The Kinkaid Falcon - Issue 1, Vol. 74

THE

BYG

FALCON

Before You Go

Pandemic Pets Furry friends add comfort during isolation

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An Image of Hope S

ofia Liu, a junior, was a semifinalist in the 2020 Crown Education Challenge called “hope during a pandemic.”

Liu’s artwork was selected among others for its “exceptional creativity, communication, impact and originality.”

Dr. Sonia Clayton, Upper School science chair and biology teacher, encouraged Liu and other students in her science research class to participate in the challenge.

She said Liu’s piece was beautiful.

“I just love it...and if you saw how she went from a concept to the final product you would be amazed,” Dr. Clayton said.

The Crown Education Challenge is an international contest for K-12 students Lui’s artwork was one of over 1,600 submissions from schools across 63 countries.

Photo courtesy of Sonia Liu The Kinkaid School Student Magazine Volume 74, Issue 1 | October 9, 2020

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10/19/2020 12:02:34 PM

FALCON

THE

CAMPUS

4 - New DEI measures

FEATURES 8 - Future of learning

TECHNOLOGY 12 - Blue light effects

OPINION

16 - Job’s life lessons

LIFESTYLES

18 - Day of life online

ARTS

20 - Alum follows passion

SPORTS

24 - Teams back in action

The Falcon’s mission is to be an accurate and reliable source of information for the Kinkaid School community by informing readers about topics that are interesting, thought-provoking, and impactful for the school, Houston area and Texas, as well as other parts of the world.

Questions or comments?

Cooking Up Love Dear Reader, Due to the pandemic, many restaurants closed or began using reduced menus. For me, this was the worst news ever. My inner foodie was chomping at the bit to go back to my favorite restaurants. My stomach was rumbling for sushi and tacos and curry until one day I took matters into my own hands: I learned to cook. I tried to make anything and everything to satisfy my cravings; however, no matter how good or rather how bad my cooking was my family was always there to try my new creations.

Quarantine taught me the importance of family. From taste testing my cooking to letting me sleep in, my family and loved ones stood by my side and I stood by theirs as we navigated this uncharted territory. We all need to stand by and support those important to us and show them how much we care. 2020 has definitely been a year to remember. As we go into a new school year and new physical year, let's remember to love and care for one another.

Nicole Fernandez, Editor in Chief

We welcome your voice and feedback in the form of email, letters and guest articles. Please email student.publications@kinkaid.org or call (713) 243-6591 or use the form at thefalcon.kinkaid.org.

Letters can be sent to: The Kinkaid School 201 Kinkaid School Dr. Houston, TX 77024 Please direct advertising inquires to nicole.fernandez@kinkaid.org.

The opinions expressed in The Falcon belong solely to the writer and are not a reflection or representation of the opinions of the school or its administrators.

NICOLE FERNANDEZ

Editor-in-Chief, Features Editor

JAISAL KALAPATAPU

Deputy Editor, Digital Executive Editor

CHARLIE SOLÉ

Campus Editor, Sports Editor

ETHAN JETT

Lifestyles Editor

STAFF WRITERS

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Will Anderson Camron Baldwin Cooper Buck Madison Burba Elliott Crantz Matthew Godinich Tali Kalmans George Kinder Jack Klosek Richie Klosek Harrison Lawrence Stockton Lord Eshaan Mani

Inside Kinkaid

Senior Taft Foley creates mobile COVID-19

Read the online story by Eshaan Mani

Dylan Marcus Carter Pitts Sam Pitts Mia Price Trace St. Julian Sarah Xu

ADVISER

Dr. Kimetris Baltrip

Students share joys of having a pet during quarantine. 14

The Falcon is published six times a school year. The paper is distributed to 613 Upper School students, There are 700 free print copies made available in addition to copies mailed to subscribers. The Falcon is a member of CSPA and NSPA.

CAMPUS

DEI focus aims to improve campus culture Events over the summer spurred reflections on how to unite community

By Jaisal Kalapatapu, deputy editor

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s sophomore Lauren Byrd read her poem to the student body, her community was on her mind.

Byrd’s poem about racial injustice chronicled the hurt that the black community has been feeling with the untimely deaths of George Floyd, Breonna Taylor, Jacob Blake, among others as a result of police brutality.

The poem was one of many reflections of a fall assembly, co-produced by the African American Appreciation Club and the Student Diversity Leadership Board as an effort to give a platform to black students and faculty to voice their experiences and perspectives on being black at Kinkaid.

