple years ago, they might not always know, because they weren’t in the classroom last year.” Teachers are going through so much change in the past few years and it is becoming very challenging. Mixon said she has lost 30 pounds due to stress. Many hard-working teachers feel unseen and overworked. “I don’t think they appreciate what we do,” Mixon said.
FEATURES • 27
Bring back the 4-day school week
As students and staff of AISD continue to exhaust themselves daily, the district should think about making some changes Ashlynn Lee • Reporter James W. Martin High school opened in 1982, and 40 years later, it is facing major issues. Every day, five days a week, starting at 7:35 in the morning, staff and students are called on to withstand a seven-hour day (not including after-school sports, extracurriculars, or conferences) filled with draining and quite overwhelming work that seems underappreciated. During these demanding days, students are expected to know exactly what they’re doing and to be prepared for the future. The majority of the time, students can’t do it all or even know it all. Thus, high school can be a difficult time for students to find themselves and what they want to do in life. Yet, students are forced by the district to choose a pathway, which determines their class subjects and programs by the time you’re going into the ninth grade. This distresses students, causing them to overthink a (what should be) simple choice of classes. Once students finally choose their courses, the real work begins. Considering all of the homework or in-class quizzes and tests, students are bound to become overwhelmed by the classwork that is laid upon them. Students
28 • OPINIONS
have to learn to balance their work between each of their classes which might include taking multiple tests or quizzes a day. The system of testing is overwhelming and exhausting, especially for kids who are not naturally good at testing. Constantly testing students who aren’t “natural testers” isn’t going to flip a switch – it will only cause burnout. Speaking of burnout, if you look into a classroom, you’ll see that almost every person in the room, including the teacher, has experienced burnout. Results of several national studies show that over 71 percent of all students experience immense amounts of burnout and exhaustion due to schooling. Burnout in schools is everywhere, and it’s not coming from only students. According to the National Education Association, approximately 90 percent of educational staff said they are feeling burnt out. What we, as a district, need to do to fix this constant draining of students and teachers is the reintroduction of more frequent teacher-work days and/or four-day weekends. Last year, while everything was crazy due to virtual school, AISD introduced frequent teacher work days to every grade level. One Friday, every three to four weeks, students would get the day to work
asynchronously. This allowed teachers to write lesson plans, conduct meetings, and hold conferences without the disturbance of students or having to work on their own after school time. This day was also for the students’ benefit. Students were able to catch up on any missing or late work, or they could take the day off for rest to catch up on sleep that was missed out on during the week. These days were designated for catching up for both teachers and students, and it was well-re-
[Opinion]
ceived by everyone. What’s even more liked than teacher-work days are four-day weekends. Fourday weekends allow everyone, not just students to rest. In order for this to work, realistically, the district could either extend the school day by a couple of minutes or we could add more days to the end of the year. Obviously the addition of these are not ideal, but during the long, drawn out year, days off are very rewarding and refreshing. Rest is a necessity when it comes to productivity, and right now we need as much rest as possible.
