From the Head of School
Elizabeth English
The Archer School for Girls has always had strong, dynamic visual and performing arts programs, the kind of arts education that all students should not only have access to but be required to study. Why? Because the arts are what keep us human. The arts are what reflect life back to us and connect us all through a common humanity. The arts remind us what is fundamentally universal about the human experience.
One of my favorite novels is Anthony Doerr’s “All the Light We Cannot See.” One of the symbolic devices is the forbidden music played over the illicit radio. This allegory should give us pause as we witness the lack of interest in and respect for liberal arts education, the very purpose of which is the pursuit of universal truths. When the humanities inform the application of science and engineering, humanity thrives, fostering creativity and innovation while building deeper understanding and unity among people.
This issue of Artemis is devoted to Archer’s commitment to the arts and to the students who pursue them. Please enjoy our celebration of those students, their teachers, and the awe-inspiring work that they are doing in the pursuit of our common humanity.
“The arts are what reflect life back to us and connect us all through a common humanity. The arts remind us what is fundamentally universal about the human experience.”
“I was a star at Archer... I knew I was capable because I was surrounded by other stars.” Ivy Coco Maurice ’12 — On Fashion and Building Community
NEWS BRIEFS
Archer Scientists and Engineers
Impress at Fairs
This year, Archer students showcased a whopping 24 projects at the 2024 L.A. County Science and Engineering Fair (LACSEF) on Monday, March 11. Students in grades 7-12 presented on a diverse range of topics, from the effect of diet on dopaminergic neuron degeneration to determining if Epigallocatechin Gallate and nano-Epigallocatechin Gallate can eliminate pre-existing tumors within a planaria model. Archer students received a sum of 23 awards. Of those students, eight were selected to represent Archer at the California State Science Fair on Tuesday, April 16, where Archer students brought home some impressive wins.
At the California State Science Fair, Skylar R. ’26 received 2nd Place in Toxicology in the Senior Division for her project “Coral’s Lost Photosynthesizers: The effect of oxybenzone on coral bleaching.” Similarly, Farah S. ’28 received 2nd Place in Chemistry in the Junior Division for her project “Unbe-leaf-able: Application of methylcellulose aqueous solution to a decellularized spinach leaf.”
VISIT THE QR CODE TO READ MORE ABOUT ARCHER'S LA COUNTY FAIR PROJECTS
Students Wow as They Read Their Poetry, Out Loud
Archer's fourth annual Poetry Out Loud (POL) school-wide competition took place on Friday, January 5, and featured Upper School students performing poetry across a number of categories, judged by members of Archer's faculty and staff— Wendy Deming, Cori Morris, Reed Farley—and last year’s California Poetry Out Loud Runner-Up Anaiya Asomugha ’24.
This year, Hayden S. ’25 placed as second runner-up, Allie Y. ’25 came in as first runner-up, and Selah J. ’26 was named the winner of Archer’s 2024 Poetry Out Loud.
Selah J. ’26 advanced to the L.A. County competition, where she competed amongst over 1,300 students from across Los Angeles County. Selah’s powerful and moving performances of "American Smooth" by Rita Dove and "Black Matters" by Keith S. Wilson were judged for the competition.
In a turn of events, Selah represented L.A. County at the California State POL Finals in March. Out of 18,849 contestants in California, Selah came in 3rd place!
HUMANITIES
Human Geography Class Maps Out Immigration with an Archer Parent
SEE THE FULL LIST OF LA COUNTY AWARD RECIPIENTS
On Monday, March 11, Archer parent Jeannette Zanipatin (Mikaela Foronda Zanipatin ’22 and Danilka F. Z. ’25) spoke to our Human Geography class, “Mapping Our Changing World,” about the current immigration crisis at the border. Zanipatin, an immigration attorney, explained the asylum process, the role of sanctuary cities, and the geopolitical causes behind current migration waves.
Archer Soloists Bring Music to Our Ears
On Thursday, March 7, families and friends joined faculty, staff, and students in the Rose Room to watch the Archer Solo Recital. Students showed off their talents, including piano, cello, drums, and vocal skills, across a wide range of performances.
STEM Up! Student Symposium Explores Research and Innovation
Science enthusiasts were invited to campus on Saturday, May 18, for the 2024 Archer Student STEM Symposium. The event featured the research and work of female high school scientists from schools across L.A. Attendees enjoyed two poster sessions, before viewing formal presentations in various breakout sessions. They then attended round table discussions that provided an opportunity for the STEM Symposium presenters to connect and discuss their research.
Dr. Thaïs Aliabadi, parent of Delara Tehranchi ’23 and Layla Tehranchi ’24, gave an inspirational keynote address where she discussed her lifelong commitment to women's health and advocacy, as she delivered an empowering message encouraging young women to pursue their passions in STEM. Lastly, the Archer RISE Scholar Awards were presented to students, including Archer’s own Anna Entin ’24, Alex Martin ’24, and Finley V. ’26.
Language Students Receive Recognition in National Exams and More
Archer had another excellent showing in this year's National French Contest (Le Grand Concours), earning 25 medals and 32 honorable mentions. For the first time in Archer’s history, a student earned a platinum medal, reserved for the single highest scorer in each region. This is even more impressive given that the Southern California region is one of the largest and most populated in the country.
Archer's Spanish students earned a total of 65 medals and 48 honorable mention certificates in the 2024 National Spanish Exam. Our 5 senior medalists did an especially standout job in the challenging upper levels: Nina Sperling ’24 is the first student in Archer history to take a medal at Level 6; Audrey Chang ’24, Layla Tehranchi ’24, and Sylvie Olmstead ’24 medaled in Level 5; Sophia Landers ’24 medaled in Level 4.
Our Chinese program continues to distinguish itself. During the Hanyu Shuiping Kaoshi (HSK) Test, 27 students successfully demonstrated proficiency across levels 1-4. Archer students also placed highly in the Chinese National Essay Contest, with four students receiving gold awards, five receiving silver awards, and six receiving honorable mentions. Belén H. ’26 and Dakota T. ’26 were named National Security Language Initiative for Youth (NSLI-Y) awardees and received U.S. government scholarships to study in Taiwan this past summer.
ARTS
HUMANITIES
ARTS
You ‘Can’ Sit With Us: ‘Mean Girls’ Nominated for Jerry Herman Awards
Archer's fall production of “Mean Girls” was nominated for two Jerry Herman Awards. The show received a nomination for Best Technical Crew, and Bryce C. ’25 was nominated as Gretchen Weiners for the "No Small Parts" category. The prestigious Jerry Herman Awards is a local celebration dedicated to recognizing, encouraging, and rewarding achievements and excellence in high school musical theatre.
ATHLETICS
Pitching the Pitch: Athletic Leadership Speaker Delves into the Business of Sports
As part of our Athletic Leadership Speaker Series, Julie Haddon, Chief Marketing Officer for the National Women's Soccer League (NWSL), presented in the Zeller Student Center on Thursday, April 18. Upper School students had the opportunity to learn about the business side of sports, the inspiring work Haddon does for women's sports, and the path that led her to the NWSL, including being the former Senior VP of Global Brand Marketing of the NFL, the Executive Sponsor of NFL Pride, and the former Senior Marketer at Dreamworks Animation and Twitter.
HUMANITIES
Archer Publications Awards From Pillars of Salt to Hestia's Flame, Archer’s student publications continued to receive recognition for their work this year and last.
The Columbia Scholastic Press Association awarded Archer’s literary arts magazine, Pillars of Salt, the gold medal for its Winter 2023 issue, “Liminal,” under the leadership of Co-Editors-in-Chief Coco Greene ’23, Zoe Griffin ’23, and Rachel Heyman ’23.
On Press Freedom Day, Thursday, February 22, Archer won the First Amendment Press Freedom Award for the ninth consecutive year. Archer was honored for our continued support of student voices in The Oracle and Hestia’s Flame. Additionally, student editors on The Oracle and Hestia's Flame were awarded the 2024 NSPA Leadership Award in Student Journalism.
The Oracle is one of 10 national winners of the CSPA Gold Crown award for national publication award publication excellence in 2022-2023. Individual students also won CSPA Scholastic Gold Circle Awards for their work in the 20222023 school year. Lucy W. ’25 was awarded a Certificate of Merit, Eliza Tiles ’23 won 2nd Place in the Humor or General Commentary category, and Charlotte Tragos ’23 won 2nd Place in the Podcast category. This past year, The Oracle was named a 2023-2024 SNO Distinguished Site for earning all six of their challenge badges: continuous coverage, site excellence, story page excellence, excellence in writing, multimedia, and engagement. The Oracle has also been named as one of only 26 NSPA Online Pacemaker finalists for the 2023-2024 school year.
Individually, Maia Alvarez ’24 is the first Archer student journalist to participate in the Journalism Education Association’s extremely competitive California Journalist of the Year contest. Maia placed third in the entire state of California, and first in Southern California for her website portfolio.
Last but not least, Hestia’s Flame has achieved Gold Level recognition in the Jostens Yearbook Program of Excellence for 2023-2024, led by editor-in-chief Lucia Ponti ’24 under the direction of Kristin Taylor, the yearbook adviser.
Let It Snow: Family Ski Trip Has Flurries of Fun
Nearly 200 Archer community members made their way up to Mammoth amidst blizzard conditions to partake in this year’s Family Ski Trip, hosted by Archer Dads. Families hit the slopes on Friday, March 1, and Monday, March 4, and filled their weekend with axe throwing, sledding, bowling, snowshoeing, and four-hour-long Monopoly games. To say it was an adventure would be an understatement! Special thanks to ski trip organizers Casper Casparian, Bruce Dembo, and Shaun Tan, and their committee, for their planning and pivoting to ensure lasting memories for all participants.
Citizen Cannon: Remi Cannon ’24 Receives Brentwood Community Council Civic Award
Remi Cannon ’24 received the Brentwood Community Council Civic Award at a ceremony on Wednesday, May 8, during the monthly council meeting. Remi was awarded a medal and certificates from the offices of several municipal leaders, including Los Angeles City Council member Traci Park and Mayor Karen Bass, for their commitment to teen mental health and their work with Teen Line, an organization dedicated to supporting teens who are struggling and devoted to destigmatizing mental health issues.
SERVICE
Sages & Seekers ‘Seek’ to Bridge Generational Divides
Sixth grade students had the opportunity to connect with older adults through a collaboration with Sage & Seekers, an organization aimed at developing empathy, combating social isolation, and dissolving age-related segregation within our communities. This pilot program broke down generational barriers, explored the life lessons and wisdom of older adults, and educated students about the ageism and social isolation that adults face as they age.
On Tuesday, April 30, a panel of senior citizens shared their lived experiences with the 6th grade students in the Tia Palermo Library. On Friday, May 3, 28 senior citizens visited campus to talk with the students in order to combat ageism through the art of authentic conversation.
COMMUNITY
Panel Explores Women ‘Building’ Careers in Architecture and Construction
On Monday, April 29, Archer hosted an Architecture Panel in the Tia Palermo Library. The panelists were women from Marmol-Radziner representing careers in architecture, interior design, landscape architecture, and construction. These female leaders in their fields shared their academic and professional journeys and the importance of fostering confidence and collaboration in creative fields.
Emi Marmol ’24 introduced the panel and shared her plans to follow her passion for design at Tulane University. Gemma Larbalestier ’24 and Bella Teitelbaum ’24 moderated the panel; Gemma is continuing her study of the arts in Art & Design at the University of Michigan, and Bella is double majoring in the history of architecture and nonprofit management at Syracuse University.
ATHLETICS
For athletes, a continuity exists between the spirit and strength of the past and the possibilities of the future. Last year’s remarkable success in Archer Athletics is the outcome of all the effort, sweat, and grit of past athletes and teams. Embracing this legacy, the 2024 Spring season took Archer Athletics to an even higher level of performance. With each step up the ladder of skill, athletes inspired each other with new opportunities to grow, stretch, and celebrate. The result is a cultural force that Panthers can draw upon in times of challenge, rivalry, loss, and triumph.