“I am glad my voice was heard so well and that it made a difference,” Byrd said. “The assembly was a great representation of the

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“

I am glad my voice was heard so well and that it made a difference.

- Sophomore Lauren Byrd

African American community at Kinkaid.”

This assembly was one of many efforts by school administrators to ensure that Kinkaid is a more equitable and inclusive institution.

In partnership with the Jones Group, a consulting group that helps leaders to combat oppression and discrimination in their organization, Kinkaid’s administration has pursued measures such as hiring a director of community, equity, and inclusion, developing affinity groups, and providing community, equity and inclusion training for students, faculty and staff to recognize and interrupt

racial bias that targets people of color.

“I am encouraged by the administration’s steps towards equity and inclusion,” said Ethan Fang, senior and SDLB co-founder. “Not only did they allow and help us set up our very first affinity spaces, they are committed to hiring a dedicated DEI officer.”

Still, there is a limit to what the administration can do. To an extent, it is up to students to help make Kinkaid more equitable for students of color.

“White peers have a certain advantage just for being themselves; it’s not their fault, and just like us, they can’t change the color of their skin,” Byrd said. “However, they can use the power that comes with their skin to help other minorities and become allies. It is important that the people who have power and privilege in their skin understand how they

change.”

Dr. Aisha Taylor, principal consultant for the Jones Diversity Group, said students have the power to promote inclusivity just by smiling at each other and saying hello to new students.

“Culture is the way we interact with each other in order to reflect the goals and values of our organization,” Dr. Taylor said. “If we’re acting in a way that doesn’t reflect the values and missions of our organization, then the culture is not going to reflect that.”

In addition, she said it is important to provide spaces for students in the minority to share their experiences with one another. This is where affinity groups come in, and Kinkaid has established affinity groups for this very purpose.

“Affinity groups are so important because they give an opportunity for students

New Falcons join Upper School

By Elliott Crantz and Matthew Godinich, staff writers

newest ones.

However, this year not only are there multiple very year, the school new teachers and staff community bids adieu members to welcome, but to departing faculty and there are also two new key staff members and has the administrators, including privilege of meeting the the Head of School Mr.

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Jonathan Eades and Assistant Head of School Dr. Matthew Rush.

The Falcon’s staff writers decided to get to know a few favorites from the school’s new leaders and faculty and staff.

“My favorite part of Kinkaid has been the amount of support and friendly faces from the faculty and staff.”

“My favorite part so far at Kinkaid is how kind and helpful everyone is, from staff to students.”

Ms. Erica Baker, Student Life Coordinator

Ms. Nadine Ghosn, Math Teacher

“I can’t wait for Kinkaid to feel ‘lived in’ again! I also can’t wait to attend sporting events. I love seeing students in their element.”

“I love meeting new people and connecting with some of my old mentors from when I was a student here.”

Ms. Britanny Cousins, Math Teacher

Mr. Cushman Laurent, Math Teacher

“I like to work with groups of students and teach them skills to help manage their stress and other emotions.”

“I keep hearing about St. John’s week...so I’m very curious! Also, I love choral music, and I hear there’s a big holiday concert.”

Ms. Eron Grant, Student Counselor

Dr. Robin Riehl, English Teacher

After 8 years as a part-time assistant, Mr. Dunford joins the technical theatre crew full-time as assistant tech theatre teacher.

“I’m looking forward to supporting all the athletic programs and seeing the students participate in the performing arts.”

Mr. Justin Dunford, Asst. Tech Theatre Teacher

Dr. Ben Nelson, Science Teacher

DEI measures create more affinity groups from page 6

in the minority to be in the majority,” Dr. Taylor said.

“It’s so important in student development and developing our identity around ethnicity and gender identity to help us learn who we are.”

Dr. Taylor said every school has a multitude of affinity groups, whether by age,

department, sport, or any other groupings.

The only difference now has been the affinity spaces specifically for students of color.

Though change will take time, there has been hope for progress.

“Although progress and

change may not occur overnight, I feel we are moving in the right direction towards creating a diverse, equitable and inclusive community,” Fang said. “This work is very important and I urge every student to be involved in improving our Kinkaid community.”

Mr. Jonathan Eades, Head of School

Dr. Matthew Rush, Assistant Head of School

Q. FAVORITE SONG? Eades:

The River by Garth Brooks

Rush:

“Best of You” by Foo Fighters.

Q. GO-TO TEAM? Eades:

Cowboys and Longhorns (Sorry, Houston, I’m from North Texas!)

