October 2016 Issue

UBICON

THE

the student news of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 Volume 44. Issue 2. October 25, 2016.

FITTING IN ON SMALL AND LARGE TEAMS Sports p. 14 Wonder what it’s like to be on the 62 person track team or be one of the nine members of the girls fencing team?

&

FITTING IN STANDING OUT STEPHANIE LI

The Rubicon Editor Huss Center. Lunchroom. Library. These are just three of the many spaces students use to connect to peers and ideas. Discussions, debates, and day to day conversations take place in these spaces, but what students don’t necessarily always notice during their social interactions are underlying social issues present but not always apparent that may lead to feelings of exclusion.

Significant emphasis is placed on being inclusive at St. Paul Academy and Summit School. From grade retreats to advisory dyads to mix it up day at lunch, students have unique personal experiences with branching out and getting to know other people. Inclusivity isn’t limited to friend groups and places to hang out. In broader terms, inclusivity and exclusivity include gender, race, culture, and socioeconomic status.

A TRANSGENDER JOURNEY Feature p. 11 Read senior Leo Bukovson’s story of self-discovery.

Read the story In Depth p. 8-9

MOCK ELECTION News p. 2. The Student Political Union and Honors Historical Society hold a student mock US presidential election from 11:25 to 1:10 on Oct. 25th. The polling location is outside of the dining hall. Results will be announced the next day.

IN THIS ISSUE:

2-3 NEWS • 4-5 OPINIONS • 6-7 FEATURE • 8-9 IN DEPTH • 10-11 AROUND TOWN • 12-13 A&E • 14-15 SPORTS • 16 PHOTO STORY www.rubiconline.com • Facebook • Instagram • Twitter • Pinterest • Youtube • SoundCloud • @TheRubiconSPA

RUBICON PHOTO: Austin Leiby DESIGN CREDIT: Sophie Jaro

ABOUT THE Robotics team COVER prepares for FITTING IN, STANDING OUT. Girls Varsity Soccer cheers on their starting lineup, while senior Leo Bukovsan speaks out about his transgender identity.

rookie season

LAUREN BOETTCHER Rubiconline Editor

RUBICONLINE PHOTO: Lauren Boettcher MAN VS. MACHINE. Coaches Bjork and Lockwood split students into groups to work on different parts of their robot for competition.

N ews 2

“We have a brand new team with no experience in this particular robotics game. That being said, people are excited and, for the most part, willing to work hard to get as far as possible in the competition. I guess that is our goal too: do as well as possible in competitions while having fun,” senior Ian Scott said.

Read the full story at

THE RUBICON • OCTOBER 2016

History dept. and clubs organize mock election

Mock election details:

Cast a Vote for: One of the 9 candidates for U.S. President Organized by: History department, Student Political Union, and Honors Historical Society When/Where: Oct. 25 during lunch in the Small Gym

QUINN CHRISTENSEN Staff Writer

There’s about to be even more political buzz in the halls.

“It’s going to be similar to how officer elections were done in previous years,” Student Political Union co-president Henry Ziemer said.

Students will be able to cast their votes in the small gym where representatives from SPU and the Honors Historical Society will be waiting to take ballots and tabulate them.

The goal is to simulate a real voting experience in the most accurate way possible. SPU and Honors Historical Society mem-

bers will count the votes on the evening of Oct. 25 and announce the winner of the school election on Oct. 26, according to Honors Historical Society advisor Jon Peterson.

Then, the ballots will be sent to the state to be tabulated with ballots from 300 other Minnesota schools. “The state will… announce a presidential winner [Nov. 2],” Numi Katz, co-president of SPU, said.

“One of [SPU’s] goals is to engage the student body in politics and also to educate people so even though it’s a mock election, it’s really important that people are educated about who they’re voting for, especially because a

“It’s really important that people are educated about who they’re voting for.”

—JUNIOR NUMI KATZ

lot of seniors are actually able to vote,” Katz said.

SPU hopes to hear more active discussions surrounding voting.

“I hope it’s giving not only just the freshmen but members of my class, and members of the entire school, the opportunity to

get a taste for [how it feels] after you’ve talked and talked and talked about this election or after you’ve heard and heard and heard about this election to then go out and put your views into action in a fairly low-risk setting,” Ziemer said.

Ziemer also noted that while the mock election itself hasn’t sparked too many conversations, the real election certainly has.

“I’ve noticed a lot more people getting involved. You know, I walk down the hallway and even in primary season people were talking about the different candidates, people were talking about the issues of the election everywhere,” Ziemer said.

Iris club hosts first open mic night

SUBMITTED PHOTO: Amodhya Samarkoon FALL FOR ART AND LITERATURE. Members of the Iris: Art and Literature club meet on Oct. 13 to create posters and plan for their upcoming open mic session. “Ideally, a small group of artists and writers will gather to share their work in an intimate and supportive environment,” club advisor Matt Hoven said.

ABBY HEDBERG Staff Writer

Fall is more than a season, and Iris, a new student group this fall, is using the word as inspiration for the first open mic night Oct. 26 at 5 p.m. in the first floor Summit Center Lobby near the Drake Art Gallery.

The group hopes to spread their love of art and literature throughout the community, and they believe that this first open mic will be a good beginning.

“I picture it being a relaxed, supportive and creative environ-

ment for people to share their art,” co-President A.M Roberts said.

“Ideally, a small group of artists and writers will gather to share their work in an intimate and supportive environment,” advisor Matt Hoven said.

An open mic is an event where students are welcome to present their artwork on stage, whether it is poetry, music or creative writing.

Iris club members created and put up handmade posters around the school encouraging people

to participate. The planning process has brought a lot of people together to achieve one common goal: To share their opinions creatively.

“It has been somewhat difficult to weave the multiple threads of art, literature, music, and administration into a coherent whole, but it has been enjoyable nonetheless, because no matter how it turns out, it [the open mic night] is a first step toward creating more livable spaces for art and literature on the campus,” Hoven said.

The event will be a chance for students to appreciate their peers’ creative risks and successes, as well as admire their courage to share their art in front of a group.

“I’m hoping it will inspire people to share what they’ve created and what they’re passionate about,” co-president A.M Roberts said.

The open mic night will bring people together by encouraging collaboration between writers and artists, as well as provide an unique opportunity for the student body to share their artwork in a school setting.

“It’s more accessible to students. Outside of school, there is less opportunity to participate in an event like this,” senior Leah Hughes said.

Iris is hoping their first step will pave the way to shaping a community where art and literature are habitual on campus.

“Open mics take a while to establish their presence on a campus; they need to happen regularly in order to maintain a rhythm for creativity and performance, yet they need to respond to community desires and needs,” Hoven said.

“The ultimate goal for the open mic is for both the participants and audience to feel inspired and hear some different perspectives and ideas,” co-president A.M Roberts said.

CORRECTIONS POLICY

SEPTEMBER CORRECTIONS

During the post-critique process, staff members will identify innacuracies and report on feedback from readers. Corrections will be printed in the next edition of the newspaper in the News section.

NEWS 3: Philando Castile’s name was spelled wrong in the caption.

POSTER: A.M. Roberts LEAF A SPOT FOR ME. Posters made by Iris club members can be seen around the school announcing the first open mic night. “I’m hoping it will inspire people to share what they’ve created,” Roberts said.

Open mic details: Theme: Fall Things to do: Perform and read, Look at student artwork, Listen to student writing, Hear student music, Eat fall snacks, Organized by: IRIS: Art and Literature When: Oct. 26 at 5 p.m.

Where: First floor Summit Center, just outside of the Drake Gallery

People for Environmental Protection suggests ways to build a more eco-friendly Schilling Center

RUBICONLINE PHOTO: Mimi Geller

ECO-FRIENDLY. In an early meeting this year, members of PEP make posters about bee populations, but now turn their attention to researching environmental architecture.

MIMI GELLER

Rubiconline Editor People for Environmental Protection is already looking at specific changes they wish to see in the Schilling Center for Math and Science opening in 2018. The student club is currently researching cost efficient and environmentally friendly ways to improve the Schilling Center plan.

Senior co-president of PEP Maya Kachian describes this pro-

cess as being a step forward in local environmental protection.

“With the giant leaps we’ve taken in the last fifty years in green technology, we could be doing a lot to protect the environment on a local scale.” she said.

Read the full story at

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THE RUBICON •OCTOBER 2016

Gujarat, India trip planned for spring

RUBICON PHOTO: Austin Leiby BED OF NAILS. At the clubs fair on Sept. 15 club, Science Alliance advisor Steve Heilig lay on a bed of nails. Now, after three weeks of clubs attendance, students are making decisions about which clubs to join. “It’s good to have another community to hang out with besides just people in your grade,” ninth grader Lauren Dieperink said.

Ninth Graders determine Thursday x-period plans after clubs fair and visits AUSTIN LEIBY Staff Writer

Student clubs are back in action after the clubs fair on Sept.

15, and new Upper Schoolers are figuring out what these groups mean to the school and the student body.

The clubs fair is a time when ninth graders and new students are encouraged to check out student groups and see what they have to offer.

“It’s a safe place to meet new people with common interests and to make new friends,” ninth grader Liam Will said of his clubs experience so far.

For three weeks following the fair, students committed to visit three different clubs, registering their choices with Dean of Students Max Delgado through a Google Form.

The reviews were positive, with most students noting that the clubs have a welcoming feel

to them as well as an established structure within.

Now, students are faced with choosing a club or clubs to join or using Thursday X-Period for free time.