What did I miss? Spring sports excelled this season, with multiple teams advancing in playoffs
Practicing a day before a game, sophomore Camdyn Sackett perfects her serves and receives. Sackett ranks number six on the Martin tennis team. Photo by Lanae Terry
Performing her routine, senior Courtney Varrichio presents a cast to handstand. Varrichio competed against other schools and districts March 4 and placed first for the high bar event. Photo by Lanae Terry Warming up before a game, senior Kendal Rushing catches the ball from sophomore Haylie Jacobs and junior Nevaeh Richmond-Huzarevich to practice their throws and catches. The Varsity softball team lost their game against South Grand Prairie on March 8 with a score of 15-5. Photos by Lorelai Hofer
Rising to the rim, junior Jeremiah Charles goes for a layup March 3. The Warriors advanced to the fifth round of playoffs and were named regional finalists. Photo by Mark Regalado
Putting the ball, freshman Ava Wilson participates in practices every day after school. Photo by Mark Regalado
Swinging the bat, senior Cade Whrick, lined up the ball on a 0-0 count March 3. The Warriors would win this game in walk off fashion. Photo by Mark Regalado
Blocking the ball, senior Karsen Macias keeps the ball away by deflecting the ball with his head. The team won the game 4 to 2 against South Grand Prairie Feb. 22. Photo by Lorelai Hofer
Beaming up at the crowd, junior Eli Watkins waves her flag around during the routine. The Winterguard placed second in their division after another competition without their performance costumes. Photo by Makayla Erlandsen
Bowling a strike, senior Allison Williams competes at the district tournament at the Forum Bowling Lanes Feb. 16 against Legacy. Photo by Aysha Mirza
SPORTS • 29
A Work in progress The Lady Warrior varsity basketball team on the road to rebuilding following head coaching changes last season Ally Little • Sports Editor Following the changes in the coaching staff at the beginning of the year, the Varsity girls basketball season was one full of mixed emotions, but ended with optimism about next year. The team ended the season with a 13-18 record. The girls team made it to playoffs for the 15th consecutive year. “We thought we all did a great job, and the kids played hard,” assistant coach Brandon Baxter said. After a promotion to the athletic coordinator for girls sports at Martin earlier this year, coach Colby Davis was leading the girl’s varsity basketball team, but soon after the season came to an end, she took a spot as Associate Athletic Director of Lewisville ISD. Coach Bethany Gonzalez will take over as head coach for next year’s team. “I’m super excited,” Gonzalez said. “It’s something I’ve always wanted to do and be a part of. It’s finally my turn, and I’m ready to lead us.” Head Varsity football coach and athletic coordinator Bob Wager said that Davis’s move is not what he would see as a promotion because he, “likes spending
30 • SPORTS
his time with kids,” but it is still what most would consider a promotion. “Any time a coach spends time here and is afforded an opportunity for career advancement, that’s a compliment to our program,” Wager said. Wager said he feels that issues adjusting to a new coaching style should have been expected, as they come with every change. “Coaching changes, especially for seniors, is always hard on kids because they’re accustomed to one thing and now there’s a change and certain things are different,” Wager said. Coach Davis’s departure after the last game came as a surprise to the team. “Right after we lost the first round in the playoffs, she told us she has coached her last basketball game,” junior Emily Dolberry said. “I haven’t seen her since.” Though abrupt, Davis’ departure was in some ways expected from the start. “Coach Davis’s goal was to be an administrator and when the opportunity arose, she chose to go for it,” Dolberry said. With all changes there are mixed opinions, and this does not exclude coaching changes. “Some of the coaches were the best I’ve ever had,” senior Kacie Trussell said. “I learned a lot from them, including to love the game.”
Above: Aiming the ball, Freshman Camryn Ham prepares to shoot the ball into the net. The team played Everman High School on Nov. 16. Photo by Madison Little Coming from a Covid-affected year, the seniors felt the impact of the low-morale season. “I gave my everything to this program for four years and what made it worse was that my senior year was probably the most disappointing and it was the year I was looking toward the most,” senior Olivia Gibson said. The team was affected in their practices as well. “We never felt like we were a team this year,” Trussell said. “At the end of the season, the team concluded that we were going to play for the team, and after that is when we started winning more games.” Despite all of the changes
the season brought, some players saw the good in their situation. “The coaching changes this season started rocky for me but eventually, I was a varsity starter,” Dolberry said. Senior Cadence Smith said she was also able to find some good in this past year. “We grew overall as teammates and basketball players and we beat obstacles that no one thought we would overcome,” she said. Gibson said she still saw the bright side of it all. “There were some moments I will cherish with my friends forever,” Gibson said. Even though senior Paige
Taylor said she was let down with how her senior season went, it was not all for nothing. “One of our biggest problems was the team chemistry, but we were still able to pull it together and have some very amazing wins and accomplishments together,” Taylor said. Baxter said he plans to help next year’s team rebuild skills and morale as much as he can.
“We’ve already started implementing a few minor changes,” Baxter said. “We’ll take it up from there. We’re looking for great things.” With the promotion of Gonzalez, the girls said they are hopeful for the direction of the program. “I think if we work hard, next year could be a great season, but it depends on our attitudes towards the
situation,” Dolberry said. Gonzalez said she has clear plans for how she wants to improve the program. “We’ll be successful on the court, but we’re also going to change some of the cultural things,” Gonzalez said. “I would just like to create a family environment. That’s really what the first task is – to get us all on the same page and revamp the culture of what War-
rior basketball has always been.” Gonzales said she believes in her team and her players and is looking forward to a strong year next year. “I played basketball here, so it’s really important to me how the public views us and how the student body views us,” Gonzalez said. “We represent the school, and we’re going to do that well.”