And triumph we did. Our Middle School teams won their second consecutive PBL League Championship in Softball, their first Beach Volleyball Individual Pairs Championship, and Tennis advanced to the semifinals and defeated the Crossroads boys’ team for the first time. The Equestrian team, which has riders from both Middle and Upper School, won their first ever IEL Team Championship title, finishing first out of 72 teams.
Upper School set the course by breaking new records in Swim, earning the CIF D3 Finalist title, finishing 2nd out of 54 teams, and earning the CIF Championship title in the 200 yd free relay for the first time. Beach Volleyball earned a League Championship, Softball advanced to the CIF Quarterfinals, and Track & Field athletes were League Champions in the 200m, 400m, 4x100m relay, and 4x400m relay.
Motivated by individual goals within the team experience, a record number of Archer athletes have earned opportunities to continue their sport in college. Athletes in the Class of 2024 are playing softball at Wesleyan University, running track at The University of Chicago, rowing at Smith College, playing volleyball at UC Riverside, swimming at Brown University, and playing soccer at Colgate University. In the college signing ceremonies throughout the year, Archer’s community celebrated alongside these accomplished athletes and found inspiration and guidance through their journeys. Their stories of pushing through the trudge, working 2% harder than they thought they could, and celebrating the big–and small–wins often echo the language of the female leaders in sports that the Athletic Leadership Council’s speaker series features. From sports marketing and medicine to professional athletes and analysts, Archer students get to lean into the lessons of leaders across the scope of sports. Whether in sport or in the classroom, this spirit of tenacity, working together as a team, and determination is the foundation to Archer’s inimitable Panther culture last year, next year, and beyond.
Kim Smith Athletics Director
PANTHERS!
MS Tennis Purple advanced to the PBL semifinals in a co-ed league.
The Equestrian team won first place in the IEL Team Championship out of 72 schools.
Varsity Swim won the Liberty League Championship and earned the CIF D3 Team Finalist title. Varsity Swimmers were also named CIF Champions in the 200 yd free relay and 500 yd free.
A MS Beach Volleyball pair won the Individual Championship title.
Track & Field were named the League Champions in the 200m, 400m, 4x100m relay, and 4x400m relay, and qualified for CIF Prelims in all four events.
Varsity Beach Volleyball claimed the League Championship title and advanced to the 1st round of CIF playoffs.
MS Softball won the PBL League Championship for the 2nd season in a row.
Four additional student athletes signed their National Letters of Intent this spring to compete in college across one D1 and three D3 schools.
Varsity Softball finished 2nd in the Gold Coast League and advanced to the CIF quarterfinals.
SPRING CONCERT
This year’s spring concert explored the theme of “Women in Music.” The concert, which took place in the Zeller Student Center on Friday, May 3, and Saturday, May 4, featured music composed and/or arranged by female musicians. Students celebrated women's contributions to classical and contemporary music with an inspiring and impactful performance weekend.
UPPER SCHOOL PLAY
The Upper School play “Alice in Wonderland” presented a fresh take on a timeless classic that followed suburbia-dwelling 16-year-old Alice. Bored out of her mind until she took one curious step through the looking-glass, she ends up finding herself in a world of rules bent and tea cups broken. Beloved characters, such as the White Rabbit, the Mad Hatter, and the Cheshire Cat, appeared along the way—sometimes helping and sometimes hindering Alice's odyssey.
MIDDLE SCHOOL MUSICAL
From Friday, May 17 - Saturday, May 18, Middle School students converted the Meridith Baer Black Box Theater into a magical chocolate factory where candy was transformative, dancing oompa loompas gave life lessons, and thinking positively changed a boy’s life. Their rendition of “Willy Wonka Jr.” delighted the senses with a confection of acting, singing, and dancing along to the classic tale of Charlie and the Chocolate Factory.
From Saturday, February 24 - Sunday, February 25, the Archer community embarked on a captivating journey into the enchanting world of “Efflorescent,” a dynamic Archer Night of Dance show that wove the language of flowers into mesmerizing choreography. In an ode to the infinite possibilities of dance and the significance of flowers in our lives, the performances at The Eli and Edythe Broad Stage immersed audiences in the essence of movement and the poetic symbolism of nature.
NIGHT OF DANCE
SENIOR ART SHOWS
As a culmination of their artistic journey at Archer, seniors taking advanced Visual Arts courses presented shows throughout the spring semester. Through their work, students explored themes of surrealism, girlhood, the subliminal world of dreams, and more. Featured here is a sampling of some of the many creative and expressive shows presented this year. SEEN. HEARD.
Class of 2024 Artists Featured: Malia Apor Jordanna Boxer Wachler Teddy Bratman Audrey Chen Cate Childers Julissa Espinoza Annie Friedman Stephanie Harrison Amelia Hines Nita Kelly Gemma Larbalestier Sadie Long Maddie Lundberg Olivia Miro Elle Moccio Lila Paschall Piper Porter Chloe Resnick Layla Tehranchi Bella Teitelbaum
ARCHER FILM FESTIVAL
On Wednesday, April 17, the pink carpet rolled out at the Writers Guild Theater for the 13th Annual Archer Film Festival. Each year, teen artists from around the world are invited to submit their work for the opportunity to be featured at the festival. This year, students from around 40 countries submitted over 300 films. The event is curated and produced by students on the Archer Film Festival Committee.
Two Archer alumni were featured in a student-led Q&A panel: Emmy-nominated comedian and actress Kate Berlant ’05 and Oscar-nominated screenwriter Samy Burch ’05. The accomplished alumni discussed their experiences with constructive criticism, creative collaboration, and their decadeslong friendship stemming from Archer.
After the panel discussion, select films were screened in a celebration of young filmmakers. Archer students were represented in the films “Two Cars” by Maya A. ’25, “Welcome to Watertown” with cinematography by Lacey Thompson ’24, and “Les Fleurs” by Olive P. ’25, Alicia F. ’25, Sophie Sackett ’24, Kate H. ’25, and Maya A. ’25.
Thank you to our Archer Film Festival sponsors: The Kennedy/Marshall Company, Mark Gordon Pictures, Paramount, Intrepid Pictures. Special thanks to Great Scott Productions.
KENYA
WORDS BY CASEY HUFF
12TH GRADE DEAN OF CULTURE, COMMUNITY, AND BELONGING
Under the warm, golden sun of Mombasa, Kenya, twenty Archer students, brimming with excitement, climbed aboard a vintage Land Cruiser. Eager to make their way to Camp Kenya, nestled in the heart of Tsavo East National Park, they had faced a grueling 36-hour journey, including an overnight stay in Dubai. Despite the exhaustion, these intrepid travelers were cheerful, curious, and ready to dive into a trip that had been a year in the making. A core tenet of Archer’s academic program is to inspire girls to discover their passions and realize their potential, and the power of Archer Abroad exemplifies this mission. Through our service learning, themes of women's empowerment, sustainability, and economic development reached new depths, renewing our commitment to these values. Through these themes, we witnessed firsthand the potential of young women to enact meaningful change.
Archer students engaged in two primary service projects. The first focused on access to education in rural Kenya. For two days, we worked at Itinyi Primary School, where we painted classrooms, trenched the foundation for a new
building, and crafted bricks from the iron-rich Kenyan soil. These activities, though physically demanding, deeply connected us to the local community. One of the most profound moments was playing volleyball with the school children, their laughter echoing through the air. Despite the relentless sun, the sight of newly painted walls and freshly laid bricks filled us with a sense of accomplishment and joy, highlighting the transformative power of education in shaping futures.
"Using handheld GPS devices, [Archer students] tracked the majestic "Big 5" animals, recording their locations and behaviors... contributing vital data to local rangers."
Our second service project involved animal conservation efforts at the Rukinga Wildlife Preserve. Using handheld GPS devices, we tracked the majestic "Big 5" animals, recording their locations and behaviors. Contributing vital data to local rangers, we gained a deeper appreciation for wildlife conservation and the urgent need to protect these endangered species.
A particularly poignant chapter of our journey was our time with a local women's group led by the indomitable Mama Masi. Mama Masi has played a crucial role in transforming cultural attitudes towards women and combating violence against them. By employing local women, she provides economic independence and fosters a ripple effect of empowerment. Our conversations with Mama Masi and the women she mentors illuminated the challenges and triumphs of women’s rights in Kenya. Their stories of resilience and strength resonated deeply, emphasizing the link between economic development and gender equality.
One of the most memorable experiences was deworming goats at local farms, an essential service for farmers who often cannot afford the necessary medicine. We visited two farms and treated a total of 99 goats, ensuring their health and the farmers’ livelihoods. The process of capturing and medicating the goats was both challenging and comical, as they often evaded our grasp, leading to spirited chases across the open Kenyan plains. This activity not only helped the farmers but also brought immense joy to our group, creating lasting bonds and unforgettable memories.
The intersection of sustainable development and economic development was a recurring theme throughout our trip. Sustainable development, with its focus on responsible resource use, ensures that future generations can meet their needs. Economic development aims to improve the financial well-being and quality of life for communities. In Kenya, we witnessed the intricate dance between these concepts. The construction of Itinyi Primary School was not merely about education but also about fostering the community’s long-term growth and selfsufficiency. Our conservation work in the Rukinga Preserve emphasized the importance of protecting natural resources, which supports tourism and local economies. Our afternoon with Mama Masi’s group underscored that empowering women through economic opportunities leads to broader social and environmental benefits. As outlined in the United Nations Sustainable Development Goals, women's empowerment is crucial to achieving global sustainability. Women often play a significant role in resource management and community care. When equipped with the tools to support their families, they make choices that positively impact the environment. Much of what Archer students had learned in their classrooms came to life in Kenya; from the 11th grade biology unit on animal populations in Tsavo to discussions on women's equality and economic empowerment from 9th grade history, Kenya brought
these distant lessons into vivid reality. And, there is no tool more powerful than connecting classroom learnings to real-life happenings.
The rugged beauty of rural Kenya left a lasting impression on our young travelers. From nightly sunset photos and student-led yoga sessions on the veranda to repeated purchases of local artisans’ beadwork, the entire experience was deeply enriching. The opportunity to engage with Kenyan culture, including a visit to a Maasai Warrior village, was a powerful aspect of the trip. The value of cross-cultural learning was evident throughout our journey, as we shared stories, exchanged ideas, and built lasting relationships that transcended borders. As we returned home, we carried with us a renewed sense of purpose and a commitment to continue working towards positive change in our own communities and beyond.
CIVIL RIGHTS TRIP
WORDS BY BETH GOLD DIRECTOR OF THE ARTEMIS CENTER FOR PUBLIC SERVICE & SOCIAL GOOD
Archer’s Artemis Center for Public Service & Social Good organized a crosscountry trip to explore the Civil Rights Movement at some of its most historic sites during Spring Break 2024. Ten Upper School students and three History department faculty traveled to Alabama and Tennessee to learn more about and stand on the very ground where the brave actions and commitment of student activists, ordinary people, and movement leaders came together to fight bigotry and change history.
One of the goals of the trip was for students to explore the work communities and organizations are doing today to memorialize lost voices and victims of racial violence and engage in restorative justice to acknowledge and amend past wrongs.
The trip started at the Legacy Museum and Memorial to Peace and Justice in Montgomery, Alabama. Both acclaimed sites are the vision of lawyer-authoractivist Brian Stevenson and The Equal Justice Initiative. The Legacy Museum was an immediate highlight, with its immersive, interactive, and highly emotional depiction of enslavement in the U.S., beginning with the Atlantic slave trade through present-day issues around mass incarceration.