Meeting every Thurs. during X-period, clubs all have vastly different agendas. Ranging from chatting about the upcoming football games, to analyzing the most recent presidential debate, these clubs cater a student friendly forum to express their interests with other classmates.

While these groups encourage discussion between students in a specific field, they are also an outlet for meeting new people: “It’s good to have another community to hang out with besides just people in your grade,” ninth grader Lauren Dieperink said.

Clubs are led by students with the support of a faculty advisor and created or renewed annually based on student interest.

SCREEN CAPTURE: GOOGLE MAPS WEST MEETS EAST. Upper School history teachers Sushmita Hodges and Ryan Oto will travel with up to 15 students this spring on a trip that will combine world religions and civilization studies. US History teacher Sushmita Hodges hopes the students who visit India will learn that “globalization is not always the answer” and come home with a new view of the effects globalization can have on a society.

NOAH RICE Staff Writer

Gujarat, India is known for a vibrant modern textile industry, but it is built on a rich swath of culture and history.

For the first time, US History teachers Sushmita Hodges and Ryan Oto will take up to 15 students, grades 10-12, on a 12 day journey to Gujarat, India during Spring Break in March to learn about Gujarat’s past and present.

Hodges and Oto have partnered with an organization called International Honors Program which will help the students further explore, as Hodges puts it, “how India lives in both the 18th, 19th, 20th, and 21st century all at once.”

Gujarat is located on the west coast of India and will serve as home for the students throughout the trip.

The trip is designed to connect with their studies of world religions and civilizations through learning experiences. The students will dive into cultural studies in the city as well as contrast

“This trip was conceived 15 years ago, and just now all the parts have come together.”

— US HISTORY TEACHER SUSHMITA HODGES the urban culture to that of the rural communities.

The language department have been leading trips for many years now, so when the history department announced this international experience, many in the community wondered why they had waited so long.

Hodges said “This trip was conceived 15 years ago, and just now all the parts have come together.”

IHP has helped to coordinate activities for the students thought the trip, which will highlight the food, arts and crafts, and interactions with the people. Students

will have a chance to experience art forms including Henna and Appliqué, while being able to learn it for themselves.

To wrap up the trip, students who attend will complete a research component in the form of a website, to highlight what they have learned. This research will be a way to more broadly share what the students have learned in a presentation when they return.

Hodges hopes that the students learn that “globalization is not always that answer,” and come home with a new view of the effects it can have on a society.

This year’s trip will be the first of what the history department hopes will become an annual experience, much like the language department trips.

The trip to India, including housing and airfare, will cost about $3,000, but each family will determine how much spending money to send.

All students wishing to attend, or those who have questions should contact Hodges or Oto.

HerSpace promotes Love Your Body Day one post-it at a time ANNIE BOTTERN Staff Writer

RUBICON PHOTO: Annie Bottern BODY LANGUAGE. HerSpace members junior Sky Li Griffiths and sophomore Isa Saavedra-Weis host members of the freshman class while they write post its to place on the Love Your Body poster.

Read the brightly colored post its on the poster on the upper library windows: “I love my eyes.”

“I have a great laugh.”

“I like my hips.”

In honor of National “Love Your Body” Day on Oct. 19, HerSpace, a student group focused on issues relating to women, hung up a poster on the library windows outside of Dean Delgado’s office shaped like a human body.

The group encouraged students to write something that they

loved about themselves on a postit-note and place it on the poster.

“I want everyone who comes by this table to think of at least one thing, maybe ten, maybe thirty things that they like about themselves and their bodies and put it on the poster,” junior Lillian Pettigrew said.

Pettigrew is a member of HerSpace and spent free periods at the table encouraging people to participate.

Aside from the poster, the group organized a bake sale Oct. 18 during lunch periods. The proceeds went to Visible Bodies, an

arts initiative based in Minneapolis for transgender and non conforming people.

The main goal of the week was to encourage self confidence and positivity surrounding image.

Pettigrew hopes that students come away from the week with “Body positivity—especially from within—and building confidence—with your body.”

HerSpace is an affinity group for women that meets on Thursdays during tutorial in the Wellness Room.

E ditorial 4

MINI EDITORIALS

Calendar adjustment honors school diversity

Don’t pass up mentorship

THE RUBICON • OCTOBER 2016

STAFF EDITORIAL

No need to decide between missing school and celebrating a holiday THE RUBICON Staff Editorial

The academic calendar contains artifacts of the past: summer vacation originated with the old farming calendar, Sundays are seen as a Biblical day of rest in Protestant religions, and winter break conveniently falls over Christmas. Other religions ask— what about our holidays?

The quarter one calendar included no school for the Muslim holiday Eid al-Adha in September and the Jewish holiday Yom Kippur this month. Anyone who believes in believing will recognize that these days off serve as a respectful nod to families who celebrate these holy days. The Rubicon staff applauds this calendar amendment, and believe it reflects the school’s priority to be more welcoming and inclusive.

Both sentimental and practical reasons stand behind the addition of these two holidays to the school calendar. Formally recognizing these holidays eliminates the need for parents and students to choose between school and their culture. Additionally, it is comforting for members of all religions to know that the school will consider requests for schedule accommodations that respect their faith.

As students express the desire to practice their religions without conflict, it makes sense to close school so that cultural beliefs can be honored without major disadvantage to the believer.

That being said, once the school begins to recognize holidays for some groups, there will be others asking for the same thing. With growing diversity and a nearly limitless holidays in the wide array of the whole world’s religions, deciding who’s in and who’s out on school calendars is a complicated political conundrum.

Thankfully, within the U.S. government system, local public and private schools have the freedom to choose holidays based on unique demographics.

Using this freedom, our calendar now follows the trend that schools adapt to the broadening demographic make-up in regions and communities. In 2015, New York Mayor Bill de Blasio

Editorial Cartoon: Jonah Harrison NO CHOICE NECESSARY. When SPA administration added days off for Eid al-Adha and Yom Kippur it made every student a winner because it eliminated the choice for students between education and faith. announced that public schools would be closed for Lunar New Year, a major holiday in Chinese and Korean culture. With Asians comprising some 15% of city students, closing on the Lunar New Year made financial and educational sense.

New York City school districts also close on major Jewish holidays because large numbers of Jewish students and teachers will be absent. In Dearborn, MI, where almost half of the students are Muslim, schools close on Muslim holy days.

The new holy days off here allowed students participating in the holidays to forget school for a day and focus on their culture and family, unburdened by the choice between school and religion.

Students not participating in these holidays could rejoice for their extra day of freedom, but also use the days to remain respectful and remember that these new days off are religious holidays that have enormous significance to some of their classmates.

Additionally, the school’s ac-

Recognizing these holidays eliminates the need for parents and students to choose between school and their culture. knowledgment of religious holidays as a shared value has lead to growing public student participation in religious celebration.

For example, the Muslim Student Alliance held an informational meeting about Eid al-Adha. This newfound appreciation now provides educational opportunity that extends beyond the classroom, broadening perspective and building community.

School curriculum should continue education about world religions. Religious literacy is critical for sustaining a free society in which people of many faiths

or no faith treat each other with civility and respect. To take literacy literally, students can educate themselves on the different greetings for the different holidays that their friends might celebrate. On Eid al-Adha, students can greet their friends with “Eid Mubarak.”

On Yom Kippur, “Shanah tovah” is the proper greeting.

Actively including religious diversity in the academic calendar raises messy questions, but ultimately the greater the diversity, the more protection and reverence for religious freedom.

Religion is a part of the soul which, many religions profess, lasts forever. Therefore, students who belong to religions yet unrecognized by the school calendar are encouraged to choose culture over school. This action is the only way that communicate the need to add a future holiday to the calendar to the schedule-planning school administration.

In the meantime, the addition of Eid and Yom Kippur are a step in the right direction.

Just a few weeks into the school year senior and junior mentors were paired with their ninth grade mentees. In Driscoll Commons the groups met each other for the first time and had their only mandatory meeting so far this school year.

Now the first quarter has ended but that does not mean mentorship has to. There are still many days available in the school year to meet with mentees and impart invaluable advice that took upperclassmen years of high school to learn.

To be clear, not every ninth grader will need or ask for the same amount of advice and guidance but a good mentor should be attentive to their mentee’s needs.

The upper school mentorship program does not have to end with the first quarter. There are clear advantages for both parties involved when mentors and mentees form lasting connections instead of just meeting once in early September.

Cast a vote “Yes!” for the mock-election The mock election gives students an opportunity to exercise their beliefs and see what their classmates think, even if they are not eligible voters. The groups coordinating the Oct. 25 opportunity are promoting civic engagement and informed conversations.

Student groups, like Student Political Union and Honors Historical Society provide space for students interested in politics to discuss viewpoints and educate the community on civic issues, but the mock election invites everyone to add their two cents and cast a vote.

Currently, it seems that all news surrounds the battle between Trump and Clinton. The mini election brings topics frequently discussed in the media to students’ attention. Students should participate in the mini election as it is one of the few ways to see how their opinion stacks up against their peers.

Walk down to the Small Gym on Oct. 25 and take the ballot seriously; it shows how important it is to care about what happens in the country and to make a choice.