Above: Weaving her way through the court, junior Aubri Parris races through the opposing team to give the ball to another teammate. On Dec. 3, the girls basketball team went against Cedar Hill. Photo by Lea Connerly Right: Dodging the defense senior Cadence Smith prepares for a lay up. The Lady Warriors beat the Colts 53-33. Photo by Mark Regalado
SPORTS • 31
Hitting the Mark
Photo Editor in Chief practices with varsity girls’ sports teams Mark Regalado • Photojournalism Editor-in-Chief
I
f you ask any guy in the hall, seven times out of ten they will say female sports are way easier than male sports. I set out to prove them wrong. So this six foot one, 120-pound guy decided to practice with the best female athletes Martin has to offer. I reached out to the soccer and softball coaches, Coach Sabina Harrington and Coach John Holton, to set up a time to join practice. I also played a round of tennis with the number one-ranked female tennis player at Martin.
Soccer
Then came the hard part…actually kicking the ball
When I first got inside of the MAC for soccer practice, all of the girls were already huddled up. I introduced myself, and at 1:28 sharp we began a warm up run. This was the easiest thing I did all practice – just two laps around the field – but still was not a walk in the park. After the quick run, we started with the ball handling drills. Consisting mainly of passing the ball from one foot to the other, after attempting this drill, I knew what I had gotten myself into. The girls were quick and easily kicking the ball from one foot to the
32 • SPORTS
other. At that point I was doing my best just to complete the drill. My biggest struggle was consistency. It doesn’t matter if you can kick the ball perfectly once. It’s better to kick the ball well 100 times, and as I struggled to stay consistent, the girls looked like they have been doing it all their lives. After the handling drills, they moved on to more involved drills, so I went to warm up with the goalies since it might be harder for me to mess up the flow of practice that way. The goalie warm ups were very simple – just throwing the ball back and forth. However, it did not work in my favor because as soon as I got out there, the speed of the soccer balls flying towards me seemed to multiply by ten. I ended up blocking two shots out of 15. Then came the hard part: actually kicking the ball. The drill was very simple – just a pass from the left side, then shoot the ball. I attempted the drill three times. I was only able to make solid contact once. The other two times were straight whiffs with no contact whatsoever. That was definitely the lowlight of the whole experience. Just like that, practice was over. I asked the girls how they thought I performed on a one to ten scale, with
ten being their level. The overall verdict from the team was a three out of ten. The score was about what I expected, so I couldn’t really complain. Although I knew it was going to be rough, I also asked Harrington about my performance during practice. She gave me a firm three. She said the reason it was that high was due to my effort, and “coachability.” Although I am nowhere near the level of the varsity girls, and never will be close, I believe my soccer skills doubled, if not tripled, in that single practice. With soccer being the first sport I tried, it was not a confidence booster going forward.
Tennis
I knew my goal was very ambitious
My tennis experience was the most confident practice I walked into. I played tennis for two years and made it to JV2 my sophomore year, but I had not touched a racket since Covid hit in 2020. My opponent was senior Kenzie Feist who is ranked number one on the women’s team and has multiple offers to play Division 2 tennis in college. The practice started better than she or I expected, and as soon as I hit the ball, it all came back to me. After a couple good rallies, we
decided to play a set of four games. I wanted to get at least 40 points (win three points), but I knew my goal was very ambitious. I set out confidently at the start of the match. Bad move. It became clear very quickly I could not compete with Kenzie. Out of four games, I was only able to scrape up 15 points (1 point). The main reason for the score was my terrible serves. I knew they weren’t going to be pretty at all, and they were not. At the end, I asked for a rating just as I had done with the soccer girls. Much to my surprise, I got a six out of ten. I got some constructive criticism and while I did do better than I expected, I still had one last sport to go.