“We found this museum especially impactful,” one student said when reviewing the experience. “It had such a unique way of showcasing extremely heavy information.” She and others gave high marks to the blunt, visceral honesty of the suffering and injustice communicated in the displays.
The National Memorial to Peace and Justice, located a short distance from the museum, offered another sobering look at the scope of racial terrorism—lynchings— that took place throughout the South, but also across the country between 1877 and 1950. This site elicited shock and profound sadness, but also, heartfelt learning and deeply nuanced discussion.
Another significant site was the Rosa Parks Museum in Montgomery. There, students engaged in another immersive experience and learned not only about Parks’ famous act of courage but also about the hundreds of other everyday Montgomery citizens who underwent extreme hardship to participate in the historic 381-day bus boycott.
What became clear to students was that this movement for civil rights had its famous leaders and organizers, but the intrepid foot soldiers were ordinary
people— mothers, fathers, grandparents, and students like themselves. And when they wonder, as we all do, if one person can make a difference, the answer is yes, in some cases, a historic difference. This is one of the primary intentions of Archer’s Artemis Center for Public Service & Social Good: preparing students to participate and make a difference in the world.
Selma was next, for a moving walk across the Edmund Pettus Bridge and a visit to the National Voting Rights Museum, where students learned more about the dignity and resolve of the foot soldiers, many of them teenagers who sacrificed so much to peacefully protest the denial of voting rights. Then it was off to Birmingham and a visit to Kelly Ingram Park, where again students walked in the footprints of the courageous 1963 children’s crusaders.
One Archer student voiced how “struck” she was here by “the idea that no matter who you are or what age you are, you have to stand up and make your voice heard, because if no one is going to say anything, then nothing is going to change.”
The trip wound up in Memphis with a visit to the National Civil Rights Museum, which occupies the Lorraine Motel, where Dr. Martin Luther King Jr. was assassinated. Students were also fortunate enough to be able to meet with members of The Lynching Sites Projects and tour several monuments this volunteer organization is erecting around Memphis to memorialize victims of racial violence so their stories are not lost to history. The final stop at the Stax Museum of American Soul Music brought smiles and appreciation as students reveled in celebrating the artists who left such an important legacy in American music.
CANVAS OF CHANGE
Discover the ways Archer students use their artistic talents to drive social impact and inspire community engagement
WORDS BY MEREDITH H. ’26
AArt isn't just about beauty—it's a battle cry. It is a canvas for activism, where creativity meets the fight for justice and equality. From ancient cave paintings to civil rights protests, art has transformed from personal expression into a powerful tool for social or political change, raising awareness, inspiring action, promoting dialogue and empathy, and challenging systems.
During times of social and political upheaval, activism has increasingly merged with artistic expression. This is inspired by a combination of
ILLUSTRATION BY TATYANA ALANIS
factors, including historical events, social movements, and cultural shifts. For example, the Civil Rights Movement in the United States and anti-colonial struggles around the world inspired artists to use their work as a form of protest against oppression and inequality.
Last year, Archer had a month dedicated to Art and Activism by inviting speakers, arranging exhibits, and hosting assembly presentations. Beth Gold, the Director of the Artemis Center, said the purpose of the month-long event was to educate students about issues around the world and to inspire others to make a change through different mediums.
“Art can expose us and touch parts of our soul and our heart in ways that looking at statistics or reading an article about something might not get to us. It's a way for people to both view and learn and also to unload,
and for people to express themselves in ways that words and images might not do the same thing,” Gold said. “So I wanted to have this Art and Activism month to show students ways in which artists are drawing attention to social justice causes, in a way that might broaden people's perspective and exposure to issues.”
Melinda W. ’26 and her friend had a similar idea when they started their nonprofit, Reflect Empathy, which uses art to raise awareness about global humanitarian crises. One of their recent projects was an anthology highlighting the emotional impact of the war in Ukraine. The book features paintings, photographs, and ceramics created by high school students from both the United States and Ukraine, offering a window into the personal experiences behind the headlines.
Melinda said that while news reports focus on facts, they often miss the emotional realities faced by those affected.
“I think art is a great way to connect with the human soul because it expresses what words often can’t,” she said. “By combining art with activism, we can create empathy and inspire action for causes we care about.”
Melinda’s and Gold’s view of art as a way to convey emotions is timeless—it has long been a tool for sparking empathy and driving change.
Picture this: a bustling street corner in the heart of a mid19th-century city. Amidst the hustle and bustle, a group of determined women gather, their voices rising in unison, echoing through the cobblestone streets. They're part of something
big, something that will change the course of history: the suffrage movement. These women aren't just fighting for themselves; they're fighting for the right of every woman to have a say in the decisions that shape their lives. Despite facing ridicule, harassment, and even arrest, they remain determined, channeling their frustrations into creative forms of protest. They created art in all its forms—political
“The Awakening” is a famous 1915 political cartoon by Henry Mayer. It depicts a representative figure of a woman holding a lamp, symbolizing enlightenment, while surrounded by women from various parts of life, including a working woman, a suffragist, and a mother with a child. These creative efforts didn't just raise awareness; they fueled the suffrage movement, helping to secure the right to vote for women and paving the way for future generations. At Archer, we can draw inspiration from these historical figures, recognizing that art and activism remain powerful tools in the fight for equality. The suffragettes remind us that our voices, whether through art, words, or actions, have the potential to shape the world around us and continue their legacy of courage
includes motifs such as blood, tears, and childbirth, representing women's suffering and resilience. These symbols assert the strength and endurance of a woman challenging the patriarchy.
This concept of using art to highlight and empower women’s voices is reflected in the work of students like Belén H. ’26 at Archer. Inspired by a meeting with Justice Sonia Sotomayor in sixth grade, Belén embarked on an Eagle Scout project that now stands in one of Archer’s hallways. Her mural features all six female Supreme Court justices, both as adults and in their younger years, alongside anecdotes and stories from their lives, such as their colleges, hobbies, and awards they achieved. Belén’s project is more than just an artistic endeavor; it’s a statement on the importance of female
“I think art is the best way to spread a message because it's something you can visually see, and I feel like if you can visually see it, it can also be interpreted in a bunch of different ways," Belén said. “You're able to learn from it, and I think art can spread activism. It can educate, you can advertise, but you can most importantly learn. So if you learn more about the issue through art, then you can spread the factors.”
Creating her art and activism project was no easy task. Belén faced many challenges throughout her process such as delays from the pandemic and many mural location changes.
“If you have an idea, just reach out to as many people as you can to execute your message,” Belén said. “But I think
“I think art is the best way to spread a message because it's something you can visually see, and I feel like if you can visually see it, it can also be interpreted in a bunch of different ways.”
and change in our own communities.
Fast forward to the 1960s and 1970s, when the second wave of feminism took place. The movement went one step further. Its goal was to challenge traditional family roles, and women’s place in institutions. Mexican artist Frida Kahlo contributed to the feminist art movement through her portrayal of the female body. Rather than conforming to conventional beauty standards, Kahlo's self-portraits often depict her with masculine clothes, unplucked eyebrows, and wild hair, challenging societal norms and expectations surrounding femininity. By celebrating her physical imperfections and asserting control over her own image, Kahlo empowers women to embrace their bodies as they are. Additionally, Kahlo's paintings frequently incorporate symbolic imagery that reflects her experiences as a woman. She often
representation in both art and society.
“Out of the [over 100]...men [Supreme Court judges], there are only six women, so I thought that is a really low number,” Belén said. “I think these women should be recognized because I actually started researching each of these women and a lot of them were really difficult to find information about them. I thought it's something that there needed to be more like female representation or representation of women in general, especially in art because when you go outside, it's usually like Kobe Bryant, Nipsey Hussle, and a lot of sports figures, but never about these female political figures.”
Belén started her project in seventh grade and recently concluded it when the mural was hung in Archer’s hallway on Friday, May 10, 2024.
just constantly don't stop on your idea. If someone says no, just keep trying, look for new opportunities if you just want to execute your project and promote your message.”
Art and activism not only apply to social and political movements but are also used as subcultural expressions that impact the world we live in today. Originating in African American and Latinx communities in the Bronx, New York City, hip hop emerged as a form of cultural expression encompassing music, dance, graffiti art, and spoken word.
continued on page 74
IVY COCO
SERVING LOOKS AND HER COMMUNITY: HOW IVY COCO MAURICE '12 IS MAKING AN IMPACT THROUGH FASHION AND COMMUNITY ORGANIZING
MAURICE
WORDS BY
SARAH
“I’m not the same woman every day, but [I’m always] rooted in the same beliefs.”
IIvy Coco Maurice ’12 steps into the Historic Courtyard for our cover photo shoot, accompanied by her hair and makeup team. It’s my first time meeting the Archer alum in person, and she carries herself with effortless elegance, standing a statuesque 5’10”. Even without her height, her presence alone would be striking. Maurice has such an enigmatic star quality that it’s surprising to think she’s usually behind the scenes as a stylist.
In some ways, the Maurice I interviewed two days earlier felt different from the one I saw on set at the Archer campus. The first time we met, she had joined me on a Zoom call from the front seat of her car, fresh-faced and dressed in practical clothes, ready for a busy day of projects. The sight was charmingly relatable.
In most ways, however, both Maurices are exactly the same. I quickly came to learn that although she has many outward expressions, her sense of self doesn’t change. “I’m not the same woman every day, but [I’m always] rooted in the same beliefs,” she said. Maurice carries herself with easy-going confidence and authenticity without hesitation. It’s hard to imagine that she was ever unsure of herself, even before she attended The Archer School for Girls.
Maurice grew up very shy. She describes herself as “a chubby kid with acne” who struggled to find her footing. “Having a parent in the [entertainment] industry was frightening; I didn’t want to put myself out there,” she said.
A Los Angeles native, Maurice spent the first handful of years of her life and most of her summers in Jamaica. There, she spent lots of time with her namesake, her maternal grandmother Ivy Ralph, a fashion designer and the creator of the Kariba suit—a Caribbean alternative to the traditional
European suit, that became a staple for how political leaders represent Jamaica post-British colonial rule. Maurice would go on to revive her grandmother’s Atelier in 2022. Through making custom pieces in the “House of Ivy,” she continues her family legacy. From a young age, Maurice was enamored with her grandmother’s work. She found it so powerful how her grandmother could see her audience, connect with them, and give them what they needed through clothes.
Although she learned how to form connections with others through fashion, Maurice was still looking for a way to connect with and express herself. It wasn’t until she came to Archer that she came out of her shell. She says, “Archer has this incredible of way of being able to have young women find their light and hone in on that at such an early age.” Maurice found power in her dialogue with other women and freedom in the girl-centric environment where she did not feel as if she had to conform for validation from men. Maurice recalls, “There was some sort of understanding of self that you get
being at Archer and being completely okay with who you are, that I never felt like I needed to try and impress anybody else but myself.” Instead, she focused on letting her light shine. Maurice credits Archer with becoming a well-rounded individual, saying the school “really showed me that I have so many different talents and gifts and I was able to exercise and try those things at Archer.” She became one of those rare three-sport athletes, a dance troupe member, and discovered yoga at the advice of many Archer teachers. She also put herself out there, creating relationships and networks.
During the photo shoot, one of these “Archer relationships” materializes before our eyes. Kristin Taylor, English teacher and Head of Scholastic Journalism, walks by with her dog and immediately locks eyes with Maurice. “Is that Coco?” While the two women excitedly embrace, Maurice turns to us and proclaims, “This was my favorite teacher!” The enthusiasm is mutual. Taylor was Maurice’s English teacher during her junior and senior years. During that time, Taylor says she was “always
impressed by [Maurice’s] maturity, good humor, and curiosity about the world.” Although it’s been more than a decade since Maurice graduated in 2012, the two have stayed in touch, and despite being her teacher, Taylor admits it is Maurice who inspires her.
“It's been a joy to watch her become the woman she is today—mindful, empathetic, passionate, and wholly herself,” said Taylor.