THE RUBICON

St. Paul Academy and Summit School • 1712 Randolph Ave St. Paul, MN 55105 • rubicon.spa@gmail.com • www.RubicOnline.com • @TheRubiconSPA EDITOR-IN-CHIEF CHIEF VISUAL EDITOR MANAGING EDITOR GRAPHICS MANAGER NEWS EDITORS OPINIONS EDITORS FEATURE EDITORS IN DEPTH EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITOR AROUND TOWN EDITOR PHOTO STORY EDITOR

Javier Whitaker-Castañeda Sophie Jaro Noor Qureishy Mari Knudson Andrew Johnson, Ellie Nowakowski Jasper Green, Krista Schlinger Jack Benson, Claire Hallaway Iya Abdulkarim Jonah Harrison Jenny Sogin Marlee Baron Stephanie Li

DIRECTOR OF RUBICONLINE CREATIVE DESIGN MANAGER PRODUCTION MANAGER STORY/ SOCIAL MEDIA EDITOR NEWS EDITORS OPINIONS EDITOR FEATURE EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITORS PHOTOJOURNALIST ILLUSTRATOR/VIDEOGRAPHER COLUMNISTS

Diane Huang Amodhya Samarakoon Clare Tipler Lauren Boettcher Ellie Findell, Peter Blanchfield Emily Thissen Isabel Saavedra-Weis Mimi Geller Breandan Gibbons, Michael Forsgren Kelby Wittenberg Web Lehmann Spencer Allen, Ewan Lang, Peter Schavee

STAFF WRITERS Annie Bottern, Quinn Christensen, Flannery EnnekingNorton, Abby Hedberg, Tristan Hitchens-Brookins, Austin Leiby, Chloe Morse, Noah Raaum, Noah Rice, Sharee Roman , Emma Sampson, Max Soll , Noah Solomon, Nitya Thakkar ADVISER Kathryn Campbell

O pinions 5

THE RUBICON • OCTOBER 2016

Clubs should aim for more gender diversity MARI KNUDSON The Rubicon Editor

Through both administrative efforts and student initiatives, St. Paul Academy and Summit School aims to be as gender inclusive as possible. The impact of these efforts can be seen across the school, in classes such as History of Women in the World, in the removal of gendered language from the student dress code, and in the addition of gender neutral bathrooms. This state of affairs, however, only makes the prominent gender segregation of the majority of student groups all the more illogical and alarming.

According to a survey sent out to all student club leaders, with data present for a total of 14 clubs, roughly 93% of student groups are either male or female dominated. Of those student groups which are female dominated, two-thirds have a social justice or activist mission. The male dominated groups have a wider array of focuses, ranging from political to athletic, with the Gender and Sexuality Acceptance group being the only one with a social focus. And only one club of the 14 was reported by both club leaders as having a balanced representation of genders: the math team. These numbers are in sharp contrast with overall theme of gender inclusivity at SPA. The gendered status of student groups could be a result of student’s tendency to join clubs with people they feel most comfortable with. Most students join clubs as ninth graders, who, as they

are less familiar with the upper school, tend to stay in their comfort zone more than their older counterparts. If one’s friends are mostly of the same shared gender, which is often but not always the case, and that friend joins a club with those friends in it, then that club will have gained members of only one gender.

Diversity is beneficial and necessary for any organization to really thrive and reach its full potential.

While this explanation certainly could explain part of the problem of gender segregated student groups, the pattern of which ones are female dominated and which are male dominated is not random, suggesting that the issue is connected to broader, societal gender norms. As the results of the poll mentioned above suggested, clubs which have a social or activist theme, such as Students for Social Justice or Community Action and Service, consist mostly if not exclusively of female identified students, while those with an athletic or political focus tend to be made up of those students who identify as male.

Similar trends exist on a national scale within the Unit-

ed States. According to the labor force statistics aggregated from the current census by the Bureau of Labor Statistics, 84% of those employed as social workers are female. Further data from the bureau states that 28% of women volunteer, while only 22% of men do. While SPA is progressive in terms of gender equality and inclusivity in many aspects, the school is not invincible to the negative impact of gender norms, as is evident in the case of its student groups.

Diversity is beneficial and necessary for any organization to really thrive and reach its full potential. When one half of a population is absent from a group, it suffers from a deficiency of ideas, skills, and opinions. With the exception of some affinity groups, the missions of all school student groups are applicable to all genders, even though the current membership may suggest otherwise.

Although the problem of unequal gender representation in student clubs is a huge issue that relates to larger flaws in modern society, there are still many accessible ways clubs can become more gender balanced. One way to combat the problem before it starts is to require gender balance in a potential club before it is even formed. Club founders must provide a list of interested students before they are allowed to form; this list could be required to be gender inclusive.

While helpful for new clubs, this strategy is useless against preexisting, gender imbalanced

Distribution of gender among clubs KEY

equals one female dominated club

100% male

75% Male

equals one male dominated club

Mixed Gender

75% female 100% female

INFOGRAPHIC: Mari Knudson BINARY PARTICIPATION. With 14 of the 20 Thursday x-period clubs responding, clubs often split by gender, with four clubs reporting exclusively female members and four clubs reporting exclusively male members.

student groups. In this case, it is necessary to reevaluate the effectiveness of the current way students are recruited to join a club.

Right now, ninth graders attend a club fair at the beginning of the year to learn about the wide array of student groups, and sign up for three which they would like to attend in the coming weeks.

While the student agency allowed by this system is positive, if the problem of gender imbalanced clubs is rooted in unconscious stereotypes and the nature of how

students decide to join a club, then this system will only continue to produce gendered clubs.

At the end of the day, it is up to students to break rigid gender segregation among student groups.

The first and most important, step in remedying this situation is to simply be aware that gender plays a subconscious and harmful role in how students select which club to be a part of. After that, students should feel free to join any club they are interested in, unrestricted by any existing gender norms.

Labels force unrealistic expectations upon students

READING RAINBOWS

PETER SCHAVEE Columnist

We label everything, from the color of a couch to the value of a pen, labels surround us. I find myself placing objects and constructs into perfect little mental boxes, sealing them up, and assigning some name that loosely describes the contents of each imaginary container.

When we categorize people, the potential for trapping individuals in a metaphorical box emerges, making someone feel as if they need to act in a certain way that correlates to their assigned label.

Through classification we gain a sense of comfort in the tumultuous world we live in. As Scott Kaufman, Ph.D., wrote for Psychology Today, the ability to classify various objects allows us to not be overwhelmed by every new exposure. I find it relieving to know that this strange desire to find a specific place for everything in life is natural and necessary. Although organization plays a pivotal role in a productive life,

When we categorize people, the potential for trapping individuals in a metaphorical box emerges. there still remains an important question. What happens when we over classify?

One of the most dangerous issues of classifying occurs when we place people into our own

little boxes. The language we use when speaking to another person greatly impacts their perception of themselves. We understand that the labels and words applied to someone are greatly tied to their self image. In a study published by the University of Connecticut, when a student is not placed in a class like AP or Honors, they can begin to lose confidence academically, performing worse than before. So, when words such as “smart” or “lazy” are applied to someone, particularly a student, their entire behavior has the potential to change. Another instance of dangerous labels arise when somebody emerges as a member of the LGBT community. Once a label is placed on

them, they can feel as if they need to forever act in accordance to the word associated with their name.

Clearly our classification of individuals possesses dangerous results; once someone is placed in a box they may feel like they cannot escape it.

Now we have to consider the effect of forever classifying someone as belonging to a particular group. Though our original instinct is to place someone in a box, we hurt people by hanging onto a specification and refusing to learn about their true personality. Forever classifying someone is wrong; we need to leave room for people to grow.

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F eature 6

THE RUBICON • OCTOBER 2016

Lea Moore’s creativity shines backstage in The Last Firefly JACK BENSON

The Rubicon Editor Lightning flashes and water surrounds the stage as actors clash in an underwater battle.

The Children’s Theater Company struggled to make the underwater battle seem more real. The professional theater company is well experienced in designing sets, but this time the idea for an authentic underwater atmosphere came from an outside source.

Senior Lea Moore contributes an idea to make the underwater scene a success.

The Last Firefly is a performance put on by the Children’s Theater Company. It is a beautiful play based of the short story by Naomi Iizuka. It’s about a little boy who runs away from his abusive stepfather into the forest. He is lead on a mystical journey full of strange and unique characters to find his real father.

Senior Lea Moore got the opportunity visit the production and rehearsals of the play. She followed around the stage manager learning about the intricacies of

“stage managing is very different on the professional level.”

— SENIOR LEA MOORE working at a professional theater.

Some parts of the job weren’t so fun.

“I wrote down the director’s notes and swept the floor,” Moore said.

But overall, her job was extremely rewarding.

“I enjoyed the learning I did there,” Moore said.

Lea has worked on previous plays at the highschool level.

Now she got to see the way stage managing is done on a professional level.

“High School stage managing is very different on the professional level, so it was a cool learning experience,” she said.

The play is ripe with opportunities to make a beautiful set. It

takes place in a forest and on a river. There are also good opportunities for special effects, including lightning.

The Children’s Theater also has a very extensive set of resources for building a stage and designing lighting. This is the perfect environment for a stage manager.

There was one scene that the crew was having a struggle with.

There is a battle that takes tplace under a river. It can be difficult to create underwater scenes. The professional stage manager was out of ideas, and the assistant managers were out of ideas, but the high school senior knew what to do. Lea came up with an idea for creating a more special underwater experience.

“I had the idea to use a bubble gun,” Moore said.

Moore’s idea made it all the way into the production, and is now featured in every performance of The Last Firefly.

The play runs from Sept. 27 to Nov. 13 on the Cargill Stage. 75

FAIR USE PHOTO: Children’s Theatre Company LIGHTNING FLASHES ON STAGE. The Last Firefly, a world premiere production was produced by the Children’s Theater Company and will run through early November. “I enjoyed the learning I did there,” senior Lea Moore said. Moore spent time shadowing the production.