Rush:

Eagles, Cubs, Mavericks, Aggies

Q. NICKNAME? Eades:

Crash, I was called that in high school because I was clumsy and seemed to accidentally break things all the time.

Rush: Doc

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CAMPUS

Senior’s Minecraft campus used for tour during freshman orientation

By Madison Burba, staff writer

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think I speak for many of my peers when I say that it was strange,” freshman Sanjna Pandit said.

“Never would I have guessed to be starting high school and meeting my teachers through a screen.”

For incoming students, the first year of high school has been one of a kind, with a virtual freshmen orientation, a Minecraft tour, meeting teachers and classmates over Zoom, and hybrid learning.

Pandit spent years hearing about her older brother’s high school experiences and excitedly awaited for her turn to attend the Upper School. But now that she’s an incoming freshman, her experience so far has been a little different Her brother, Suraj Pandit, can’t remember a time when he met all his new teachers and classmates online and he definitely couldn’t recall going on a school tour via Minecraft, a video game where users can build their own virtual worlds.

“My freshmen year was different from this one because I got to know the 6///Campus

Photos courtesy of Michael Hay Two screen captures show outdoor sites around Kinkaid that were recreated by senior Michael Hay on Minecraft. In the shot above, the entrnce to the parking structure and field are captured. Hay said the idea to use his recreation sparked after a meeting. His digital version of the Quad is shown on the right.

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It wasn’t until a friend told me how much they missed campus that I thought I’d give it a third try.

- Senior Michael Hay

people in my advisory better,” said Pandit, a senior.

Erica Baker, coordinator of student life, said freshman orientation was formerly face to face and students participated in a variety of activities, including meeting with student leaders, faculty and staff, school counselors and peer mentors. However, since meeting face to face

wasn’t an option this year Baker was tasked with putting together a virtual orientation on Zoom.

“Zoom orientation is extremely different,” Baker said. “The face-to-face interaction was missing and, therefore, the experience was not the same and maybe not as meaningful. However, we did the best we could, given

After scrapping it twice, project takes on new meaning

By The Numbers Figures on senior Michael Hay’s virtual tour of the school on Minecraft

1.5 million

Blocks used to recreate the campus.

36 days

Time spent placing blocks in Minecraft.

3 times

Attempts made before succeeding. the current circumstances, to give them the best experience.”

In addition to doing icebreaker activities with community groups, freshmen had a Minecraft tour created by senior Michael Hay. Hay said he’s been playing the game since second grade.

He said Minecraft has been “somewhere where I could be creative and recreate things from my imagination or in this case, my actual school.”

This was not Hays’s first time trying to recreate the entire campus on Minecraft.

“The first attempt was

sophomore year, and the scaling was off so I scrapped the idea,” he said. “A month before COVID I had started my second attempt, but the file corrupted so I scrapped the project again. It wasn’t until a friend told me how much they missed campus that I thought I’d give it a third try.”

Hay built the campus largely from memory or with the help of friends. He said the project took a 36 days to complete and has around 1.5 million blocks placed.

Hay hadn’t considered sharing his creation with the

school until the opportunity presented itself when he was in a meeting discussing how the incoming freshmen had never seen the campus.

“Instantly, I had texts on my phone from friends saying that I should pitch the idea with the leaders, and so that’s what I did. A few days later, it was incorporated,” he said.

Ms. Sarah Shea, one of the ninth-grade biology teachers, admitted that this year has been a unique experience. “It has been a bit difficult to get to know all my students over Zoom,” Shea said. “Usually, by this point in the school

year, students have gotten comfortable in their classes and with their teachers, and there tends to be a sense of community in the classroom.

While I will say that there is some sense of community, it has not been the same.”

Pandit said while it’s been hard to get to know her peers, she’s enjoyed seeing them.

“It was difficult to remember 24/7 the social distancing precautions that we have to follow...Overall, I am very happy to be back on campus even though it still doesn’t feel the same,” she said.

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FEATURE

Move to allow open notebooks reveals sign of paradigm shift

Teachers switch to new format for assessments

By Connor Blake, contributing writer

Among the changes facing Kinkaid students, one of the most significant on the academic landscape has been the format of assessments: all are considered “open note,” which permits students to use any resources from class at their disposal to complete assessments.

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eachers have had to adapt their assessments to fit this new “open note” paradigm. Some have added time pressure to deter students from searching for information while others have changed their format altogether by removing and reformatting recall-based questions.