Maurice tells me matter-of-factly that if she had not attended Archer, she wouldn’t have become that woman. “[When I stepped onto Archer’s campus] I transformed 360 and became a whole new being… I came here and could see what I wanted to be.”
That vision has become a guiding light for Maurice, who says she takes time to show up to spaces as the dream girl she would have wanted to see when she was younger. “I think that’s what Archer is… the school that creates the women of the future, the leaders. It’s because… they don’t let women shy away from their gifts, they allow women to embrace their gifts. You exercise that being at Archer.”
When I ask her who her “dream girl” is, she tells me it’s someone who feels good while looking good. Maurice starts her day with self-conversation and being honest with herself through mirror affirmations. Then she dresses for how she’s feeling and how she outwardly wants to be perceived.
“Working in fashion is all about how you carry yourself… People see you, and they have three seconds to feel if they can get to know you, that can be based on how you look… I want to look like the boss,” she said.
Maurice believes that style is at the intersection of the internal and the external, and she carries this philosophy with her in her work as a Hollywood stylist. She takes her job of helping people look and feel good very seriously. She begins each one of her sessions by asking her clients how they want to feel and then dresses them around that. Her meditation and breathwork certifications—inspired by her introduction to yoga while at Archer—tie into this work. She uses breathwork to help people feel good before walking on the red carpet.
For Maurice, fashion is all about service.
“I think that’s what Archer is… the school that creates the women of the future, the leaders.”
In 2020, Maurice was inspired to do a different kind of service. That year, her brother, Etienne Maurice, founded the Black and Brown-led community wellness organization WalkGood LA after the death of Ahmaud Arbery. Maurice joined on as Vice President in what she saw as an extension of her community advocacy work. “We were able to cultivate community and peace and we did that through a love of family and understanding that we were at the time saying ‘we can’t breathe’ but we were also trying to find ways in the community of how do we all breathe together.” The project started as a run that then expanded into a creative wellness studio, The WalkGood Yard, inspired by Maurice’s passion for yoga. Maurice’s long-time friend from Archer, Austin Maddox ’12, who participated in dance and yoga with her at school, is now a yoga instructor at the studio.
Maddox is not the only friend that Maurice has kept in touch with over the years. She tells me she has such a great foundation with some of her friends from Archer that they consistently reach out to and check in with each other. Maurice says it’s “the ultimate blessing because people have seen me grow through my Archer journey, and now they’re growing with me.”
As Maurice grows, she continues to nurture many different passions, just as she did as an Archer student. A self-defined “Jane of all trades,” to an outside observer, Maurice’s resume may seem all over the place, but she has the uncommon ability to balance the various parts of her life so that they become connected instead of disparate. Whether on set at
a photo shoot or taking an interview from her car, Maurice is not a chameleon, changing outfits to become different people, but rather a tree branching out in different directions while firmly rooted in her sense of self.
The trunk of this tree—and the grounding principle of Maurice’s life—is community, from her childhood in Jamaica to her time at Archer. She reminisces fondly about everyone at Archer who inspired her. The list is expansive, including the people who taught her and the people who sat with her at lunch. Archer’s community gave Maurice the confidence to become her truest self. “I was a star at Archer,” she says unapologetically. “I knew I was capable because I was surrounded by other stars.” This blessing in her life of gaining strength from others is something that Maurice diligently pays forward through her work as a stylist and running a creative wellness studio. She doesn’t seek the spotlight, but rather emanates a glow that illuminates her and everyone around her. In her wake, Archer has become brighter than ever.
STYLED
BY:
IVY COCO MAURICE
MAKEUP BY: JULIE JULES
HAIR BY: BRIAN CHRISTOPHER
TikTok and the Digitization of Choreographic Expression
WORDS BY AMANDA RYVKIN
PHOTOGRAPHS BY
JD RENES
Last summer, it was “Barbie” and Beyoncé's “Cuff It.” This summer, it was Charli XCX’s “Apple.”
Over the past few years, social media has become a digital stage for dancers, hosting everything from performance excerpts and studio class clips to people dancing in their living rooms or at McDonald’s.
In 2023, groups of friends moved their hips side-to-side, grooving and clapping to Beyoncé, or took on the jazzy bounces and turns from the “Barbie” movie, lighting up smartphone screens. This past summer, social media feeds filled with people (and the Archer Panther!) using their hands to punctuate diagonal lines across the screen and mime driving as they showed off their “brat”-itude to Charli XCX.
TikTok has played a particularly important role in the proliferation of dance on social media. The famed TikTok “dance challenge” has led
DIGITAL AGE DANCE of the
to an influx of dance videos online. Participants in these challenges—who are often not trained dancers— learn, record, and post themselves doing short choreography by an original dance creator. While The New York Times noted last year that dance challenges—a “mainstream phenomenon” during the pandemic shutdowns—are “on the wane,” the last two summers have shown that people are still excited to connect with others around the world in the shared language of familiar choreography.
There are also plenty of professional dancers and choreography on TikTok and Instagram. A number of popular dance challenges originate from professional projects, like the “Barbie” movie or Rihanna’s Superbowl halftime show. Dance studios will also often post videos of their classes and combinations; and dancers, such as Alex Wong, have built large social media followings, sharing videos of themselves for hundreds of thousands and
sometimes even millions of followers.
Is the TikTok-fication of dance influencing the art form and the industry as a whole?
Social media has opened up opportunities to learn how to dance. Dancer Sydney C. ’25 notes, “Not everyone can go to a dance studio five days a week and take dance classes, but everyone can hop on Instagram and learn a TikTok dance or anything like that.” Andrea Locke, who has been teaching dance at Archer for almost 20 years, said, “I think the difference is it’s more accessible, where they feel like they can do it...‘Oh yeah, I can do that. I can dance.’”
Using the internet to watch and learn dances is not new. In 2009, Beyoncé’s “Single Ladies” dance racked up millions of views on YouTube, with fans trying to mirror the moves. As a platform, YouTube has hosted sloweddown dance videos and tutorials for over a decade. What seems different with TikTok is the choreography itself and how these dances are used.
The rise of TikTok dance challenges has had a massive impact on the artform’s place in today’s zeitgeist. While dancing on Youtube was about showing off one’s moves or executing polished choreography, dancing on TikTok has become a social medium, connecting people across the world through the same set of movements. Dancing on TikTok has become about inviting others in and encouraging people around the world to try one’s dance. While some TikTok dance challenges are intricate and difficult, others, like Jason Derulo’s “Savage Love” routine, are simple and just require a few hand gestures and hip sways. They have a low barrier of entry for those wanting to get up and move. It’s a lot easier to mirror these movements than to learn something that was choreographed to be performed by professionals.
Dancer Bryce C. ’25 shared that more of her non-dancer friends are dancing because of social media. One of her friends who used to dance before but had lost touch with it re-engaged with the art form, in part, because she liked TikTok. Bryce noted, “I think it also is a way to reinvigorate your love for dance, because if you already have those skills…you might start
The rise of TikTok dance challenges has had a massive impact on the artform’s place in today’s zeitgeist.
doing a TikTok dance and …[realize] ‘Oh wait, I’m really good at this…’” Sydney C. ’25, said, “It’s funny because I have friends who are not interested in dancing, never took dance, but they love doing TikTok dances.”
Social media is also diversifying the types of opportunities available to trained and professional dancers. Archer Dance teacher and professional choreographer Ashley Fisher cites Cost n’ Mayor as an example. Cost n’ Mayor, a dance duo that performs off-thebeaten-track hip hop choreography, has amassed millions of followers on TikTok.
Fisher finds that, because of social media, Cost n’ Mayor were able to make a name for themselves. She said, “Some of the things that made them
popular were creating movements and choreography to ring tones, for instance, and that’s really kind of off the wall and cool, and where else would they have had that opportunity, aside from social media?” This meant that they didn’t have to “fit themselves into some sort of bubble—for like a specific job or for the ‘industry,’... They can be really true to themselves when it comes to their brand.”
YouTube, Instagram, and TikTok enable artists across art forms to create exactly what they want, how they want it, and share it with the world directly, building their own audiences. This enables artists like Cost ‘n Mayor to control their brand and careers.
Their quirky approach to dance
and authenticity attracted online audiences, and opportunities to work in the industry followed. Cost n’ Mayor have been hired for stage choreography and performances, going on tour with Pentatonix and choreographing for a production of “Waitress: The Musical.”
Cost n’ Mayor are an example of the rise of a new type of career for dancers: being a “dance influencer.” Large brands and companies are now partnering with dancers with massive followings in order to promote their goods or services via their social media platforms.
dancers not only train, maintain their skills, and learn choreography, but they are also now asked to be camera-ready.
WORDS BY IVAN HAUCK, DIRECTOR OF COLLEGE GUIDANCE
In College Guidance at Archer, we ask ourselves two simple questions: Do our students feel supported, and are they happy about their future destinations? The answer is a resounding “yes.” When asked about their satisfaction in their future destinations, the Class of 2024 gave an average rating of a 4.8 out of 5, with 5 being “extremely satisfied” and 4 being “satisfied.” Across the entire senior class, the GPA spectrum, the testing spectrum, and the engagement spectrum, nearly every student of the Class of 2024 noted that they are extremely satisfied with their future home. This is why we believe we have had a historically good year.
Why is this so important? Though the myriad of questions about the college application process seem overwhelming and at times the answers simply lead to more confusion, our goal in the College Guidance department is to help every student eventually find solutions and amazing
In College Guidance
at Archer, we ask ourselves two simple questions: Do our students feel supported, and are they happy about their future destinations?
new homes. We know there will inevitably be times of worry and consternation. We know there will inevitably be times of comparison, and feelings that others are “better” or “further ahead.” But much like with all of the unknowns of this process, we also know the moments of doubt lead to amazing opportunities for growth. This is why we implement an Identity, Community, Impact (I,C,I) model to help each student navigate these doubts and reach their full potential. We are so proud of every member of the Class of 2024 for doing just that. Throughout all of their moments of insecurity and uncertainty, they ended exactly where they should: filled with unrelenting confidence, compassion, and desire for further improvement.
We are particularly proud given the increasing challenges and ambiguity throughout the college application process. First, Covid fundamentally changed the learning process, social engagement, and cognitive abilities for students around the world, all of which we all as educators experience daily. These drastic changes started
causing many students and families to question the next best step, which ultimately began impacting admissions prediction models and one of the most important words in current vernacular: “yield” (the percentage of students who actually enroll compared to the students who are admitted).
Then, governmental changes in the FAFSA (Free Application for Federal Student Aid) last year forced millions of students and families to wait well into the spring to even know what they would be expected to pay for the following year’s tuition and housing. Understandably, this again furthered reflection on the merits of higher education given the exorbitant costs that impact the ability to attend.
Now it is the looming “enrollment cliff” that will soon lead to significantly fewer students seeking higher education. Regardless of which prediction one reads—the average predictors show a decrease of roughly 10% of high school graduates over the next decade—many colleges and universities are wondering how they will fill a full class in upcoming years.
Though some of these factors are more well-known to the public than others, all have significant ramifications for college and university enrollment management, predictive modeling, and yes, yield protection. If you are considering looking up these nuanced terms, you are not alone. As each higher education institution spends millions of dollars trying to navigate an ever-evolving population of potential customers—it is a business, after all—students and families are left wondering how to make sense of it all.
Not only has the admissions process become increasingly complicated for institutions, it is equally complex for the students applying. Standardized testing was taken away, kind of, and then brought back, kind of. Terms like test blind, test optional, test free, and no harm testing are used interchangeably and yet hold very different meanings. The same can be said for demonstrated interest, demonstrated understanding, and fit. There are also the various application rounds: Early Action, Early Decision, Early Decision II, Restrictive Early Action, and so on. Then, of course, the impact of the recent Supreme
Court Decision to repeal Affirmative Action left many students wondering how best to, and if they even should, share their own personal backgrounds. Now a year removed, there are still no clear answers, but many schools are choosing to ask more specific questions about identities and communities.