SHINING BACKSTAGE. Senior Lea Moore got a chance to shadow a stage manager during a Children’s Theatre Company production and even contributed. “I had the idea to use a bubble gun,” Moore said.

Poptarts and camraderie foster debate team success JASPER GREEN

“The debate culture is really inclusive for me. I came into beginning debate as a sophomore and was welcomed by both the advanced and beginning debaters.”

The Rubicon Editor

From the wonderful snack of Poptarts, to teamwork in competitions and the goal to come home victorious, the debate team does its best to incorporate and teach new debaters how to be proficient.

“The debate culture is really inclusive for me. I came into beginning debate as a sophomore and was welcomed by both the advanced and beginning debaters,” sophomore Jazz Ward said.

The team makes sure to teach new debaters how to become proficient in speech writing through practice.

Ninth grader Zach Dyar explains how, if new debaters do their best to learn how to write speeches and give them, debate is not all that difficult.

“It seems like it would be really hard to do when you watch your first debate, but as you go to class and keep practicing, you figure out that when you put in the effort to learn, debate can become really easy,” Dyar said.

— SOPHOMORE JAZZ WARD

SUBMITTED PHOTO: Scott Streble DEBATABLE INCLUSION. Senior debaters Henry Ziemer, Cole Thompson, Sarah Wheaton, Noor Qureishy, Shefali Bijwadia, and Raffi Toghramadjian share in their final year of debate.

In public forum debate students work together in pairs and compete together against the opposing pair. But before all of the action of competitions, students reward themselves with an extravagant breakfast of Poptarts.

The first speaker of each team must speak on either the pro or the con side of an argument, which is

determined at the competition.

They read a pre-written speech, and afterwards, each team’s first speaker participates in a crossfire where they argue each other’s points.

The second speaker must then come up with their speech on the spot, followed by another crossfire.

Junior Greta Sirek, an advanced debater, reflects back to when she sharted debate.

“I think it’s much harder to be the second speaker because you have to make up a four minute speech on the spot that responds to what the first speaker says. I prefer to be the first speaker because then I only have to make up a two minute summarization of my points, and I feel more prepared.” Sirek said.

The debate ends with summarization of points by the first speakers, a grand crossfire, and then a chance for the second speakers to argue their main points once more.

Students on the debate team are able to see many perspectives

on different topics.

“In debate, you need to argue both sides of the topic, and because of this you get to see different people’s opinions on issues.

By seeing both sides of the argument you become a more rounded person as a whole.” Sirek said.

Although debate adds a certain amount of stress to student’s lives, from the pressure of competition and the extra workload of preparing speeches, the debate team supports each other.

“There are so many intelligent people in debate, and it’s a really relaxed and supportive but also serious culture. Everybody enjoys it, and it’s led by a great teacher,” Parker said.

Osteraas rebuilds disaster-stricken homes in New Orleans MIMI GELLER

RubicOnline Editor Volunteering, giving back to a community, and devoting time to a cause is a debt people must pay. Volunteers do not necessarily have the time for these efforts, but rather they have the heart to endure physically, emotionally and mentally draining responsibilities in order to complete a common goal of service. Students

at St. Paul Academy and Summit School have the pleasure of being able to experience community building miles away, and with it they gather knowledge of trust, teamwork and cooperation. Sophomore Lauren Osteraas gained insight of unity over the summer with Project Homecoming. Osteraas traveled with this organization with the incentive to re-build houses in New Orleans for low-income families that still

face the repercussions of hurricane Katrina from 2005.

“It was challenging to see how much poverty and damage there still was after so many years after Katrina. It was also hard since we were only volunteers, and we had a limited amount of supplies to use to fix houses, so we were not able to fix everything,” Osteraas said.

Read the rest and more Community Service Spotlights at ubicOnline.com

+ MORE SUBMITTED PHOTO: Lauren Osteraas

F eature 7

THE RUBICON • OCTOBER 2016

Highlights from Leo’s senior speech

What does it mean to be transgender?

“The next year [at German Camp Waldsee] I relived that experience and met even greater friends. These great friends helped me accept myself as something I had denied for years: queer. I was out, I was proud, and my friends supported me,” Bukovsan said.

“That was the summer I first started realizing that I was transgender, and the people there were so supportive of my journney. I made so many important memories there, and decided SUBMITTED PHOTO: Leo Bukovsan that the next summer I would return to Waldsee as a Lehrling, HOME AWAY FROM HOME. Bukovsan spends his time over the summer at German Concordia camp. “So, or apprentice,” Bukosvan said. summer camp in general for a lot of people is helpful for people who are discovering themselves because they are away from preconceived notions about themselves,” Bukovsan said.

“That month [being an apprentice at German Camp] was one of the best in my life, because it was one of the first times I felt comfortable in who I really was. I loved myself,” Bukovsan said.

“Because it [Waldsee] was the only place where the people I was with gave me the space to cope with the things I was struggling with,” Bukosvan said.

My name is Leo

A search for transgender acceptance JONAH HARRISON The Rubicon Editor

ILLUSTRATION: Iya Abdulkarim “I got to get away from school and St. Paul and just live as myself, or create a whole new porsona for myself. I could be who I am. I was going to be responsible for myself and have control of my life for once in a place where that was encourcaged, not frowned upon,” Bukosvan said.

“Waldsee gave me the space to grow into myself, space for me to grow into the boy you know and love, Leo. Funny enough, I was given the space to accept Leo where everyone only knew Maren. Maybe because no one there, not one person knows Isabelle,” Bukosvan siad.

“People there are willing to learn about Leo, and they don’t assume they know me because they knew Isabelle. I think SPA could be more like Waldsee if we are all together a little more curious, humble and patient,” Bukosvan said.

“I don’t know how one place can c]provide so much joy and love to so many people, but Waldsee does,” Bukosvan said.

Guitar. Theater. GSA. These are activities senior Leo Bukovsan is known for. But Leo is more than the sum of what he does and is speaking out about who he is.

Leo Bukovsan is one of the only publically-out transgender students at school. Bukovsan started at St. Paul Academy and Summit School in kindergarten, but he just came out as a transgender male last spring at the Junior Retreat.

“I had a friend who I lived with during my last year as a camper, and he was a transgender guy as well. He and I became really close friends and we Skyped over the year, and he actually encouraged me to come out at Junior Retreat because I was having a hard time not talking about it,” Bukovsan said.

For the most part, Bukovsan has felt included in the school community, but definitely feels like there is room for improvement.

“There is a culture of assuming that we are already perfect when it comes to [accepting other people],” he said.

As a leader in the Gay Straight Alliance club on campus, Leo has worked hard to build more space for acceptance and to spraed information about LGBTQ+ issues on campus. “[The culture of not knowing] leads to assumptions about things, but also hurts people in the process because you are try-

ing to be accepting but you think you already know what they need,” Bukovsan said.

Every person has a community that they love, and for Bukovsan, the theater is a place where he could be himself and feel very accepted.

“The theater community has been really great for me; it was one of the first places that accepted me when I came out as transgender, and most of the people that do theater are my friends,” Bukovsan said.

“There is a culture of assuming that we are already perfect when it comes to [accepting other people].”

— SENIOR LEO BUKOVSAN

Bukovsan thinks that the school has done very well in generally accepting his gender identity, but societal norms have made adjustments difficult.

“People have socialized me to be a girl, which just isn’t the case, and unfortunately that changes how they talk to me just because that is the reality of our society,” Bukovsan said.

Many of the problems that Bukovsan faces at school don’t come up at all at her German Concordia Language Camp.

“I was in a place where I could accept myself more, because I have been at SPA for my entire life, and it’s hard sometimes because there are people that have known me since I was five years old, and no matter what there are going to be some assumptions there.”

“So, summer camp in general for a lot of people is helpful for people who are discovering themselves because they are away from preconceived notions about themselves,” Bukovsan said.

Summer camp also played a key part in Bukovsan’s decision to come out as transgender to his classmates last year.

Bukovsan believes that he has been very lucky with the support and acceptance he has received at school, but thinks there are a few areas that could be improved.

“People don’t ask questions because they assume they already know the answers and I feel like just being willing to admit that maybe you don’t know everything about how to be inclusive [is important],” he said.

“Because personally, I don’t know everything about how to be inclusive for every single thing.

One of my goals is to ask people what I can do to help them, and I think [many people at] SPA have a problem in asking how to help,” Bukovsan said.

SELFIE PRIDE. Senior Leo Bukovsan snaps a photo at the PRIDE parade this summer.

“People have socialized me to be a girl, which just isn’t the case, and unfortunately that changes how they talk to me just because that is the reality of our society,” Bukovsan said.

TRANSGENDER

is a term used to describe people whose gender identity differs from the sex marked on their birth certificate.

GENDER IDENTITY

is a person’s internal, personal sense of being a man or a woman, or someone outside of that gender binary.

PRONOUNS

Respect the name a transgender person is currently using, even if you know their birth name. If you are unsure of which pronoun a person prefers, listen first to the pronouns other people use; someone who knows the person well will likely use the correct pronoun. If you ask, start with your own. For example, “Hi, I’m ____ and I prefer the pronouns ___ and ___. What about you?” If you use an incorrect pronoun, apologize.

HOW TO BE AN ALLY

Don’t ask a transgender person what their “real name” is -- respect the name the transgender person is currently using.

Be careful about confidentiality, disclosure, and “outing” by not casually sharing what you know about a person’s transgender identity. It’s an invasion of their privacy and can cause harm.

Understand that there is no one way to be transgender. Accept that if someone tells you that they are transgender, they are.