Softball
I blame it on the wind
My third and final sport was softball. I was looking forward to this one the most. The practice started off very simple – a quick run around the field, some stretches, and then we got right to work. The first drill was a basic batting practice. I wanted to test the waters so I took my five-year-old baseball glove and a feeling of optimism straight to center field. It was very quiet out there until the first ball was hit my way. I saw the ball and went to catch it. I overran
“This was what I was waiting for.” the ball by about 10 feet, but I blame it on the wind. That was one of my only mishaps of the day. I quickly recovered by only letting one other ball behind me for the rest of the stint in the outfield. Soon enough I got the opportunity to join batting practice. This was what I was waiting for. I didn’t have my own bat, so I had to borrow one. I stepped into the batter’s box and my heart rate went through the roof. One practice swing later, I faced my first pitch. The pitch came in, and without a second thought, I swung as hard as I could. I was not even close to the ball. I regained my bearings, got back in my not-veryathletic-looking batting stance, and the second ball was on its way. Time seemed to slow down then I did the improbable: I put the ball in play – nothing too crazy, just a fly ball to right field. I watched the ball fall to the ground. From there, my confidence took over and I made solid contact with every pitch, and almost every pitch was a fly ball to right field. I never got enough power to hit a home run, but I did get enough to get to the wall off the bounce. Then I switched to the other hitting station, and the results could not be more different. I made contact on only
two pitches out of ten – one of which was fouled off my left foot. I quickly resigned from hitting and went back to the outfield. From there we went into outfield drills. One team was in center and one team was in left field. The ball was hit in between the two teams and one person would have to run and throw the ball in.
Photos by Lorelai Hofer and Shelby Zimmerman I excelled at this drill, throwing the ball with stellar accuracy. We were brought in by Coach Holton to start situation drills. I was a runner, but after three sprints around the basepath, my un-athleticness finally caught up to me. I ended up getting
lightheaded and needing to sit down. I drank a bunch of water and got back out there. It was by far the hardest workout I had throughout the whole experience. Practice wrapped up and I headed home. A week later, I could still feel the soreness in my legs
and thighs. The whole experience showed me how much work these girls put into it on a daily basis. I could not imagine doing a practice like that every day for the whole year or more. I have so much respect for all the players from each team. SPORTS •
33 SPORTS • 33
The
old and the new
How Martin sports have evolved since the beginning Helena Sneogn • Reporter
Since the opening in 1982, there have been a variety of sports that have graced the halls and gyms of Martin. Some have been here since the beginning, some have come and gone throughout the years, some are brand new. In the inaugural year of 1982, there was Football, Volleyball, Basketball, Soccer, Golf, Tennis, Track, and Baseball. In 1989 Cross country was bought in as well as Weightlifting, where Martin held a Warrior Weightlifting competition for fun. In 1990, they went to the competition. In 1992 AISD introduced Gymnastics and Wrestling, and in 1993 softball was introduced to Martin.
Hockey
In 2002, AISD brought in Hockey to Martin as an unofficial team. We were the only school in the district to have hockey, so anyone in the district who wanted to play and wanted to be on the team played for Martin’s team. The team won several championships and launched athletes’ college hockey careers. Then, in 2011 at the Texas State Hockey Championship game against Keller High School, when Martin was losing 9-3 with only a few minutes left on the clock, a player from the Martin team jumped up from the penalty box and started beating up a player from Keller. That’s when tensions rose and both teams got in a full-out brawl that lasted until officials broke them apart resulting in one player with a broken jaw. There was national coverage of the brawl which led Martin to dissolve the hockey team in 2011.
Martin Hockey team in a brawl with Keller High School, at the Texas state Championship in 2011. Photo courtesy of the Chicago Tribune
34 • SPORTS
Archery
Gymnastics A lot of people have heard that the district gymnastics team is disbanding, but in fact it’s not. “This is not the last year of gymnastics,” Gymnastics coach Amber Kelly said. “We are losing our current practice facility because of construction and are working to relocate to a new facility.” “My favorite part of coaching is getting to know my athletes outside of the classroom,” Kelly said. “Because we are double blocked all year long we spend a lot of time together. Gymnastics naturally teaches life skills like goal setting, resilience, and discipline, and I enjoy watching them grow from curious freshmen to mature and self-assured seniors.”
Archery was introduced in 2015. “We won state four years in a row now and it put more media and attention towards the school when it comes to Archery and more people can join archery and broaden their horizon,” sophomore Calb Bills said.