As the national conversation ensued, it brought further focus on and questions about the role of legacy and how advantaged or not a student is to have parents attend certain institutions. Though over 1,300 U.S. institutions in the 2022-2023 admissions cycle noted that legacy was not factored in at all when considering an application, every institution is still grappling with this question in its respective ways.
Adding one further complication, ChatGPT and Artificial Intelligence (AI) in general jumped into mainstream conversation and continue to have an increasing role in college admissions. Students can use AI to build college lists, generate an ideal college visit, quickly look up unique programs at each school, and even brainstorm or write college essays. Meanwhile, higher education institutions are considering ways that AI can evaluate transcripts, essays, and even interviews.
of teenage life are opportunities for reflection, resilience, and kindness. For families, slotted between the painful moments of a disappointed or frustrated child are moments of empowerment, support, connection, and, ultimately, growth. If there is ever a time in teenage life where all of these moments—the highs and lows—are at a premium, it is 11th and 12th grade.
With so much happening and changing, it is hard to know what is important, what to prioritize, and which direction is “correct.” The beauty of so many unknowns in the college process and consequently also in the final two years of high school is that there is more space to take ownership, create experiences, and ultimately define one’s own path. There are many ways to go about this but at Archer, we start with a 9th-12th grade model that focuses on Identity, Community, and Impact.
advisors, mentors, coaches, and counselors to help support and challenge them in equal measure.
With a strong foundation in 9th and 10th grade, we are confident that our students are ready for more. Because they have asked the initial important questions, they are confident in finding the academic, extracurricular, and social opportunities that will help them thrive. They will know themselves, including how to proactively find a foundation for when they inevitably stumble. They will know the communities that best support them for when they inevitably need support. And they will know how to positively impact the people and groups that matter most to them when they inevitably are ready to take charge. This knowledge and confidence matters: it matters to students, to families, and to the colleges and universities that each year are looking to build an incoming
With so much happening and changing, it is hard to know what is important, what to prioritize, and which direction is “correct.”
Instead of asking, "Which future schools are best for me?", begin by asking, "Who am I?" Maybe it is an athlete, artist, thespian, sister, scientist, author, entrepreneur, etc.
It is safe to say that the entire application process is convoluted at best. Anyone left hoping for clear and direct answers is usually left disappointed and oftentimes worried about how to best approach such an important future process.
Yes, there is a lot of stress and anxiety in high school, especially in 11th and 12th grade when there are far more questions than answers and even the most sophisticated answers start with: “It depends.” And yet, there is beauty in the unknown.
The last two years of high school can be a truly amazing experience. Though it is often influenced by the upcoming college application process, there are also unlimited opportunities for both students and families to grow, individually and collectively. For students, tucked between the tense moments of a bad grade, a disappointing decision, an unexpected result, a fight with a friend, or any other daily occurrence
Instead of asking, "Where do I belong?", begin by asking, "Which of my communities most inspires me?" Maybe it is a family, a church group, an affinity space, a group of friends, an online gaming group, etc.
Instead of asking, "What do I want to do?", begin by asking, "Where am I already having an impact?" Maybe it is in a paid or volunteer job, or in family chores, or as a dance member, or as a tutor, or on the bus to school?
Starting in 9th grade, we begin asking every student these big, tough questions. We don’t expect clear answers, but we want to give space for consideration. The goal is that 9th and 10th grade provide a foundation. The hope is that classes, clubs, games, performances, and so on will provide space for students to grow into themselves, learning as they go about their strengths, challenges, and inspirations. The plan is that they are surrounded by enough teachers,
class one amazing student at a time.
And when colleges are looking, The Archer School for Girls is a pretty good place to start.
Yes, we are a college preparatory school, but more importantly, we are a school that inspires and celebrates the limitless potential of every person who walks through our doors. Instead of motivating students through the intimidating lens of college admissions, we work collectively across all departments to empower students and show them what they can become. Our graduating seniors were a beautiful embodiment of this. They knew who they were, where they belonged, and what they could accomplish. Then, they went out and did just that.
As we watched 63 phenomenal students hang their pennants and step away from Archer (for now), we celebrated all of their strong identities, all of the beautiful communities they helped build, and all of the inspiring impact they had here at Archer and beyond. And now… we get to see what the Class of 2025 has to offer.
ALUMNI DISPATCHES: AN ARCHER GRADUATE'S DAY IN THE LIFE AT COLLEGE
MEERA MAHIDHARA ’23, UC BERKELEY
My name is Meera Mahidhara and I am an Archer alum (Class of 2023). I currently attend UC Berkeley where I am majoring in Molecular Cell Biology and Business Administration, and am minoring in Public Health and Public Policy. Each semester, I take about 5-6 classes on average, which is about 17-20 units.
This upcoming [fall] semester, I am taking my second semester of organic chemistry and lab, economics, psychology, a public health management class, and a public policy class (for my Public Health and Public Policy minors). Aside from taking my classes and going to office hours, I also spend time in other chemistry sections since I am a Chemistry Teacher Scholar. This means that I attend lab sections for previous chemistry classes that I have taken and act as an assistant to the students' TA. Additionally, I go to UCSF once a week to work on research at the Spine Center. Even though I do a lot of things in person, I also have some remote responsibilities as well. For one, I am the lead research volunteer on a CCU trauma study based at UCI. Additionally, I have been spending at least 2-4 hours a week working on my social impact startup, HomeScreens, which originally stemmed from my nonprofit that I started in eleventh grade. Although I am very busy these days, I find that I have become the closest to my new friends at Berkeley by studying with them, learning from them, and growing together. One of my favorite things to do at night at Berkeley is get late night Insomnia Cookies!
FAVE MEMORY FROM LAST YEAR? Studying with my friends every Saturday. We would go to a cafe and study for a few hours, cafe hop, and it was a great experience.
FAVE DINING HALL FOOD? Pasta!
GO-TO COFFEE ORDER? Matcha, because I don’t drink coffee.
SONG YOU’RE PLAYING ON LOOP? Saturn by SZA.
On Friday, May 24, students, families, special friends, Archer Trustees, and Co-Founders Dr. Diana Meehan and Megan Callaway gathered at the Skirball Cultural Center for the Class of 2024 Commencement Ceremony. To kick off the celebration, Board of Trustees Co-Chair Tiffany Smith-Anoa’i welcomed attendees. Tess Hubbard ’24 gave the student commencement speech, diving into this year's theme of "brilliance," and Kathleen Niles gave the faculty address, exploring the multifaceted nature of "love." After a performance of the class song “Somewhere Only We Know,” Upper School Student Body President Anaiya Asomugha ’24 introduced this year's commencement speaker, former Senator Barbara Boxer. In her address, Boxer reminisced about the beginnings of Archer and encouraged the graduates to persevere in the real world with self-confidence. The ceremony culminated with the Class of 2024 receiving their diplomas and performing the school song, "Within the Walls of Archer."
CLASS OF 2024
COLLEGE MATRICULATION
Boston College
Brown University (2)
California Polytechnic State University, San Luis Obispo
Carleton College
Carnegie Mellon University
Colgate University
George Washington University
Harvard University
Johns Hopkins University
Loyola Marymount University (3)
New York University (2)
Northeastern University (2)
Northwestern University (3)
Occidental College
Oregon State University
Otis College of Art and Design
Pepperdine University (2)
Princeton University
Reed College
Rhode Island School of Design
Rice University (2)
Smith College
Stanford University (4)
Syracuse University
Tufts University (2)
Tulane University of Louisiana (4)
University College London
University of California, Berkeley
University of California, Davis
University of California, Los Angeles
University of California, Merced
University of California, Riverside
University of Chicago (2)
University of Miami
University of Michigan (2)
University of Southern California
University of St. Andrews
University of Wisconsin, Madison (2)
Vassar College
Washington University in St. Louis
Wellesley College
Wesleyan University (3)
125 COLLEGES WORLDWIDE ACCEPTED ARCHER STUDENTS
63 STUDENTS PLAN TO ATTEND COLLEGE IN 18 STATES AND 3 COUNTRIES
20% PLAN TO MAJOR IN ARTS
34% PLAN TO MAJOR IN STEM
6 RECRUITED ATHLETES, D1 AND D3
While writing this speech, I thought a lot about our theme for this year: “brilliance.” I will never forget hearing it for the first time, because I distinctly remember thinking “Why in the world did they pick brilliance?” After all, is brilliance not what many of us have been taunted by as long as we’ve known the definition? Is “striking brilliance” not just another way to say “achieving excellence”? I now know that is not the case.
I’ve come to learn that brilliant means so much more than excellent…that it's a three-syllable, nine-letter word that encompasses so much of what we’ve learned and perhaps more importantly, what we are lucky enough to take with us.
Before stepping onto campus in August, I thought that “brilliance” was the pinnacle of success. But I now realize that “brilliance” means shining, glittering, and bright. Now, unlike vampires, humans cannot physically glitter, we cannot literally shine. So contrary to other words of praise, like “flawless” or “perfect,” “brilliance” cannot be measured. In that way, saying that you can strike it is counterintuitive, because it’s not something you can grasp or hit or even target. Brilliance is doing your best when your best seems trivial. It is relentlessly chasing the seedling of an emerging idea. It is the liminal space in between giving up and certainty where abandoning ship is inconceivable and yet the island of knowing feels light-years away.
In this ambiguous way, our high school years have taught us to be brilliant. We dove heart-first into the deep end of complex conversations in Ms. Gold’s Ethics Class, cryptic questions in Advanced Study Research and Engineering, and passionate disputes in Ms. Nile’s famed Harkness discussions. And we glittered as we worked to practice, not perfect, honing away at skills like sharpening a blade, one painstaking stroke at a time. We were comfortable not knowing the answers and perhaps not remembering the questions either. After all, what is high school if not the waiting room between childhood and adulthood, where the kid in us holds our left hand and the grown-up the right, allowing us small bites of adolescence between our teeth. This position is inevitably uncomfortable, and in it, our ability to persist, to survive—let alone thrive—is brilliant.
As we venture into the colossal world outside Archer’s walls, I hope more than anything that we hold onto brilliance throughout all of the successes and failures, the knowing and not knowing, and the following and the trailblazing. I hope that as our lives twist and turn and jump and fall, we will cling onto not only brilliance through uncertainty but uncertainty through brilliance. The brilliance that Archer has taught us cannot be something that dims and dies with youth because uncertainty is a catalyst that will prompt us to ask questions—so naturally it's like breathing—and fail so extravagantly—it's like a supernova. After all, in order to fail you must try so desperately, and that is distinctly not perfect but definitely brilliant.
That brings me to perhaps the most brilliant, the most shining part of my Archer experience: girlhood. Being a teenage girl is not perfect, not straightforward, and definitely not easy, but it is brilliant. Because although brilliance is confidence, there are times when we must pass the burden of believing in ourselves to others. At Archer, I have been lucky enough to find 62 girls who will hold that burden like a trophy. Congratulations, Class of 2024! I love you all so much!
- Tess Hubbard ’24’s Abridged Commencement 2024 Student Speech
On Saturday, April 27, incoming students and their families came to campus for our annual Induction Ceremony. During the ceremony, Director of Admissions Felicia Paik and Student Council President Anaiya Asomugha ’24 welcomed the new families to the Archer community.
Scan the QR code or give online at archer.org/donate.
The Archer School for Girls relies on the philanthropic support of the community to take learning inside and outside of the classroom to the next level. Students thrive in an environment made just for them, and your gift to the Archer Fund today will be a wonderful tribute to Archer’s faculty, staff, trustees, and students.