SOURCE: GLAAD

8

In De

THE RUBICON •

&

INCLUSION Q What lunch lines, summer camps, and video STEPHANIE LI

The Rubicon Editor

Where do students feel included?

[Students feel included] during discussions because everyone feels [as though they are] a part of it and knows they can participate. [Also] during sports practices because you’re all a part of a team and you all have to work together for a common goal.

How would you define exclusion?

What do you think of exclusion?

How would you d excl

The definition of exclusion for me is feeling like you’re not able to join a group or be a part of an activity. Whenever I felt like I didn’t belong somewhere, it’s usually because of my race or gender.

Inclusion is allo be part of some exclusion is not to be part of som think exclusion from insecurity

When have you felt included at SPA?

When was a time you felt excluded?

I feel included at SPA because people welcomed me when I was new and I have friends that included me inside and outside of school.

Sometimes in a class I don’t feel comfortable [but] there isn’t really anywhere where I feel super excluded [at SPA] ... During class discussions if we’re talking about something that pertains to my identity, sometimes I’ll feel like I can’t hop into the conversation otherwise people will critique everything I say so I just sit back and don’t say anything at all.

How do you define inclusivity?

I would define it as welcoming people or students to spend time or feel comfortable with another student.

I think [inclusivity] is important because it makes everyone feel comfortable where they are.

Where do students have a sense of belonging?

I would say students feel like they belong in clubs, music, band or sports practice because they all have common interests so it’s easier to feel like you fit in.

What benefits are there to being in a group?

You can socialize with others that have similar interests When you go to a club, it enables you to include others because you have common interests so it’s easier to connect and be inclusive.

Ninth grader Kathleen Bishop

Where do students feel included?

The fact that people feel comfortable joining sports or clubs or theater and music and doing whatever they want to do, is something cool at SPA that I haven’t seen at other schools. I think that’s something really unique to us and it shows how we are an inclusive community. I think my grade, specifically, is pretty blended together. There’s obviously groups— that’s the way it’s always been—but for the most part I’ve felt comfortable with most of my peers no matter what group they’re in and we can all just get along.

Junior Amina Smaller

Where is exclu S

I see more inclusi to reach higher g and I see more sion in lower gra

When was a time

I went to a two o camp [at SPA]. pened was that [t of kids that didn was one of the fo did, but the othe classmen. I was with a friend and said ‘Hey come s we can debate wi

How can stude

I think people ju can’t sit somewh ready been occup group of people has pre-decided t area or territory see SPA not as lit an open area, I think that will [create] natural interaction.

The lack of natural interaction is the reason that we have division inside of our school.

Senior Muneil Rizvi

9

epth

• OCTOBER 2016

&

E X C L U S I O N: A production mean in the lives of five students KRISTA SCHLINGER The Rubicon Editor

define inclusion and lusion?

How would you define inclusion and exclusion?

owing something to ething greater and allowing something mething greater ... I and inclusion stem that people have.

Inclusion I would define as everyone together, no one being left out.

And exclusion, the opposite: some people being left out of a particular thing and being upset about it.

usion prevalent in SPA?

ion as students start grades inside of SPA division and excluades at SPA.

e you felt included?

or three day debate and so what hapthere were] a bunch n’t go to SPA and I our or five kids that er kids were uppersitting at this table d other students who sit at our table and ith each other.’

ents be inclusive?

ust assume that you here because it’s alpied or because that that’s sitting there that ‘this is only our y.’ So long as people ttle divisions, but as

l l

When was a time you felt included?

I’ve felt really included in every friend group I’ve joined [since I came to SPA]... When I was in the lunch line, I was standing there alone, and my friend Sonja [Henze] came and said to me ‘Hey, let’s eat lunch together’ and I felt really included. All her friends came and we all sat together.

Where is exclusion prevalent in SPA? If [a group] only talks about their interests and [doesn’t] try to find out more about [another] person, [that could lead to exclusion]. Or if they try to hang out with people that they don’t really have much in common, then they could get excluded.

Where do students have a sense of belonging?

How do you define exclusion?

[I think exclusion is] when there’s a group of people and said group doesn’t allow others in.

Has there been a specific time when you have felt excluded?

A couple of my friends were making a video once, and I wanted to be in it because I enjoy acting, and they were like ‘we don’t have a part for you’ and then they left, and that hurt.

Has there been any times when you felt included?

There has been several times. I hang out in the Summit Center, and I have never failed to be included. I’ll go over there and someone will say ‘hey Ben’, and ask me about this or say ‘Hey Ben how was your day?’.

I think [I feel more included at the Summit Center] because I have more in common with the people there, we share some of the same interests and we’ve been friends for a while.

How can students be more inclusive to others?

[The library] kind of forces us to talk to each because we’re all in one space and we don’t have to worry about homework and we’re not in class at that certain time.

[Students can be more inclusive if they] accept others’ differences and know that their views belongs to them, and that they shouldn’t have to shift their point of view to be friends with you.

How can students be invlusive?

Where do students feel included?

Finding people that you do have stuff in common with and that you like to talk to.

Ninth grader Lilly Ramalingam

[Students feel included] in the Library. I always see students come in and out and it’s a very open and group-like space that everyone uses.

Sophomore Ben Atmore

A round T own

10 Murder over pizza THE RUBICON • OCTOBER 2016

JENNY SOGIN

The Rubicon Editor It was the fateful night of Sept.

16 when my life, and the lives of 10 others, changed forever. Pepi Roni had been murdered in his own restaurant, shot in the back.

His family (and his murderer) had

decided to gather round for a nice family dinner to honor his memory, and to find out who had committed this horrible act. The sad night quickly turned sour as deep, twisted secrets came to light.

Murder mystery parties are dinner parties where guests act and dress up as characters con-

nected to the theme of the party.

At the beginning of the party, the guests learn about someone who’s been murdered, and over the course of the night act out their parts while reading off scripts that they were given from the host until they uncover who FLICKR CC PHOTO: Matt the murderer is.

How I prepared for the mystery In preparation for the fateful (and hopefully fun) night, my first move was to find a party kit that included scripts and clues.

However, most of the good murder mystery party kits were re-

ally expensive, so I went with a boxed set that I borrowed.

Next, I asked around to find some people who were interested in attending. I needed at least eight guests (who would be main characters) for the game to function, and ended up with nine. The extra person played a detective wearing a fedora.

Then, since I didn’t have time to send out formal invitations in the mail and I didn’t want to track down everyone interested to hand-deliver their invitations, I sent out an evite. I went to the

dollar store to find some cheap costumes, and I also gathered some items around my house.

Then, once everyone arrived, they chose their own roles.

The party kit we played, “Pasta, Passion, and Pistols”, contains eight characters with corresponding clues, script booklets, a “How to Host” book that gave me dinner and decorating ideas, and an optional CD track to play during the party.

RUBICON PHOTO: Jenny Sogin GETTING READY. I used a murder mystery party kit called “Pasta, Passion and Pistols” for the party.

The kit included costume suggestions, character bios, food suggestions, clues and a script.

The guests (and murderer) arrive Junior Izzy Denny played Tara Misu, the young wife of Rocco Scrafazzi.

“I’m super pumped to play the hot wife,” she said.

Sophomore Elise Parsons chose Bo Jalais, the French wine manager of Scarfazzi Vineyards.

“I’m excited for managing ‘ze grape,’” Parsons said in a perfectly false French accent.

Sophomore Bailey Donovan, who played Father Alfredo, said, “I’m really excited to play the

priest...because priests are really conservative people and…I was really surprised that being considered...a killer” There were three rounds total that involved a scripted conversation amongst characters (which they foumd in the booklets) and then questioning and accusing.

The questioning phase was the most confusing part because each character had a different person to question or accuse, as well as certain restrictions on when they

could question or accuse another character. For example, some people could only accuse another character after a certain clue was revealed by a completely different character.

As a first-time host, I had no idea how this worked because I wasn’t supposed to flip through each booklet so I wouldn’t spoil the whole story for myself, so it took a while for us to figure out how the questioning and accusing stage worked.

RUBICON PHOTO: Marlee Baron THE PARTY BEGINS. Guests eat pizza and drink sparkling juice as they read off of scripts. Later they will accuse each other of murder.

Scandalous family secrets are unveiled during questioning Over the course of the night, guests commented on how they had grown attached and defensive of their characters.

Sophomore Gabby Harmoning, was known as Mama Rosa, the restaurant matriarch for the night. “I thought this was a very spicy murder, and I feel betrayed in so many ways.” Hamoning said.

Sophomore Adelia Bergner played the astrology enthusiast Clair Voyant.

“I found myself getting emotionally connected to my character and feeling personally attacked by people,” she said Junior Tess Hick, who played the daughter of Pepe Roni, Angel Roni, agreed with Bergner.

“I also found myself really getting into my character. Whenever something new would come up, I’d be like very defensive or personally heartbroken,” Hick said.

SPICY DRAMA. The murder was very dramatic and scandalous and every character was betrayed at some point during the night.

TROUBLE IN “PARADISE”. The instructions weren’t too helpful so we worked together to decipher them to help the story move forward.

A round T own THE RUBICON • October 2016

11

The surprising end to a “saucy” evening After three rounds of intense, back-stabbing dialogue and questioning, gasps of shock and betrayal, the true murderer was finally revealed to the rest of the group.

“I knew I was the murderer the whole time, and no one accused me.”

— Sophomore Elise Parsons Bo Jalais had killed Pepi Roni thinking he was his twin brother, Rocco Scarfazzi.