While many may bristle at the idea that students do not necessarily have to commit pieces of information to memory as they have in the past, Dr. Sonia Clayton, chair of the science department, said the change may be welcome.

“Using this ‘open note’ concept is pushing the teachers to be more creative, to work harder at coming up with a good question, and it pushes the students to see, ‘Do I really understand what’s going on here? Can I use what I have at my disposal to think a little bit deeper?’ ” Dr. Clayton said.

In her assessments, Dr. Clayton said she has completely abolished a traditional recall section consisting of matching or similar vocabulary-type questions in lieu of scenario-based questions centered on an application of that vocabulary.

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She noted that, as a teacher, this is something that “you always strive for to get to eventually.”

She said that the ability to apply concepts in any subject has always been what indicates whether a student truly understands a concept, an idea that may be obvious yet lacks full implementation in classes that have retained recall sections.

Mr. Ted Curry, history and government teacher, said that the means by which high school students demonstrate mastery of subject matter is very different from how college graduates and professionals demonstrate their knowledge.

“By having an assessment, it’s a form of incentive to make sure students complete the assignment, and the traditional method of assessment is one of recall, not of having access to the material, which is interesting because in most real-world situations, you are not going to be given a test like you would in a high school classroom,” Mr. Curry said. “If I could wave a magic wand and [make assessments more similar to the real world], I would but obviously, I can’t.”

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I don’t always stand in the front like I used to years ago. Now my students have access to gaining the information in part independently, and I really want them to do that.

- Dr. Sonia Clayton, science chair

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oth Dr. Clayton and Mr. Curry were careful to emphasize that when working on a project or creating something novel, using notes, published research or primary documents, and sometimes even other students for input have been encouraged.

Even so, the rapid rise in online resources may cause not only the assessment in classes but also the format of classes to be re-examined.

Resources such as Khan Academy, EdX and MIT OpenCourseWare offer free, self-paced courses covering material from middle school history to graduatelevel physics, and many use the resources of top-notch universities.

Using these resources, particularly ambitious students can learn entire subjects as exemplified by Scott Young, a proponent of self-learning who used MIT OpenCourseWare to complete the entire MIT undergraduate degree in computer science.

As for the future of assessments at Kinkaid and more permanent changes that may come from the global pandemic, Dr. Clayton said she is hopeful that some changes will persist, including the use of expanded online resources to supplement in-class instruction and an increased emphasis on deeper, application-oriented questions.

Dr. Clayton has been a part of a shift within a typical classroom environment to promote more independent learning and with that, a shift in her role.

“More and more in education, we as teachers try to move ourselves away from being the center of delivering information and becoming more [a facilitator to students’ learning],” she said.“I don’t always stand in the front like I used to years ago. Now my students have access to gaining the information in part independently, and I really want them to do that.”

As for independent learning outside the classroom, Mr. Curry and Dr. Clayton acknowledged the tremendous opportunities available today such as podcasts of famous professors or lecture series but they emphasized the role the learning environment and interactions with peers and teachers play in education.

The content presented in classes might be called into question in a world where Google, Wikipedia and the magic of the internet enable students to access information in seconds.

“Education in some ways is always just a little bit behind the times,” Mr. Curry said. “The mark of an educated person is not necessarily what they know. It’s whether or not they know where to find something out.”

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FEATURE

BRIEFLY

POP CULTURE CHART What is your favorite Halloween memory?

“I was Rick Astley and rickrolled people around my neighborhood.”

- Cole Hartung, freshman

Photo by Kimetris Baltrip

Fallen trees leave campus in the dark Mr. Harlan Howe, Upper School technology coordinator and computer teacher, was in the middle of an ordinary Zoom meeting to teach Upper School faculty about the new technology and ways to teach virtually, when suddenly the lights flickered and the power went out.

“The TV and video conference machine went out, but I’d also had Zoom on my laptop (which had battery, of course), and the WiFi had some battery power too,” Mr. Howe said.

He simply moved over to his computer and continued the Zoom meeting.

Two trees in front of the school had fallen over, causing a school-wide power outage. The power outage left no lighting, no internet connection and no air conditioning in the buildings.

Facilities staff worked hard to bring the power back on.

The power lines that were damaged took 11 hours to repair by Centerpoint Energy.

“When power was restored that evening, we had to test all building systems to ensure they were working properly for the following day,” said Mr. Ed Jordan, director of facilities operations. “This required all of our building 10///Features

technicians to work a very long day for the testing and to bring our systems back online.” - Harrison Lawrence

Creating a way to spend a day

Students and faculty became creative to have fun during the quarantine.