Archer Fund contributions benefit:
• Athletics, performing and visual arts, experiential education, sustainability, humanities, World Language, STEM, field trips, and student clubs
• Faculty professional development
• Flexible tuition, which awarded $3.7 million in scholarships this year
• Alumni initiatives, events, and networking opportunities
Ways to Give:
• By credit card: archer.org/donate
• By stock: archer.org/stock
• By mailing a check to the School at 11725 Sunset Blvd, Los Angeles, CA 90049
GIVING LEVELS
Leadership
Visionary Circle
$50,000 & above
Founders Circle
$25,000 - $49,999
Head of School Circle
$10,000 - $24,999
Leaders Circle
$5,000 - $9,999
Community Partners Circle
$2,500 - $4,999
Friends Circle
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At the 8th Grade Recognition Ceremony on Thursday, May 30, family, friends, faculty, and staff honored the Class of 2028 as they completed Middle School. Middle School Student Body President Asha P. ’28 welcomed all attendees, Makenzie H. ’28 and Georgia W. ’28 performed Adele’s “When We Were Young,” Hollyn A. ’28 read a self-written poem as the class tribute, and Natalie S. ’28 performed Louis Armstrong’s “What a Wonderful World.” For the last time as Middle School students, the Class of 2028 stood together to perform their class song, “Unwritten” by Natasha Bedingfield. They were then presented their certificates by their 8th Grade Dean of Culture, Community, and Belonging Hannah O’Connor and Director of Middle School Reed Farley. Finally, Mr. Farley closed out the ceremony with a few words.
On Friday, May 31, students, faculty, and staff gathered on campus to celebrate the final day of the 2023-2024 school year with one last extravaganza. This year’s theme, “Brilliance,” was on full display throughout the festivities—Middle and Upper School awards were announced, and next year’s Student Council and Honors Education Council members were sworn in. Middle and Upper School faculty capped off the stage programming with their respective end-ofyear skits. Finally, the rising senior Class of 2025 formed a tunnel to the Front Lawn that each grade ran through to gather around the famed Maypole. In front of their older peers, the 6th grade Class of 2030 took their turn performing the Maypole dance, weaving the ribbons in a symbolic closure of the academic year.
Fundraising was off to the races at this year’s Archer Affair on Friday, May 10, at The Beverly Hills Hotel. Nearly 400 community members, including parents, trustees, alumni, and faculty and staff, gathered for a Kentucky Derby-themed evening of drinks, dancing, and donating. Special thanks to this year’s co-chairs, Alexis Hemphill-Elsea and Sally Vosicher, as well as their committee of volunteers, for creating a sure bet of a good time and helping us surpass our goal of $675,000 from sponsorships, ticket sales, online auction, Party Book, and Raise Your Paddle for Financial Aid.
Scan the QR code to watch the 2024 Archer Affair Raise Your Paddle Music Video
Family, Fashion, Flea Markets: A Student’s Story of Creating a Clothing Business
BY SHAE K. ’27, STAFF REPORTER
JANUARY 26,
2024
Equipped with a tent and racks of handmade T-shirts, Olivia B. ’26 starts her day at the Silverlake Flea Market. Last summer, Olivia arrived early to the market multiple Saturday and Sunday mornings to set up her stand.
It wasn’t until she quit the volleyball team in sixth grade that Olivia realized she wanted to start her own business as an artist. She first created Disregulation, her T-shirt brand featuring original artwork, in ninth grade because of the lack of women in popular skate brands. Olivia said, as one of seven siblings, all of whom are very athletic, she has spent a lot of time at skate parks.
[LEFT] Photo credit: Shae K. ’27
Olivia B. ’26 works on a painting in the art studio. She started her own clothing business, Disregulation, in ninth grade, and it features her own artwork. “If I’m going to do art, I might as well go full throttle and start my own business to really show how committed I am,” Olivia said.
“The L.A. skate culture made me think, ‘Why am I not seeing any girls?’” Olivia said. “Why am I not seeing any women in brands like Thrasher, Institusi, and Baker?”
Olivia said her family, especially her older siblings, not only inspired her to use T-shirts as the canvas to display her artwork, but they also helped her build up her confidence. They helped model the newly created T-shirts, and Olivia got their verdict on designs before using linoleum to print out distinct patterns.
The idea of starting a brand occurred to Olivia in her freshman year. She began creating her first design prints in March of 2023, but her T-shirts and brand name were not released until May of that year.
Over time, she has developed new styles and uses of materials. Olivia’s mom, Michelle Boehm, talked about the importance of family and commented on the support they have provided her over the development of her brand.
“Everyone’s been nothing but supportive,” Michelle said. “I mean, my eldest children are just amazed that Olivia can do what she can do.”
Olivia not only designs everything she sells, but she also advertises her products. Social media is one way she has gained a following for herself and for her business. Olivia said that even if a customer doesn’t buy any shirts, they might ask for her social media, which helps her gain both a following and recognition from a wider audience.
Disregulation began under the guidance of Hannah Kremin, Olivia’s art teacher at Archer, who Olivia said has had a significant impact on her brand.
“She has really been that resource, she has taught me how to carve in linoleum and shown me how to print onto a T-shirt, told me what ink to buy,” Olivia recalled. “Everything down to the bones of the drawings themselves and how to use Photoshop. All that stuff goes back to her. And I do give a lot of credit to her,
but I think it’s well deserved.”
One of Olivia’s friends, Finley V. ’26, also has their own business called Nova Jewels. They shared a stand with Olivia at the market, which Finley said helped ease the anxiety of customer interactions.
“[Nova Jewels] was kind of inspired by Olivia,” Finley said. “I didn’t have a business before we started going to the flea market.”
Even though they had each other for support, Olivia and Finley said that didn’t stop the inevitable bad customer interactions. On one particular occasion, Olivia said a teenage boy approached their stand. She thought he was going to buy something, but instead, he told her she didn’t have an understanding of the fashion industry.
“He said, pretty much, ‘You don’t know what you’re talking about,'” Olivia said,
“and walked away without acknowledging some more T-shirts or anything.”
While negative customer interactions have occurred, positive interactions have as well. Finley said familiar faces often reappear at flea markets when you sell there for weeks on end. They recalled the memory of one day in particular when the owner of the flea market wore Disregulation.
“I think he was even wearing one of Olivia’s shirts, which is super cool,” Finley said, “because he actually wanted to wear it.”
Over time, Olivia said she has grown her business with tools and support from friends and family.
“Find a business that you love,” Olivia said. “Create your own community when you can’t find one.”
[ABOVE] Photo credit: Olivia B. ’26
These images from Olivia B. ’26’s Instagram feature original designs. Olivia made her first shirts in May of 2023.
Best of SNO showcases the best student journalism from members of the School Newspapers Online (SNO) Network.
Middle School Students Start Own FLX Blocks, Learn Leadership Skills
BY MAYA H. ’27, STAFF REPORTER FEBRUARY 22, 2024
From creative writing to meditation, FLX Block is a period in every Middle School student’s schedule where they are able to choose what class they want to take. This differs from Upper School FLX Block, which includes options for free periods, meetings, and extracurriculars. There are 16 student-led FLX courses in Middle School (MS) [for the Spring 2024 semester], including crocheting and improv classes. Director of Middle School Reed Farley said the opportunity to create and lead their own FLX Blocks encourages students to connect across grade levels and share their interests.
Farley helped create MS FLX alongside Director of Academic
Operations Kasey Nott. Farley said Archer’s mission aligns with having Middle School students become leaders.
“Developmentally, kids are always trying to figure out where they fall in the social circle of Middle School,” Farley said. “So this gives them the opportunity and the agency to define their own experiences for their peers.”
Nott said she has recognized how leading a FLX Block can be daunting, as students have to be comfortable with holding authority. Additionally, students present their approved ideas in
Photo credit: Maya H. ’27
Students in the Crochet & Mindfulness FLX Block led by Kate R. ’28 decorate their mindfulness journals. Kate is one of over 30 students who have started their own FLX Blocks.
front of the entire Middle School to gauge interest, a requirement Farley describes as the first step in developing leadership. After being approved, Nott said students are responsible for making slides for their classes and communicating with her when they need supplies.
To begin leading their own FLX Block, students have to fill out a form sharing a description and the mission of their class. Farley said leaders share sample lesson ideas and practice meeting the needs of their peers.
Seventh grade students Carmen M. G. ’29 and Stella S. ’29 created their own Acting and Improv FLX Block. Stella said it’s a space for students to get interested in improv and be able to express themselves. The two started the FLX Block in sixth grade when Carmen proposed the idea to Stella.
“We’re both actors, and I think both sharing our love of acting, we just kind of want to pass it on,” Carmen said. “Then, it was a really big hit in sixth grade, so we decided to bring it back this year, and it’s going pretty well.”
Each class starts with an improv warmup, which includes moving and speaking amongst each other. Following the warmup, the main lesson changes from class to class. Last year, Stella said they did two-minute skits using stuffed animals and made skits revolving around one word.
Carmen said the benefits of student-led classes are that student leaders can be flexible and they can learn from a peer close to them.
“You can tailor your FLX Block to their tastes since you both are in the same grade, and you can understand what they want to do,” Carmen said.
Eighth grade student Kate R. ’28 started her own Crochet and Mindfulness FLX Block this semester, which combines everyday mindfulness practices with learning to crochet. She said she enjoys being able to learn alongside her peers.
“It’s really fun to be able to sort of pass on some of your knowledge to your peers,” Kate said. “It feels nice to be able to teach other people things that they’ll be able to use.”
Every class starts with students setting an intention in their notebooks about how they want to set their mood for the class. The first class held a meditation and covered crochet terminology. Kate said the class focuses on practice over perfection and being comfortable with where you are in the process of crocheting.
“I said that it’s for any skill level and—whatever we get to is okay,” Kate said. “I wanted to make sure that I showed it was a space where you don’t have to be perfect. You don’t have to learn right away because crocheting is really hard, and it takes everyone different amounts of time [to learn].”
Farley said some FLX Blocks are open to the entire Middle School, and having diversity in grade levels helps bring students together to learn and create.
“Any opportunity that you get a group of students across ages… to gather around something they’re all interested in, yes, that’s going to create more cohesion among grade levels,” Farley said. “So we’re looking at interest groups and, you know, meeting kids’ passions and then bringing them all together to explore it as a group.”
ABOUT THE ORACLE
The Oracle is Archer’s student-run news site, which The Oracle staff update dynamically from late August through the end of May. Archer Upper School students who have taken or are currently enrolled in journalism classes, which range from Introduction to Advanced Study, are responsible for all aspects of The Oracle and make all decisions about content.
ORACLE MISSION STATEMENT
As a student-run publication, The Oracle’s mission is to provide a forum that encourages authentic voices and discussion in our increasingly diverse educational community. The Oracle serves as a resource for the Archer community and beyond to report relevant, interesting, and newsworthy information. The Oracle staff is committed to fostering critical thinking in our reporting as well as providing students’ perspectives. Through these endeavors, they strive to strengthen student voices.
PROFESSIONAL MEMBERSHIPS
The Oracle is a member of the National Scholastic Press Association (NSPA) and the Columbia Scholastic Press Association (CSPA).
CLASS NOTES
After 15 years of being together, Anna Heinrich ’03 married Scott Tsutomu Dragoo in October 2023, and then welcomed a beautiful and chubby baby girl, Sonya “Sunny” two weeks later on the 30th. Anna also started a new role as Head of Development at Objectively Good Media this year where she produces feature films, TV shows, and podcasts.
Sara (Mottahedan) Navab ’03 and her husband Kaveh welcomed their first child, Sadie Louise Navab, on January 27. They are smitten and in-love with their little girl. She receives so much love and has quite a few best friends already from the Archer family. Sara is an anesthesiologist at UCLA.