Parsons, smug, when Bo’s guilt finally came to light, said, “I knew I was the murderer the whole time, and no one accused me. I think I played the innocent act pretty well.”

Sophomore Eliza Reedy, played Rocco Scarfazzi, the owner of Scarfazzi Vineyards.

“Towards the end I thought [my booklet] didn’t say who the murderer was because I was so sure I was the murderer. Every-

Hosting Tips:

SCRIPTED. Junior Tess Hick, sophomores Elise Parsons and Eliza Reedy read off scripts.

RUBICON PHOTO: Marlee Baron THE BIG REVEAL. Although everyone expected Rocco Scarfazzi, who was played by sophomore Eliza Reedy, to be the murderer, it was actually Bo Jalais, who was played by sophomore Elise Parsons. Murder Mystery parties can remain suspensful until the murderer is revealed. one was accusing me,” Reedy said.

As the ninth player, ninth grader Pia Shultz didn’t have any dialogue, but still had a good time with the toy gun, badge, and fedora of a detective.

“I didn’t get to do much, but it

was still really fun and I liked listening to the story,” Schultz said.

In the end, she didn’t arrest the true murderer.

“I also only had one job, which I didn’t do too well.” she said.

Junior Stephanie Frisch played

Marco Roni, the soccer loving son of Mama Rosa and Pepi Roni. “[The murder myster game] was very confusing at parts. And there were a lot of connections and twists throughout the story that I was not expecting.” Frisch said

Hosting this murder mystery party was a lot of fun because the characters were really interesting, the food was really good, and there was a lot of drama, plot twists, and betrayal. If I were ever invited to one, I would definitely attend.

PEW PEW. Ninth grader Pia Shultz was the detective in the murder so she got a toy gun.

PIZZA, PASSION AND PISTOLS. Everyone eats pizza to get into their Italian characters.

MAMA ROSA. Sophomore Gabby Harmoning played Mama Rosa, the wife of the murder victim.

MURDERER UNVEILED. Sophomore Elise Parsons played the murderer, Bo Jalais.

ILLUSTRATION: The Rubicon archives

Start planning early by finding people who are interested in playing and deciding on the game you’d like to play. That way you have time to adjust the preparations in case anything comes up. You need to find a murder mystery party kit, send out invites, buy food and set up the room the party is going to take place in before the party starts.

Make sure to invite the same number of guests as the kit you are using allows for.

Every murder mystery party has a set number of characters who are given a script to act out. There was one extra person at my party who wasn’t able to participate much in the game because the game only had eight main roles.

Buy food that will appeal to a broad range of people, but also relate to the theme of the party. If a lot of people don’t like the food you serve, they won’t have a very fun night.

I bought three pizzas because they were a really easy dinner plan and most people like pizza. I got a cheese pizza for the really picky eaters, a veggie pizza for vegetarians who wanted some toppings, and a sausage pizza.

Make sure to know exactly how each part of the game works. Our game was delayed for a while during the first round of accusations and questioning because the scripts for each character were vague about instructing players how to operate the questioning phase, and the host book didn’t clarify how to operate that part of the round.

And finally, whatever you do, don’t spoil the ending for yourself! I started flipping through Bo Jalais’ (the murderer) character information book for costume ideas, and the words “you are the murderer” were on the very first page, so the night was spoiled for me before it had even started.

RUBICON PHOTOS: Marlee Baron

Students share moments at Hughes’ show on Instagram

INSTAGRAM PHOTOS: @meleyelem, @lutalojones, @hana.martinez

INSTA-MODEL. Student models in senior Leah Hughes’ fashion show post on instagram about it.

12

A rts & E ntertainment THE RUBICON • OCTOBER 2016

Hughes designs and presents Social Construct: A Fashion Collection Self expression through clothing IYA ABDULKARIM The Rubicon Editor

FINISHING TOUCHES. Senior Leah Hughes puts the finishing touches on senior Lutalo Jones’ outfit. “People should be able to express themselves in what they wear rather than having to stick to socially constructed ideas of culture, gender or even personality type,” Hughes said.

GETTING READY. Senior Mari Knudson looks in the mirror while putting on metallic lipstick in preparation for the fashion show that she models in.

STRUT YOUR STUFF. Senior Genevive Zanaska practices her walk for the runway in the green room before the show begins.

RUNWAY REHEARSAL. Senior Emily Dieperink perfects her model walk before she steps onto the real runway in front of over one hundred people.

GLITTER BOMB. Senior Leah Hughes prepares model Meley Akpa for the runway by adding glitter to her face to add a final shine to the look.

RUBICON PHOTOS: Iya Abdulkarim

A blur of burgundy, she hustled down the walkway towards a room sectioned off by an emerald curtain. On one side of the curtain, her friends are dressed in their own clothes in anticipation, while on the other they are garbed in pieces she designed and created.

Before 8:00 p.m., guests walked through the doors to hear music by WNDRLND and roam the space, admiring the art that interrupted the white walls of the Dow Art Gallery, while unconsciously stepping on the soon-tobe runway. Senior Leah Hughes welcomed a crowd of nearly 150 at her Fashion Exhibition, Social Construct, on Oct. 8.

“I love to work with all forms of art and I’ve always been really interested in people … I really started focusing on figure in my painting class last year,” Hughes said.

“During last fall at cityterm I found myself drawing people on the train a lot. Quick sketches because I didn’t want them to notice,” she said.

“Looking back I was subconsciously trying render what they were wearing before I even knew that I cared about fashion.”

Hughes said.

The musical group The Happy Children took over 45 minutes prior to Hughes’s Exhibition, engaging attendees in the front of the room. In the back, behind the aforementioned curtain, the models practiced their runway walks and got dusted in golden glitter.

They ate goldfish crackers and tried to keep a serious faces as senior Maya Edstrom shot individual portraits.

Most of the models were Hughes’s classmates, including seniors Moira McCarthy, Hana Martinez, Meley Apka, Emily Dieperink, Kathryn Schmechel, Mari Knudson, Genevieve Zanaska, and Lutalo Jones.

“I’m doing [the exhibition] because I wanted to challenge myself and because I want people to feel more free when it comes to wardrobe. People should be able to express themselves in what they wear rather than having to stick to socially constructed ideas

of culture, gender or even personality type,” Hughes said.

“A soccer player should be able to wear a pink fur coat if they want to and a theater kid should be able to wear a soccer jersey freely,” she said. “It’s about what makes you feel good. Not what other people expect, want, [or] wear themselves.”

Hughes had just addressed the crowd, informing them of the purpose of the collection and pointing out the runway, before she made her way backstage. Moments after Hughes disappeared behind the sheet of green, her first look was displayed.

“It’s about what makes you feel good.

Not what other people expect, want, [or] wear themselves.”

— SENIOR LEAH HUGHES McCarthy emerged in a midi skirt that comprised of two horizontal metallic hues with floral patches and a patterned belt-style wrap layered over a plain black top.

As she made her way around the room and returned through the curtain, Martinez entered wearing vibrant harem pants with an offwhite vest with large tassels, and a top with a cut similar to the first look, although of a different pattern.

This look was followed by a distressed golden quilted sweater vest paired with a pleated maroon mini skirt, displayed by Apka.

Complementing the royal hues of the look, Hughes incorporated tassels into the third look by adding them as a variation of an ankle bracelet.

Dieperink then modeled an open cream-colored cardigan whose flaps incorporated quiltstyle square patches of various prints, but overall subdued colors. Also wrapped around her ankle was a multi patterned piece of fabric.

Next down the runway was Schmechel, donned in a hooded

cardigan that formed a wide, decorative collar. Down the center of the piece, where buttons and their appropriate holes would usually reside, tassels were stitched along both sides. Such tassels also existed on the cuff of the right sleeve.

Knudson appeared in a sleeveless black jersey dress, with a pale pink scarf-style piece along the collar. The dress was ruched and fitted around the waist, and followed in an A-line manner.

The ankle accessory included black, matching the dress, and a contrasting red floral print.

Zanaska wore a black, long sleeved boxy dress as she progressed through the runway. On the sleeves were cuffs including various shades of blue and bits of white. That white also appeared in her collar, which narrowly cut down into the dress and was bordered by tassels. Furthermore, the collar contained a choker-style bow, adding another element of texture to the top of the piece.

Similar tassels were matched on an ankle accessory.

Jones sported a wide halfsleeve denim shirt with orange portions and pockets solely on the front, and a black illustrative design which spreads from the back to the front of the piece over the shoulder.

The Happy Children guitarist Caleb Gabriel Hinz and Good Luck Finding Iris Guitarist Patrick Hintz sported similar halfsleeve overcoat-style pieces with orange segments and patch pockets of different colors or with elements of the black illustration.

Once the final made his way backstage, all of them emerged for a final showing of each outfit, followed by Hughes. After concluding, friends rushed to congratulate Hughes.

Good Luck Finding Iris proceeded to set up in the front of the room.“I was really happy with the event itself,” Hughes said, “although I wish I had more time to work and create a more cohesive collection.”

While working on the pieces of Social Construct, Hughes was getting ideas for other art pieces which she had to put on hold until after the exhibition.

“I don’t really take time to decompress. Now I am onto the next thing,” Hughes said.

RUBICONLINE PHOTO: Isabel Saavedra-Weis

Lowman co-curates Ceramics Invitational show Drake Gallery

Six ceramic artists’ work, including Kate Maury, is displayed in the show.

ISABEL SAAVEDRA-WEIS RubicOnline Editor

It is easy to get lost in a maze of beautifully sketched mugs, little landscapes growing out of walls, abstract glazed pots, cups, bowls, and vases in the current Drake Gallery show on display through November.