Archer sophomore Caleb Bills taking a shot at his target. Photo courtesy of Cyrus Sean
Senior Zach Kravitz competes for AISD Gymnastics. Photo courtesy of AISD
Football
In 2022 Martin is known to have one of the best football teams in our area, but back when Martin football was starting out in the 80s and 90s, the football team wasn’t as skillful, losing almost every game they played. “The football team was not very good,” 1997 Martin alumni Stephanie Farri said. “But we managed to win Homecoming and the football games were always crowded and baseball was at the top of the list too.”
The 1997 football team tacking their opponent. Photo courtesy of the 1997 Martin Yearbook
Successful athletes Martin has many athletes who have gone on to be professional athletes competing in the Olympics, NFL and MLB. • 2002 alumni Randi Miller won a bronze medal at the 2008 Beijing Summer Olympic games.
• 2013 alum Myles Garrett has played with the Cleveland Browns since 2017 as Defensive end.
Many have gone to be Major League Baseball and National Football League players like:
• Jason Huntly, a running back who played for Detroit Lions and currently plays for the Philadelphia Eagles.
• 1994 graduate Ben Grieve, a former outfielder played for Oakland Athletics, Tampa Bay Rays, Milwaukee Brewers, and Chicago Cubs. • 2005 alum Nate Karns is a former pitcher for the Washington Nationals, Tampa Bay Rays, Seattle Mariners, Kansas City Royals, and the Baltimore Orioles.
• 2002 graduate Boone Stutz was a former tight end and long snap for the Atlanta Falcons and the Seattle Seahawks, then in 2014 Stutz joined NASCAR Stewart-Haas Racing pits stop development program. A year later he became a gasman for Danica Patrick team.
• 1994 graduate Matt Blank was a Relief Pitcher for Montreal Expos.
• 2009 graduate Lane Taylor played guard for the Green Bay Packers and Houston Texans
• 1990 alum Todd Van Poppel is a former pitcher for the Oakland Athletics, Detroit Tigers, Texas Rangers, Pittsburgh Pirates, Chicago Cubs, Cincinnati Reds, and the New York Mets.
• 2013 graduate Chris Odom has played for many NFL teams but currently plays defensive end for the Houston Gamblers in the United State football league (USFL).
• 2014 alum Justin Hollins is a linebacker for Los Angeles Ram and went on to win Super Bowl 56 in 2022 with the Rams.
SPORTS • 35
The loser takes it all
Discussing the morality of post-match interviews for professional athletes Amanda Kohutek • News Editor
T
he crowd cheers. Cameras flash. You take a deep breath and walk to your bench on the side of the court. You’re shaking, but you know there’s still work to be done. The cheering hasn’t stopped by the time you reach the news anchor waiting with their camera crew and large microphone. When you finally reach her, she asks the questions everyone in the stands expects to hear. “So, what went wrong out there today?” “What are you still processing?” “How do you move on from this loss?” Professional athletes all around the world are subject to this kind of questioning from news sources and journalists after they compete in their respective games, and while it may be enjoyable to speak on a win, I often find the interviews after a loss invasive and manipulative to the athletes, forcing them to bring out their raw emotions in order to gain a more “newsworthy” story. For instance, I found it invasive when NBC News prompted an Olympic gold medalist and world champion to cry on camera after skiing out on a slalom course she was expected to dominate. I’m speaking, of course, of Mikaela Shiffrin
36 • SPORTS
and her experience in the Beijing Winter Olympics of 2022. Shiffrin “skied out” (did not finish mostly due to falling) in three events: giant slalom, slalom, and the women’s combined event, though she, a three-time Olympian, was expected to sweep those events. This led her to being pummeled by journalists fighting for every scrap of emotion they could get from her. In an interview with NBC News immediately after the race, Shiffrin explained what she felt went wrong for her run, and stopped talking when her voice broke, clearly beginning to cry. Instead of ending the interview here, the reporter pushed on, asking, “What are you still processing here?” Shiffrin answered with some heartbreaking comments about her successful skiing career and whether or not it all was a lie, fighting through tears the entire time. It’s at this point that I question to what length sports journalists should go with interviewing athletes after losing a match. Though I understand the importance of getting a story and the fact that these are professional athletes, there still must be some form of respect for the athletes’ privacy and emotions, where they are not being exploited for more views on