Freddi (Zeiler) Swanson ’03 has a passion for fundraising and has devoted the last 15 years to running Sidekick Studios, a creative marketing agency for nonprofits. In March, Freddi cofounded the Topanga Farmers Market, a vibrant community hub that fosters connections between local producers, artists, makers, and market patrons.
Isabelle Edwards Tintelnot ’03 married Julius Tintelnot in October 2023 in a cathedral of redwood trees at the Santa Barbara Botanic Gardens, in the same place where they got engaged. It was an intimate ceremony of nine family members with her Uncle Bill officiating. The nuptials were celebrated with a larger group of family and friends in Shelter Island, NY and London, UK. Isabelle recently relocated to Zurich, Switzerland with her dog, Lucy, to join Julius. Her independent art advisory company, specializing in Modern and Contemporary art is thriving and has a new outpost in Zurich!
Maxie Optican ’06 and husband Andrew Dieckelman welcomed their beautiful baby boy, Woods Eddie Dieckelman, on July 12.
’07
Willie Larson ’07 is a student nursemidwife, childbirth educator, and co-runs a consulting business called Pregnancy Pathways that helps pregnant people find their ideal birth and postpartum team. She credits Archer for sparking her interest in women’s health and body literacy and is excited to become a Certified Nurse-Midwife.
Chloe Makhani ’09 works in the hospitality industry—most recently opening Casaléna, a coastal Mediterranean restaurant in Woodland Hills, CA—and is the CMO of Avondale Equities. In her position, there is “a unique opportunity to enhance every guest's evening. Whether it entails commemorating a special occasion or offering a tranquil dining experience, the privilege of positively impacting our patrons' nights is a source of immense satisfaction.”
Merissa (Acosta) Weinstein ’09 and her husband, Joseph, joyfully welcomed their precious daughter, Lily Adelina, into the world on the lucky date of 11/11/23.
’10
Kelcey Phillips ’10 married her husband, Kevin Morse, at the Adamson House in Malibu this past August 2023. One of her maids of honor was Archer alum Tyara Clayton ’10. Kelcey and Kevin are currently living in the Washington, DC area.
Alex Sarkowsky ’10 married her wife, Stepha, on October 14, 2023. They got married about a mile from where they live in the neighborhood they love, Highland Park, and absolutely loved it. There were even some Archer alumni in attendance!
’13
Billie Allison Bier was born on July 2, to Shelby (Swartz) Bier ’10 and Michael Bier.
Tracy Kopulsky ’11 married film and television composer Dan Light in May at The Ebell of Los Angeles. Hannah Leder ’11 and Morissa O'Mara Hollander ’11 were in attendance along with other close friends and family. Tracy is a literary manager, representing writers and directors for TV and film at the management firm Grandview. She and Dan reside in Studio City with their cat, Percy.
Alexa Marks ’13 married Billy Sappern on July 13, surrounded by family and friends, including Archer alumni Sophia Heslov ’13, Haley Moritz ’13, and Jessie Ruder ’13, who stood by her side as bridesmaids.
’14
Daisy Gonzalez ’14 got married in November 2023 to her husband, Chris Muller, in Los Olivos, CA. Shortly after, they bought their first home in Temecula, CA, where Daisy works as an Assistant Clinical Director of ABA Services, a company that provides speech, occupational, and behavioral therapy to children with autism and developmental disabilities.
’15
Nicole Schneider ’15 currently works as a Coordinator in Current Programming at Universal Television, where they make many popular shows such as the “Law & Order,” “FBI,” and “Chicago” franchises. In addition to other titles across both comedy and drama that she co-covers with her colleagues, Nicole currently covers “Law and Order Toronto: Criminal Intent.” Within the next year or two, she hopes that she will be able to take the next step upwards in her career by being elevated to an executive. Nicole is currently living in Sherman Oaks with her boyfriend, Andrew, and her dog, Max.
Marcella Stanley ’15 married Ramin Badiyan at the Jonathan Beach Club this past April, where one of her bridesmaids was Archer alum Auveen Dezgaran ’15. Marcella moved back to Los Angeles two years ago after living in New Orleans for seven years, where she completed two Master’s Degrees; one in Neuroscience and one in Pharmacology. She is now attending USC to become a Marriage and Family Therapist. She still is in touch with Mr. Rule, a former mathematics teacher at Archer.
Emily Ward ’15 married her college sweetheart, Jack, in October 2023 in Cincinnati, OH. Their special day was captured on film by fellow Archer alum, Shishi Shomloo ’15. Emily and Jack live in the Cincinnati area with their two cats and ever-growing piles of books. Emily works in higher education and is beginning a graduate degree in international relations at American University this fall.
’16
Isabelle Kantz ’16 is working as a publicist for Herrera-Reiss Strategies and most recently attended the Oscars with some of her clients who were nominated.
Sloane Seaman ’16 got engaged in October 2023 to her fiancé, Dylan Houllahan. They have been together for six years and met while she was attending Smith College in 2018. This past May, Sloane graduated from Boston College with a Master of Social Work. While in school, she gained clinical experience at McLean Hospital's Addiction Inpatient Program and at the Cambridge public high school. Her employment at McLean Hospital’s Addiction Inpatient Program inspired her to pursue Clinical Social Work, and she is now excited to continue her career providing therapy and holistic support for myriad populations.
Abby Gore ’17 graduated from Hebrew Union College with a Master’s in Jewish Nonprofit Management in May. She and her fiancé, Sam Farber, got engaged on July 5!
Leyla Namazie ’17 currently works as a Junior Geophysicist for the U.S. Geological Survey’s Earthquake Science Center, where she works on a team that investigates ground motion behavior from subduction zone earthquakes around the world. Most recently, she collaborated with Hawaii State Government officials on a project that analyzed imagery from the high resolution WorldView 2 satellite in order to characterize burnt infrastructure in Lahaina following the devastating Maui wildfires in the summer of 2023.
Elyse Pollack ’18 graduated from USC in 2022, completed her Master's in structural engineering at Stanford University in March, and accepted a position as an Associate Project Consultant at Simpson Gumpertz & Heger in Los Angeles. The education she received from Archer prepared her for classes at USC and propelled her into Stanford. Archer was a space for her to foster a sense of self-assuredness and confidence that makes her a better engineer.
’17
’18
Maren O’Sullivan ’18 graduated from Wesleyan in 2022 with a Bachelor’s degree in Anthropology and Chemistry. She is currently a Veterinary Medical Doctor (VMD) candidate at the University of Pennsylvania. During her undergraduate years, Maren served as President of the Pre-Veterinary Club and established the Pieper Veterinary internship. In addition to her studies, Maren works as a veterinary scrub technician alongside board-certified surgeons. "I credit the confidence and independence I gained at Archer for empowering me to pursue my dream of becoming a veterinarian. I am deeply grateful to the Archer community, especially to the teachers and mentors who supported me every step of the way."
Saskia Wong-Smith ’18 is currently studying at Tufts University to receive her Master’s in Child Study and Human Development.
Cybele Zhang ’18 just wrapped up her first year at Stanford Law School and was recently elected President of the Student Law Association. This past summer, she was a legal intern for the SF Giants!
’19
Marley Chaney ’19 has spent the past year writing her first EP with her brother, Griffin, who also produces all of her music. The first single from the project, "Spinning Out," was released on June 28, and the entire EP was released at the end of August.
’20
Nia Mosby ’20 graduated from Princeton University in May, with a Bachelor’s of Science and Engineering in Operations Research and Financial Engineering (ORFE) and was the only black woman in her major’s class. ORFE is one of the hardest majors at the University and correlates to jobs in the banking industry (investment banking, quant trading, etc.). Nia also minored in entrepreneurship, leading her to start a sports company and winning the first female pitch competition at the University with an investment of $25k into her company.
’22
Evan Bowman ’22 is a rising junior majoring in History of Medicine and Public Health at Yale. This past spring, Evan studied abroad in Delhi, India, Cape Town, South Africa, and Buenos Aires, Argentina through SIT International Honors Program in Health and Community. She also conducted a research project on Aging and Intergenerational Care comparatively in the four countries including the U.S.
Alexa Marsh ’22 started training for her Private Pilot’s License in 2021, and as she trained, her love for flying grew and she decided to apply to Purdue University for its flight program. At Purdue, Alexa earned her Instrument Rating, Commercial Pilot Certificate, and this past semester, she earned her Multi-Engine Rating, which will now allow her to fly bigger planes. By the time she graduates, Alexa will earn her ATP, which allows her to fly for the airlines. She looks forward to the future and hopes other girls get involved with aviation!
Alumni Event Dates for 2024–2025
Alumni Back to School Day: Tuesday, December 17, 2024 for the Class of 2021, 2022, 2023, and 2024
Milestone Reunion: Saturday, June 7, 2025 for the Class of 2005, 2010, 2015, and 2020
Scan the QR code below or visit www.archer.org/alumnievents to see a full list of upcoming alumni events.
Stay Connected with the Archer Alumni Community
Social Media
Facebook & Instagram: @archeralums
Contact Information archer.org/classnotes
CLASS OF 2004
CLASS OF 2014
ALUMNI MILESTONE
continued from page 31
From its early days, hip hop has been intertwined with social and political activism, addressing issues like racial inequality, police brutality, poverty, and systemic injustice. Hip hop artists have used their music as a platform to shed light on societal issues and advocate for change, with powerful lyrics that speak to the realities of marginalized communities. Through its rhythmic beats, dynamic rhymes, and innovative storytelling, hip-hop has become a tool for amplifying the voices of the oppressed and challenging the status quo.
Grandmaster Flash and the Furious Five, a pioneering rap group in hip hop, created songs like "The Message," which highlighted the struggles of urban life and the realities of poverty and violence in marginalized communities. Similarly, Public Enemy emerged in the late 1980s as one of hip hop's most politically charged groups, known for their confrontational lyrics and militant style. With songs like "Fight the Power," Public Enemy became vocal advocates for African American empowerment and social justice, calling out systemic racism, police brutality, and political corruption.
In more recent years, artists like Kendrick Lamar and Beyoncé have continued the tradition of using hip-hop for activism, addressing contemporary issues with their lyrics and beats. Kendrick Lamar’s album “To Pimp a Butterfly” explores themes of race, identity, and systemic oppression, criticizing America's social and political landscape.
Beyond music, visual art has also played a significant role in addressing themes of injustice. Artists like Fulton Leroy Washington have used their creative platforms to shed light on their personal experiences. Last year, Archer students had the unique opportunity to engage in a Q&A session with Washington, an
artist who was wrongfully convicted for a nonviolent drug offense in 1997 and sentenced to life in prison.
During his 21 years of incarceration, Washington began depicting his fellow inmates in his photorealistic oil paintings, capturing their emotions and vulnerabilities. Much like hip hop artists who use their lyrics to amplify the voices of the oppressed, Washington used his art to express the human emotions felt within the harsh treatment of prison, describing it as a “neutral zone” amidst the harsh realities of incarceration.
After President Obama commuted his sentence and granted him clemency, Washington continued to paint, tell his story, and advocate for criminal justice reform. His work is currently exhibited in museums across the U.S., collected by national and international collectors, and recognized with the Mohn Award for Public Recognition, an honor given to the artist with the most votes from visitors at the Hammer Museum's biennial "Made in L.A." exhibition.
In the fall of last year, Archer’s Eastern Star Gallery hosted an exhibition titled “INCAPTIVITY,” showcasing 11 of Washington’s limited-edition paintings created during his incarceration. He explained the meaning behind several of his works and spoke about his ongoing efforts to provide housing for those freed from wrongful imprisonment through his Art by Wash studio and community center. Reflecting on his artistic process, Washington shared that he finds inspiration in his surroundings and captures in his paintings the occurrences that reach him spiritually.
After his visit, Sydney T. ’26 presented on the Innocence Project, an organization committed to overturning wrongful convictions and discharging those unjustly imprisoned. She encouraged students to engage by learning more about this topic and advocating for a fairer justice system for everyone.