US Ceramics teacher Daryn Lowman co-curated the Ceramics Invitational with Keith Williams, “In thinking about this particular space, this venue and this context, whenever we show work we have to be a little bit guarded in what is being shown. In choosing that, we are thinking about diversity, but also making sure that

it going to not be offensive to a second grader who is coming in who could be frightened or seeing something that is a challenge for them to see,” Lowman said.

Read the full story at

A rts & E ntertainment THE RUBICON • OCTOBER 2016

Minnesota Youth Symphony offers student musicians professional experience in music NOOR QUREISHY Managing Editor

A calm, peaceful feeling descends over the mind, the slow strains of classical music soothing the musician as he plays in time with the orchestra.

For senior Paul Watkins, the meditation-like effect that playing his viola has on him is what keeps him passionate and eager to devote his time to music.

The Minnesota Youth Symphony (MYS) provides Watkins, along with other students at St. Paul Academy and Summit School, an opportunity to become a better musician.

Watkins first started playing the violin in kindergarten. Two years ago, he switched to the viola because of the larger amount of opportunities available and because he liked the sound better.

“I come from a musical family...so it was kind of natural for me to follow in that,” he said.

His passion for music stayed with him all this time because of its calming effect, especially during times in Watkins’ life that have been more stressful.

“I like the act of playing [an instrument]. You get lost in it for a while..all you focus on is how your fingers move, how you’re interpreting the music...it’s all very zen, like meditation,” he said. “[Music is] kind of a center in my life and something I’m really appreciative of, over the past two years especially when everything has been kind of falling apart, at least I have my music.”

Junior Eva Garcia’s passion for playing the flute in and out of the MYS also is hinged on the way she connects with her music.

“I really get into the music when I play. I don’t think I’d still be doing it if I didn’t,” she said.

STUDENT PLAYLIST ANDREW JOHNSON The Rubicon Editor From junior Nik Elsaesser’s point of view, music is much more than entertainment.

“I feel like I have a pretty good relationship with music, in terms of that I really listen to it a lot and pay attention to it, because it plays a pretty big part in my life in terms of relaxation and helping me with my stress. It’s good motivation too. It helps with a lot of things,” he said.

Elsaesser uses music to relieve stress: “Relieving stress is one of

FAIR USE PHOTO: MYS website MUSIC TO MY EARS. Junior Eva Garcia poses with her flute and fellow MYS musicians. “We’re learning the story so we can perform [the music] the way it’s supposed to be performed,” she said.

Garcia became a member of the MYS in her sophomore year, and has been playing with the highest level orchestra, the symphony orchestra, ever since.

“It’s a community, you get to know people...you learn a lot about yourself and who you are as a player [at MYS],” she said.

Garcia also loves how students are taught not only how to play the music, but also the history of the time period and composer.

“We’re learning the story so we can perform [the music] the way its supposed to be performed,” she said.

Watkins first joined MYS in 2011, when he was around eleven years old, and he is currently a member of the symphony orchestra. MYS requires a huge time commitment — rehearsals run for three hours on Saturday mornings, there are three concerts a year, and students need to practice at home — but Watkins believes that the time is worth it.

“It’s fun to play otherwise I wouldn’t go every week. — I like

“I like being part of something bigger than myself.”

— SENIOR PAUL WATKINS being part of something bigger than myself,” Watkins said.

Sophomore William Welsh also values the role conductors play at MYS; he joined the philharmonic orchestra in seventh grade and he plays the clarinet. “[The conductors] are very passionate and they really like to dig deep into the music just like [students] do,” he said.

Welsh first started playing the clarinet in second grade; his family also has a history of being musicians.

“My dad played clarinet in high school and college — he would just take it out every so often and I would fool around with it,” he said. “[I like the clarinet because] it can create a bunch of

different tone qualities. You can sound more like a brass instrument, a woodwind instrument, or even a string instrument.”

The opportunities MYS gives to members also makes it valuable to students.

“It’s made me a much better musician overall, and a better person — you kind of have to put your own ego aside to play,” Watkins said.

Watkins is also a member of the SPA orchestra, and although he likes being a part of it, he believes that MYS is able to provide him with even more opportunities to better himself outside of the SPA orchestra.

“As much as I like the SPA orchestra, it pales in comparison to the level of playing MYS is at,” he said. “There’s more opportunities for playing [at MYS and] it gives you an opportunity to...play music that you wouldn’t otherwise get to play.”

Welsh also found that the MYS was able to better challenge him.

“I didn’t find school orchestra challenging, I wanted somewhere where I could play professional level repertoire with other kids,” he said.

Through the MYS, Watkins and Garcia will visit Cuba this year with his orchestra to play alongside local symphonies in various towns in Cuba, traveling from La Havana to Santiago de Cuba. They will be playing in three big concerts, one of which will be located in a marketplace.

Garcia believes that she’s learned a lot from MYS over the past few years.

“Even though it can be really hard at points, the outcome is amazing — I was listening to our CDs from last year and I was freaking out because I couldn’t believe it was us,” she said.

Elsaesser uses music to connect and relax the biggest things, and I use music throughout my day. It motivates me, and doesn’t necessarily hype me up, but sometimes it does. It helps me focus a lot, especially with homework and sports,” Elsaesser said.

Music also serves as a bond between Elsaesser and one of his older brothers.

“A lot of the music that I listen to, I get the inspiration and the idea to listen to it from my brother. Especially rap music is a connection my brother and I share.

We bond over it, and it’s pretty important,” Elsaesser said.

y list J. C o le N ic k’s Pla Interlude: DJ Khaled,

RAPPED IN A BOND. Junior Nik Elsaesser’s playlist reflects influences from his brother: “Especially rap music is a connetion my brother and I share,” he said.

in e’s r A li -Je rm a r: Broth e W h itike st sp h e re o -Fo re tm A : e sU g ly - G o dLo v Lo s in g h e re -Wa r: K e: Atm o sp -Su n s h in : Lupe Fias c o uel us h c ris, M ig -Kic k, P in : Luda v o a s L n d e o -G o V ic M Of Blue: n so n, -Sh ade s tte r: Actio n Bro u B ky S a in -Co coa N e lekta h, c k La m a r Stati k S dri 02: Ke n d e tl ti n -u

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Haters Back Off! needs to back off of Netlix KRISTA SCHLINGER The Rubicon Editor

FAIR USE PHOTO: Haters Back Off official Instagram RED LIPS PROJECT. Miranda’s YouTube fan base may not lover her as much on Netflix.

The famous Miranda with her signature red lipstick makes a jump from YouTube to TV in the new Netflix comedy, Haters Back Off! Created by Colleen Ballinger, Miranda’s character and background is expanded through the series and takes a step toward reality by introducing Miranda’s family.

Although Miranda’s egotistical personality and quirky sense of style remain in the focus of the show, her actual life outside of her uploaded videos shares a spot in the center of a new plot.

Season one takes a big tumble from a mostly comical beginning towards a miserable end. The plot of episode 1 begins with Miranda and her uncle, Jim, uploading her first Youtube video in hopes of making Miranda famous and transitions to a hilarious failed commercial shoot in a fish shop that results in a mass murder of all of the fish, while the end of the season throws a variety of tragedies at the viewers. The end was completely unexpected and doesn’t capture the lighthearted theme of the original Youtube channel whether intended to or not.

The plot just doesn’t really work for the idea. A more upbeat feel would suit the original idea better instead of the deep and harsh turn it takes towards the end. For anyone just looking for an entertaining laugh, or to see more of Miranda as you see her on YouTube, this may not be exactly what you are looking for. Although are many very funny scenes thrown in, the overall quality of the show isn’t great.

30 Boys and Girls 9 Varsity Soccer team 62 seeded 25 #1 for sections

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Athletes revisit their greatest 9moments in sports gear RUBICONLINE PHOTO: Kelby Wittenberg

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RUBICON PHOTO: Stephanie Li

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Ellie Hoppe’s dance career started way back when she was only six years old. “I always liked dance but my parents both have full time jobs so I wasn’t really able to do dance after school.

So then when it was just part of school, I was like ‘Oh, it sounds like something I would like,’” she said.

Read the full story at

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THE RUBICON • OCTOBER 2016

Large and small teams foster community 25 9 62

Small 10teams become family

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9 Large teams strive for inclusivity ANDREW JOHNSON The Rubicon Editor Large teams can be intimidating but, despite their big numbers, big teams value the importance of inclusion, getting better together, and growing closer through practices and games.

On the Track and Field Team, which consists of sixty-two total athletes, senior runner Matthew Jaegar makes it his mission to include his teammates. “Everyone is very welcoming of new athletes, and they always try to help newcomers learn the new rules,” Jaeger said.

Cliques can be an issue amongst any team, but Jaegar says that the Track and Field Team has no issues of exclusion.

“Everyone is very willing to help each other out, and they all want to see each other succeed. When one person does well in a relay, everyone does well in a relay.

They all try to cheer each other on as much as possible.”

The Cross Country Team, although facing a few obstacles towards becoming a truly united team, is still inclusive.

Senior captain of the Cross Country team Kyle Ziemer recalls when he first joined the team: “When you’re young, it’s hard to kind of see yourself in a new group of people, but then as you get older, people start to look up to you more.

JASPER GREEN The Rubicon Editor

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But it was kind of tough starting out,” Ziemer said.

Ziemer did note that there is some segregation amongst the team.