a channel. The whole world saw gold medalist and world champ Mikaela Shiffrin ski out. They probably have an idea of how she’s feeling after that. Must we pull all of those emotions out just for the public to further scrutinize? Shiffrin is not the only athlete who has faced invasive press after losing in her sport. Professional tennis player Naomi Osaka, winner of two major grand slams, has taken the harmful questions of the press head on, declaring in 2021 that she would not be doing any news conferences at the French Open due to her concerns about how they affect the mental health of herself and all tennis players. “I’ve often felt that people have no regard for athletes’ men-
tal health, and this rings very true whenever I see a press conference or partake in one,” Osaka said. “I believe that the whole situation is kicking a person while they’re down and I don’t understand the reasoning behind it.” For withdrawing from the press like this, Osaka was fined a hefty $15,000 for not honoring her “contractual media obligations.” Sponsors continued to encourage her to follow her responsibility of interacting with the media, even warning of potential suspensions for any more breaking of the Code of Conduct. Reactions to Osaka’s decision were mixed around the world, with some professional athletes supporting her publicly, and others shaming her for not doing what they consider a part of her job. All this controversy
led Osaka to officially withdraw from the tournament only about six days after her announcement. In a post explaining her withdrawal, she cited some of her personal struggles with mental health and depression throughout her career as well as a discomfort with public speaking to be the causes of her press blackout. And she apologized for hurting the feelings of any journalists she had worked with before. Should it be so controversial for a human being to want a little privacy? I understand it may be in her contract, but I don’t see why it is necessary. Osaka would have a fanbase even if she didn’t do interviews with her matches. The thing that matters most is her power on the tennis court, not behind a microphone. I agree with Osaka’s opinions on how sports media and interviews can harm the mental health or mindset of players, tennis or otherwise, and would like to see something done about it. Frankly, what should be done is that interviews and
news conferences should not be required for professional athletes, but available to those who are willing. Those athletes may get more money for speaking to news outlets and helping promote their sport in that way, but the ones who choose not to should not be punished or fined for doing so. If Osaka says she’s not up to interviewing during the French Open, but Ash Barty is, then interview Barty and leave Osaka out of it. They play these sports on national television in front of massive crowds, they can at least be given the choice of whether to put their thoughts on display for the world or not too. For us at home, we can stop encouraging this invasive behavior of news outlets by not streaming and sharing that content. The video of Shiffrin breaking down after skiing out spread all over social media as it caught the attention of normal viewers everywhere. We don’t know whether or not Shiffrin wanted to put all of that vulnerability
out for the world to see, but I assume not. So if everyday consumers of media can simply stop sharing and liking interview clips in which athletes are pushed to cry or answer unnecessary questions, perhaps media outlets will be less likely to keep creating the content, and professional athletes can be treated with respect for their privacy and emotions. It’s okay for Simone Biles to get the “twisties” in the air at the Olympics. It’s okay for Naomi Osaka to lose a match after holding the Open title. It’s okay for Mikaela Shiffrin to ski out at the Olympics. But it’s not okay to disrespect their hard work by forcing them to live in those losses for the public’s entertainment.
We can stop encouraging this invasive behavior of news outlets by not streaming and sharing that content.