It’s clear that creativity serves as a powerful catalyst for change, because when words fail, when the world seems too overwhelming, art has a way of cutting through the noise, touching hearts, and moving minds. As Archer students continue to explore and use the power of art, Gold said she hopes that Art and Activism Month made a meaningful impact. The Artemis Center will keep sharing information on
activism throughout 2024-2025, aiming to encourage ongoing student engagement.
“I hope that we whet student’s appetite and that they can continue even though we're not having a formal art and activism month,” Gold said. “I hope students can continue to pursue it on their own, connecting their own passion for the arts and social justice.”
The Digital Age of Dance
continued from page 45
Even more “traditional" dancers at professional companies, like American Ballet Theatre ballerina Isabella Boylston, are bringing their talents to larger audiences. For example, when she’s not highlighting grand jétés across the Met Opera stage, Boylston posts videos of herself dancing in Gap clothes, highlighting the movability of their linen pieces.
Being a dance creator online isn’t always a straight line to success though. Archer dancer Sydney C. ’25 said, “You can create a dance but you may not be the person who popularizes it, and I think that gets hard. Because it was your work—that’s your creation—but people might not recognize you for that.” She cites the Renegade dance, a dance that took over TikTok in its early days.
Sydney shared, “There was a creator who made it, a Black creator [Jalaiah Harmon], and she didn’t really get the full acknowledgment for it, but then you like see people like Charli D’ Amelio who popularized it, and now she has sponsorships, and she’s connected with Dunkin’...” Unfortunately, this sort of lack of dance credit affects many Black creators, such as Harmon. There is a pattern of choreography by Black dancers not becoming popular until another creator with a large audience posts a video of themselves doing the dance.
This sort of disconnect between Black dancers and other users who popularize their dances seemed particularly stark in 2020 when TikTok creator Addison Rae did a segment with Jimmy Fallon that featured a number of TikTok dances created by Black creators, who weren’t featured or credited. After criticism and backlash online, Fallon invited the original creators to talk about their dance moves on the show. In 2021, Black users launched a #BlackTikTokStrike in response to this sort of failure to properly credit Black creators, refusing to post dance videos for others to profit from. For most dancers, it’s difficult to legally get choreography credit or seek recourse for stolen choreography.
The Copyright Law of 1976 was the first piece of legislation to allow choreographers to protect their work. The law defines choreography as “the composition and arrangement of a related series of dance movements and patterns organized into a coherent whole.” Some types of movement are not copyrightable— such as common movements and gestures, basic dance positions, and social dances—and the choreography must be “fixed in some tangible medium of expression,” such as a video.
Because of these stipulations, it can be difficult to copyright dances. What is the bar for a dance to count as a “coherent whole”? What counts as “common movements and gestures” and “basic dance positions” and where is the line between doing a standard series of ballet steps for a short video and creating new choreography?
Even if a piece of choreography is deemed copyrightable, any copyrights cannot be enforced until the choreography is registered with the U.S. Copyright Office. Recently, Alfonse Ribeiro, who created a short move known as “The Carlton” for the TV show “The Fresh Prince of Bel Air,” sued Epic Games for recreating his moves in Fortnite. Ribeiro’s dance was deemed ineligible for copyrighting by the U.S. Copyright Office because it was a “simple” routine, and not complex enough to count as choreography. While this lawsuit, and other similar ones, have not been successful, there is now a new movement to start copyrighting dances, led by JaQuel Knight, who choreographed and copyrighted Beyoncé’s famous “Single Ladies” dance.
Social media is changing how dancers secure more standard dance work as well. Dance teacher Andrea Locke has noted
that now people can learn about auditions from social media posts. Business Insider has reported that agents are now, in turn, using social media to scout new talent. This means that anyone around the world—unlimited by location—can build a portfolio online and be “discovered” and also that those who might be outside of a particular network can learn about new opportunities through these larger open auditions. While this creates a new type of accessibility in the dance industry, it is also shifting the expectations for aspiring and working professionals.
The global shift toward using social platforms like TikTok as a portfolio means that dancers’ social media presences become key to booking jobs. Archer alum Jordan Alberstone ’16 is an NFL Cheerleader (dancer) for the New England Patriots. While she doesn’t feel that social media is a large part of her dance career, she said, “I do know my Instagram was reviewed while I was auditioning to make the NFL team.”
It’s also a great way for dancers to build community with other dancers. Georgia Ehrlich ’23 has trained in commercial dance since she was three and is currently pursuing a dance major at Barnard College in New York. She recently went “public” with her Instagram, so anyone can follow her. While she doesn’t post videos “with the intention of getting work or getting seen through it,” she finds that it’s a “great way to connect with other dancers and other people…great way to keep people…updated with where I’m at in my journey, what I’m creating…”
Social media is becoming part of the job of being a dancer. For those who are working professionally, the number of Instagram followers you have can now be a factor in securing dance jobs since performers posting about the projects they’re working on bolsters the project’s PR. Ehrlich said that having more followers can help you get work teaching at prestigious dance studios, like Millenium in Los Angeles. Even dance companies are asking their dancers to engage in social media. Business Insider reported that American Ballet Theatre pays two senior dancers to film content for its TikTok, which has 610,000 followers.
One of the upsides of this online dance community is the ability to connect with other passionate people and grow your skills. Alberstone said, “I am able to discover choreographers that I would love to take [a] class from. Social media is a great marketing tool to help
promote dance classes. Since moving back to Boston recently, I have struggled to find studios to take classes at, but social media has helped me find amazing teachers and studios to dance at.”
In turn though, the social media-ification of the dance industry is creating pressure for young dancers. Students aspiring for careers feel that they need to be on Instagram and TikTok. Archer dancer Julianna H. ’25 shared, “I definitely think I’m at a disadvantage in the dance world for not having a social media account.” Bryce C. ’25, who aspires to work in musical theatre, said she, too, has felt that she should have an active Instagram account to “put [her] name out there.”
Even dancers who might not post their own dance content online, like Bryce and Julianna, are often being posted by their dance studios outside of school. Bryce sees this as a positive—“I’m proud of myself that they want to share some work I did…work we did as a group.”
At professional dance studios such as Millenium in Los Angeles, dancers not only train, maintain their skills, and learn choreography but they are also now asked to be camera-ready almost constantly. Millennium, for example, sometimes posts multiple videos in one day of students in classes executing choreography.
The camera then ends up serving as an additional mirror. Sydney C. ’25 said, “I think it helps you to reflect on yourself as a dancer, because I think when you’re dancing for the camera, you can see a lot of things that you may not notice when you’re just performing. It’s much easier to see your body positioning. It’s much easier to see when you didn’t point your feet.”
This additional mirror makes it even easier for dancers to compare themselves to others. Julianna shared that while she doesn’t really go on social media, she sees her dance friends always comparing themselves to other people online. “There is...always this feeling that someone else is going to be doing one more pirouette on an Instagram video than I am…” All the plagues of regular Instagram and social media still exist when it comes to Dancestagram or DanceTok.
For Georgia Ehrlich ’23, filming at the end of class, which can take anywhere from 1020 minutes of class time, often changes the dynamic. “It sort of detaches everyone in the room from each other.” It changes the space from a learning environment to more
of a “speculative” one, as Ehrlich puts it.
It can also create added stress. As Bryce put it, “Every time [the studio] whip[s] out the camera at the end of class, it’s like, ‘Okay, it’s go time. Don’t mess up.’”
At large studios, not everyone gets filmed. The choreographers will choose groups or dancers who are performing the combination the way they prefer it to be executed. The other dancers just watch as the filming is going on. Ehrlich has noticed a certain level of “social media politics” as well— choreographers often choose to include dancers with larger followings online.
TikTok is also shifting the type of dances people are creating and consuming. To start, there are basic restrictions built into social media platforms. As dancer Lily P. ’25 shared, “You can only fit so much in a vertical frame that’s like this big... [indicating the size of a phone screen]”
That’s why so many TikTok dances are largely stationary, since you need to fit everything into the 1080x1920 frame that Instagram and TikTok offer you. Take the Charli XCXApple dance.There are no turns, footwork, etc.—just arm movements.
Then come the time constraints. Currently, Instagram has a 90-second time limit for its Reels (its main video format), which obviously can have a limiting effect on what sort of video or choreography someone can post online.
Ever forboding, TikTok and Instagram’s algorithms are also having an impact on the types of dances we see online. Tricks like doing fifteen pirouettes in a row or jumping ridiculously high pull viewers, because they have shock value and can appeal to the general public. It is easy for the average person to understand how astounding it is for a dancer to be able to turn 15 times in a row. This feeds the algorithm and in turn affects the kind of dance videos that get made.
Lily, who creates dance videos on social media, said, “I do feed into the kind of trendy stuff where it’s very quick moving. It’s just a video of me flipping or doing some cool trick ‘cause that is more entertaining per se than someone ...doing slower movements and things… because that’s what pulls the algorithm.” When it comes to professional dancers, choreographers are prefacing the most dynamic moves at the beginning of their routines to grab audiences.
If you don’t hook a viewer in three seconds, they scroll to the next video. While social apps like TikTok have a lot of formatting constraints, they have also opened up a lot of creative possibilities. One of the big advantages has been the diversity of styles of dance that have flourished online.
Lily shared that she’s learned more about different types of modern dance, like Limón technique and Middle Eastern dance. Archer Dance teacher Ashley Fisher noted, “I think the cross cultural dance that we’re exposed to definitely makes a difference.”
This exposure is changing dance itself. Fisher said, “Just the amalgamation of types of dance on TikTok is birthing new styles, because the more that people are exposed to different styles, the more that they’re going to take those styles and reinvent them…” Viewing lots of dance can also inspire young dancers. Fisher said, “Dance is a very visual art form, so even by watching, you get a lot of new ideas in terms of the way that you can move.”
While getting inspired is important, Fisher also highlights the significance of taking the time to reflect and make dance an “internal experience.” “Things outside of ourselves can inspire us. But then we have to go back within and find out on a deep level [what moved us]...”
Archer Dance teacher Andrea Locke sees a larger trend of externalization of dance on social media. Locke says, “Social media has created an outer activity.” Dancing on social media is about learning the steps, but “it’s not an internal journey to those movements or creating.” That’s why for her, it’s so important to help students get in touch with their feelings. “I challenge them to really think about what’s important to them, what moves them,” said Locke.
Dance has proliferated across social media platforms like TikTok, where the camera serves as an additional mirror, an additional reflection. Even once many dancers step away from the mirror in the studio, they are faced with a front-facing camera or the video they (or their dance studio) recorded.
For every dancer, the mirror is a wonderful tool for learning movement, but at a certain point, they have to learn to dance without it. If their focus is always on what they see their reflection doing, they aren’t fully in their body, their emotions, or the movement.
TikTok has created a bevy of opportunities for people to consume, try, and share dance. At a professional level, it’s changing how people are building and managing their careers. However, at the end of the day, sometimes a dancer just needs to face away from the mirror.
In Memoriam
Gwyneth Skye Williams
Gwyneth was full of song, light, and gratitude. She passed away on Monday, February 26, 2024. She is survived by her mother, Elizabeth English; her father, Leigh Williams; and her sister, Sage Orvis ’15. At nineteen, Gwynnie was newly independent and enjoying life in Colorado. She shared her love for the outdoors, her family, friends, and her deep appreciation for life with anyone who would listen.
In Memoriam
Tyara Clayton '10
Tyara was a light that always brought joy to everyone around her, and whose smile and kindness touched everyone she met. While a student at Archer, her vibrant spirit was evident in her involvement and engagement in the developing dance program, and through her participation in track all four years. After graduating in 2010, Tyara went on to receive her Bachelor's degree from USC in 2014. Most recently, she worked in human resources for GOAT Group. Tyara will be greatly missed by all who knew her.