“There is kind of [a] slight cliquey-ness in terms of [some] kids are upperclassmen and some kids are underclassmen, so people tend to hang out with kids their own ages. But generally speaking, it’s pretty well balanced,” Ziemer said.

Nevertheless, Ziemer said that the team is “pretty inclusive, more so than in past years. We are all kind of more equal in terms of the times that we’re running, so it’s more inclusive in that way.”

The Varsity Volleyball team stays united and bonded as a team because of the inclusive nature of the sport.

Sophomore Blythe Rients said that “[for] every single point [scored], all of us touch the ball, so after each point we... go into the center and cheer each other on.”

Rients elaborates on this closeness: “All of us are a family, we have lots of fun together. [We] are a very good team together, especially on the court, and we carry that inclusiveness off the court as well.”

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With small teams, such as the Girls Fencing Team, the Boys and Girls Swimming and Diving Teams, and the Trap Team, students can bond over silly experiences or struggles, and feel like one big family.

“Fencing looks funny and ridiculous because you practice by stabbing each other, so we bond over that. Also, the basement we practice in is very stinky, so we all bond over mutual subjection to nasal torture every day,” junior Emilia Topp-Johnson said.

On the boys swimming team, practices are often a time for goofing off and having fun. On teams where having fun is a priority, the positive environment stops exclusivity in its tracks.

“We have a lot of fun on the swim team. We push each other into the pool, splash each other while we’re swimming… everybody gets in on the fun,”

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senior Matt Suzuki said.

Small teams allow students to bond and grow a close knit family. If there are too many people on a team, cliques within the group may form.

“I feel more included in a smaller team because there are fewer people, and it makes us able to spend more time with the coach and with each other,” sophomore Kayla Edmundson of the Girls Swimming and Diving team said.

On the Trap Team, safety and having fun are both number one priorities.

“Because it is such a small team, we all know each other pretty well, it builds a cool community. We support each other, and if someone doesn’t do very well we all try and help make them better,” sophomore Trap Shooter Riley Tietel said.

In a more competitive setting, students may feel excluded if they are less skilled than their teammates. But on smaller teams, competitiveness is overshadowed by the desire to make the programs as fun as possible in order to bring students back as returning members of a team, or to bring on new members.

Although a young team, Rients reflected that “we are getting better [at] each practice and each game, and hopefully [we will] keep getting better in years to come as well.”

Any successful team strives to include everyone, and it is the older athletes’ jobs to include younger kids. “When I was a freshman, the seniors tried to help me [to] feel welcomed right away…” Jaeger said. “It’s the role of the older kids to welcome new kids and say hi.”

Although they may seem intimidating, large teams strive to include everyone and work very hard to grow closer. Like most teams, they have obstacles to

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overcome in terms of eliminating cliques amongst the team, but when leaders reach out to others, the team becomes a welcoming and supportive environment.

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HOW BIG AND SMALL ARE OUR TEAMS? The bars represent the total number of SPA participants on various teams, both large and small. From top to bottom: Boys Lacrosse, Girls Swim and Dive, Team (middle and upper school), Trap Shooting (number taken from last year’s team), Volleyball, Nordic Ski Team, Baseball (full program), Track and Field.

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INFOGRAPHIC DESIGN: Javier Whitaker-Castañeda

Girls Swim and Dive defeats Central for the first time

Ninth grader Lauren Dieperink came through in the 400 m relay to give the girls the final two points to earn their first win over Central.

SMB Wolfpack defeats Breck after game called at half due to injuries

Check out the meet coverage from Breandan Gibbons and game coverage on Twitter @TheRubiconSPA

Read more Wolfpack tweets on Twitter @TheRubiconSPA

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SUBMITTED PHOTO: Henry Zietlow BATTLING THE MISSISSIPPI. Junior Henry Zietlow rows across the Mississippi at a regatta. He has been rowing for one year. Zietlow takes the opportunity to enjoy the views from the river. “[Rowing] gives me a reason to get outside on the river every day. It’s really a pretty part of St. Paul, especially in the fall with all the changing colors,” Zietlow said.

10 questions for junior rower Henry Zietlow MARLEE BARON The Rubicon Editor

Junior Henry Zietlow started rowing last year and has been hooked ever since. He rows on the Mississippi River and mostly focuses on sculling, which is using two oars while rowing and he prefers to row solo. He races about once or twice a month at regattas, which is just another word for a race. To prepare for regattas, Zietlow trains several times a week. An average practice consists of dryland exercise on Raspberry island and then rowing practice on the Mississippi River.

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What is rowing?

There are two main types of rowing; one is called sweeping, and that’s where you have one ore, and the other is called sculling, where you hold two oars. Essentially you are just racing people and trying to go as fast as you can either over the course of two kilometers or five kilometers. There are a lot of different types of boats that you can be in, from as small as a one person boat to boats with nine people.

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When did you start?

How did you get into it?

I started fall [of] sophomore year. I got into it because of my mom, she rowed in college and she still rows recreationally. I thought it would be a really great way to get out on the river in St. Paul.

Fall sports season update

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What’s your favorite thing about rowing?

It gives me a reason to get outside on the river every day. It’s [a] really a pretty part of St. Paul, especially in the fall with all the changing colors. I just like being able to get out on the Mississippi.

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Cross Country: Upcoming Meets: Oct. 27 @ Battle Creek Regional Park 4:00 pm Nov. 5 @ St. Olaf College 11:00 am

What’s your biggest accomplishment?

We had a big regatta in Cincinnati with a bunch of teams from all across the Midwest and I got second place in one of my events.

How and where do you train?

Our boat house is on Raspberry Island which is right next to Downtown St. Paul, and we just row down the Mississippi. We row around Lilydale up to the 35 E bridge.

What’s the hardest thing about rowing?

People don’t realize that it’s a really difficult sport. It’s just as physically draining as running or cross country skiing, but it has the added element of really difficult technique.

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What’s the biggest challenge you’ve had to overcome?

There hasn’t really been one big challenge, just a lot of little obstacles to overcome, like refining my technique and becoming more fit.

What’s something that most people don’t know about rowing?

A lot of people underestimate how difficult it is. It’s really technical and really difficult physically. I also think that most people don’t realize how many people row. There are at least five to six rowing clubs in the Twin Cities, each with a lot of members.

Is rowing a team sport? If so, what’s the team dynamic?

I think it’s definitely a team sport because when you’re rowing you have to be completely in sync with the people in your boat, if even just one person’s off it slows your boat down a lot. I’m definitely really good friends with a lot of people in my club, there’s a really good team dynamic.

Do you have a favorite memory from rowing?

I really like going to regattas with the team because, first of all, I really like to compete, but I also really like the memories that you can make with your team on regatta weekends through bonding.

Boys Varsity Soccer:

Girls Swim and Dive:

Girls Varsity Soccer:

Upcoming Meets: Oct. 26 @ Humbolt H.S. 6:00 pm

Final Record: 16-3-0

Current Record: 14-2-3

Oct. 27 @ St. Anthony Village H.S. 5:30 pm

SMB Wolfpack: Current Record: 8-0-0

The Wolfpack earned a bye in the first round of playoffs.

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P hoto S tory THE RUBICON • OCTOBER 2016

SOCIALIZING. Allan Wang chats with sophomore Muriel Lang. “The study hall, I find that long period where you do your homework and finish it all, feels really good.

In China, we have to finish all of our homework at home,” Wang said.

International stud

RUBICON PHOTO: Ellie Nowakowski

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STUDENT PROFILE

[ ALLAN WANG ] ELLIE NOWAKOWSKI The Rubicon Editor

Allan Wang is a new ninth grader who lives in Savage, Minnesota with his uncle. But that has only been his reality for the past two months. Before moving to the United States, Wang was known as 王园淞 (Wang Yuansong). He lived in Liaoning, a province in Northeastern China with his parents, and attended a school that had a completely different structure and social life. “[SPA is] totally different, like say here we change classes, but the teachers also change. In my [previous] school, teachers change, but you’re still sitting in one classroom, never [moving] for the whole day,” Wang said.

He moved to Minnesota to go to high school with the intention of receiving a U.S. college education. He has found that he has also gotten the opportunity to pursue his hobbies and interests. He enjoys track, basketball, physics and math.

“I’m in Fitness for Life and I find I like to run faster and farther, so I’m thinking I need to push myself on those,” Wang said.

CHINA TO AMERICA. Wang takes a Graphic Design class and involves himself in Ibid work as much as he can. “We are just all together taking pictures and [doing community building activities] like making a model,” he said.

“[I came to the United states] mostly for the university education.”

— NINTH GRADER ALLAN WANG He has faced some challenges since moving here. He had to drop Spanish as a class because it was too difficult to learn a third language through his second language. However, he is excelling in history class where they are currently studying about ancient China.

“I already know when the teacher is talking about China.

I’m pretty sure that I know [a lot] about Legalism, Daoism, [and] Confucianism. [I don’t] exactly [understand everything] when they ask about Christianity,” Wang said.

Wang looks forward to the next four years, having different experiences and making memories in his new home.

PSYCHED FOR PHYSICS. “[My teacher] Dr. Heilig is a good man, I get to do a lot of experiments,” Wang said.

RUBICON PHOTOS: Stephanie Li FOCUSED. Ninth grader Allan Wang listens to slo-mo presentations in Physics class. “[SPA is] totally different, like say here we change classes, but the teachers also change. In my school teachers change, but you’re still sitting in one classroom, never move for the whole day,” Wang said.

STAYING ACTIVE. Wang plays basketball with his classmates during open gym. “I feel kind of [free] to do whatever I want,” he said.

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