Kill ‘em with kindness From brightnening someone’s day to changing their life, a single compliment can go a long way
Claire Loyd • Copy Editor “I like your shirt.” “Your hair looks nice today.” “You are the most genuine person and I’m lucky to have you as a friend.” It’s safe to say, all compliments are nice to receive, but not all compliments weigh the same. Compliments are a way to show those around us that we appreciate them. It’s a way to boost your confidence and build up others’ confidence. Getting a compliment also just feels good. It makes our bad day a little better. It makes you feel important. So why do we value getting compliments so much, yet we seem to be reluctant to give them? Almost everyone can remember receiving a compliment from someone. “Getting a compliment
makes me feel good,” senior Hayden Barogh said. “It makes you feel like people appreciate you.” “Getting a compliment makes me feel good, no matter what the compliment is,” junior Gabriel Beaver said. Some students admit they honestly don’t know how to react to receiving a compliment from their peers. “I don’t know how to react or even what to say when I get a compliment, although I still do love receiving compliments,” senior Livvy Monk said. Senior Laurann Sepulveda agreed. “I never know how to respond or react to a compliment,” she said. “I don’t want to seem awkward or act unappreciative.” The Medium website says giving just five genuine compliments a day can improve the lives and happiness levels of not just the receiver, but the complimenter too. “I like giving compliments more than getting one,” Sepulveda said. “If a stranger compliments me, I really take it personally,” senior Autumn Haney said. “Because they had no reason to approach me with a compliment, but they chose to.” The average teen receives
24.5 compliments on their Instagram post, but only five compliments in person. So why is it that people are more likely to give compliments through a phone screen and not to their face? In a recent survey of Martin students of all grade levels, 95 percent said they appreciate compliments given in person more, yet 44 percent also said they tend to give more compliments through social media comments. So why is this? One theory is that our generation is a generation of technology. Everything we do is centered around a screen, whether it’s schoolwork, communication with friends, or just passing time when we are bored. We are just more comfortable on screens. So we are more likely to “approach” someone via Instagram to give them a compliment than someone in the school hallway. We are also a generation who is timid to sound weird or stick out in front of our peers. Saying, “OMG girlie you are drop-dead gorgeous! We need to hang out soon!” in science class, might get a few odd glares from those around you. Comment the same things on an Instagram post? No one bats an eye.
“I like getting compliments in person more, yet I give compliments through social media comments on Instagram and Snapchat,” senior Brooklyn Richards said. Junior Allie Hogan said she gives the exact opposite response. “I like getting a compliment through an Instagram comment more, but I tend to give more compliments in person,” she said. “I like getting a compliment in person rather than through a text,” sophomore Paige Rohan said. “It takes a lot more for someone to come up to you in person than just writes it out.” “It just depends on the person,” junior Maddox Johnson said. “If someone I rarely talk to comments on my Instagram post, I’ll probably notice it more. But if one of my friends complimented me, I probably wouldn’t notice it as much.” So if you like your lab partner’s shirt? Tell them. Does your best friend’s smile bring you joy? Let them know. Do you look up to your older sibling? Tell them that. You never know what the stranger next to you is going through. Life is too short to not let those around you know they are appreciated.
“I don’t know how to react or even what to say when I get a compliment, although I still do love receiving compliments.” features • 39
Youth movement Comparing a modern show to a show from the 90s highlights differences of the portrayal of teenagers in media
Chloe MacFoy • Reporter
Watching new TV shows with teenagers got me thinking about the way teenagers used to be portrayed versus how they are portrayed now. With this new age of TV, we have a new age of teenagers. We moved on from the type of shows where teenagers learn a new lesson for each episode. With this in mind, I wanted to compare a modern show with teenagers like Euphoria, and 90s shows with teenagers like Boy Meets World. With that being said, it is important to keep in mind that there are a lot of reasons these shows are so different, and not just because of the time they were filmed.
Clothes When it comes to clothes, both of these shows are pretty different. In Euphoria they have a modern “teenager” look of clothes. You will see them wearing things like crop tops, revealing dresses, and mini skirts. Boy Meets World has that 90s aesthetic of clothing. In Boy Meets World, you would see them wear things like flannels, jeans, and sweaters. Even though Boy Meets World was filmed in the 90s, it still has the most realistic type of clothes that teens wear today.
Relationships Plot 90s shows had lesson-type episodes and you definitely see that in Boy Meets World. In the show, we watch the main character, Cory Matthews, navigate the world from middle school, high school, and even college. In Euphoria we follow a drug-addicted teenager, Rue Bennett navigating the world and her life with her equally interesting peers. In a typical episode of Euphoria, we might follow a character and see what goes on in their daily life. We see the characters have big conflicts in their life that usually tend to carry on to the next episode. In a typical episode of Boy Meets World, they might have a conflict that may be about school or their relationships and it will most likely be resolved within the episode. It can be simple, but entertaining.
School life School life in almost every show with teenagers is unralistic, no matter the time period. Usually, in shows with high schoolers, you never see them in class and they are always standing in the hallways. You can see the same type of situation in Euphoria. They stand around in the hallways, maybe talk around in the bathroom and that’s it. In Boy Meets World you see the students in the class a lot. In the structure of Boy Meets World, their teacher, Mr.Feeny, may have a lesson that revolves around their life. That being said, Boy Meets World doesn’t necessarily have a realistic vision of school but you’ll see them there.
Relationships in both shows can be complicated. In Boy Meets World we focus on two main characters’ relationship: Cory and Topanga. They have been in love since they were four and got together in high school. Cory and Topanga have that perfect high school relationship with minimal conflicts. With platonic relationships in this show, they can come off really strong. The two main characters, best friends Cory and Shawn have a really strong relationship that can come off as unhealthy because Shawn seems very dependent on Cory. In Euphoria, almost all romantic and platonic relationships are not healthy. One of the main relationships we see is a romantic relationship between Rue and Jules. In the first season, we see that Rue is dependent on Jules for her source of happiness and her motivation to stay sober. In other relationships in this show, we can see the characters in abusive relationships and being co-dependent on other people.
Final thoughts Shows from the 90s definitely had a different type of format compared to shows today. This makes sense because the media is always growing and developing. When it comes to shows like Euphoria I’m glad we get to see teenagers in different plots that we usually don’t explore on TV. At the same time, I’m glad we have 90s classics like Boy Meets World, Full House, Fresh Prince of Bel-Air, etc. Those types of shows are meant to make you feel good and not necessarily think about important things.
ENTERTAINMENT • 41
A look into the future Comparing how different movies interpret the future Sirinity Hubbard • Reporter
Movies are a creative canvas for directors to express their thoughts, opinions, and interpretations of different art works. All throughout cinema, directors create different interpretations of original movies, TV shows, and cliche movie tropes – one famous trope being the future. Whether it’s a dark dystopian disaster-stricken world or a peaceful utopian getaway, it is a theory for the future. Here are two sci-fi movies compared and how the directors interpret the future.
The Fifth Element (1997)
Divergent (2014)
An evil entity that appears every 5000 years is headed toward earth again. Due to a theft, the material to ward off the great evil is unavailable. When Leeloo, the fifth element needed to protect against the great evil, falls into Dallas Korben’s taxi cab, he becomes a part of the mission to collect the other four elements and save the Earth from a tragic end. The Fifth Element takes place in the year 2090, providing a lot of time for change. In the present, 2022, things like fashion, technology, social norms, music, and entertainment change. So for 2090, a drastic change is shown by the director. The fashion in The Fifth Element is very over the top. Hats, capes, dramatic collars, heavy police armor, and outfits according to the group people belong in are all displayed. The technology is high tech, but also very practical to the vision a director in the 90s can create. Dallas Korben’s house has a built-in cigarette dispenser, a bed that rolls into the wall, a storage console that comes out of the ceiling, and an automatic door. Aside from the things in his house, cars fly, there are spaceships, guns that shoot lasers, and hotels in space. For social norms, points are used as currency rather than paper money. On the basis of music and entertainment, in the movie, Korben went to an opera and many other regular hotel activities probably occurred. Overall, the director had a very high-tech approach to envisioning and interpreting the future.
In a world where society is divided into factions, Tris finds out she is divergent, meaning she will never fit into one faction. Knowing that she can’t tell anyone she is divergent, she must keep it a secret. Divergent takes place in the year 3079. The fashion depicted in this film reminded me of some of the fashion in The Fifth Element while also being very unique. People in Divergent are split into five different factions each having their own style of clothing. The Erudite faction wears the color blue and vests, the Amity wear neutral tones and warm colors, the Candor wear white and black, the Abnegations wear gray, and the Dauntless wear all black. In terms of technology, the main thing that stood out was the simulation device used to conduct the test that tells you what faction you belong in. Social norms in Divergent are taken very seriously. Each faction has its own value and occupation attached to it. The Dauntless are considered the protectors, the Erudites are considered the smarties, the Amity are kind-happy gardeners, the Candor are honest and value order, and the Abnegation are kind, public service workers who run the government. On the basis of entertainment, the factions go up against each other for competition. For this movie, the director had more of a dystopian approach to describing their vision of the future.
The two of these movies are very different. The plots are in no way similar and a lot of the futuristic themes vary. At the time these two movies were filmed, the technology to make movies wasn’t the same so one might seem less advanced than the other. When it comes to the similarities in the movies, both movies have clothing based on the group they belong to, but other than that, these are two very different and unique interpretations of the future.
42 • ENTERTAINMENT
Expires 12/31/2022