Sophomore Macy Maccullum watched Netflix and played soccer to pass time.

Faculty members had other interests during quarantine.

Andy Long, assistant head of the middle school, made virtual field day more interesting for students by dying his hair, which would be purple or gold based on the winner.

Some dedicated athletes used the time during the break to focus on developing their skills even more.

Kristin Sims, a sophomore on the junior varsity girls lacrosse team, trained to improve her abilities.

Another sophomore, Clara Brown, in the wake of the recent protests concerning the Black Lives Matter movement after the killings of George Floyd and Breonna Taylor, continued the fight for social justice by raising awareness of civil rights issues. - Ethan Jett

“Counting all my candy and sorting it with my best friend.”

- Portia Robinson, sophomore

“Watching the Yankees defeat the Phillies in 2009.”

- Jack Klosek, junior

“When I was 5 I dressed up as Cinderella and got a ton of candy for twirling.”

- Zelie Hughes, senior

SAT

Online Teaser

IRE

Governing council president sabotaged

By Dylan Marcus, staff writer

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eniors put their own spin on the school’s 2020-21 welcome assembly.

Mr. Peter Behr, head of Upper School, turned the virtual assembly over to senior Jon Jafarnia, governing council president after opening announcements. Students viewing the online webinar may have scooted to the edge of their seats, increased the volume on their computers, and waited eagerly to hear what plans Jafarnia had for this unique year.

Dressed in a coat and tie, Jafarnia started his speech on a good note by addressing the year’s unusual circumstances amid a pandemic and urging Upper School students to stay positive. He welcomed the class of 2024 to high school, and making sure not to break tradition, he delivered calculations, down to the hour, for the exact amount of time each grade had left in their high school years.

Although his speech started off strong, Jafarnia’s momentum shifted in what seemed to be a blink of an eye.

Ringtones began to amplify through the Zoom webinar as calls began to come in and light up his phone in the background. With each Facetime and phone call notification, his speech was interrupted. It was at this moment that all viewers knew what was happening: his assembly speech was being sabotaged.

Alumnus Ayush Krishnamoorti, top right, asked to present a lecture on writing satire in a journalism class. During his role as news editor for The Falcon, he was known as a jokester. Krishnamoorti graduated in the class of 2020.

Senior misses forbidden practice of wrestling in forbidden place

By Dylan Marcus, staff writer

U

pper School students arrived on campus Sept. 21 to begin their first in-person school days since March 12 when school was closed due to COVID-19.

Some students have tried to get accustomed to the safety protocols – social distancing being a hard pill to swallow.

Senior Eliot Gottsegen said he was taken back by the campus’ new, unfamiliar look when he arrived that September morning to reunite with his classmates.

“Upon walking into the building before my B period class, I realized how far we are from experiencing things the way we left them back in March,” Gottsegen said.

Gottsegen faced one unique challenge because of the new regulations: He resisted the urge to put senior Dub Reckling into a half-nelson choke hold that he learned from Coach John Beckwith

during his 6th-grade PE wrestling unit.

He has missed one of his daily pastimes.

When asked why he performed the move on his classmate, Gottsegen said: “To be honest, he looked at me funny.”

In the past, the Commons has served as a sacred battleground for US students to blow off steam and exert their physical dominance through wrestling.

“Wrestling on the floor of the Commons has become an art form for me. It isn’t just about picking a fight or seeking revenge on someone...,” Gottsegen said. “I have come to realize that this exercise allows me to study my opponent, but more importantly, discover hidden truths about my own self and my own inner spirit as well.”

Wrestling matches between Upper School students remain strictly forbidden every hour of the day, in every spot on campus, outside of the official wrestling mat in the athletics center.

Read the full the story online at https://thefalcon.kinkaid.org/ 11///Features

TECHNOLOGY

Plan alters learning, physical spaces for safety

By Eshaan Mani Staff writer

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echnological advancements for learning have helped to mitigate any disadvantages – technical or non-technical – that students may have while learning from home.

The school administration issued teachers an Apple iPad to aid both in-person and virtual instruction. And an app called Notability, which can be installed on an iPad and connects to an Apple Pencil, has provided teachers with an easier way to take notes and look for questions on Zoom.

Additionally, one of three types of cameras have been installed in classrooms, with the most prevalent being an EagleEye video conferencing camera and microphone.

“This system [Eagle Eye] works with Zoom...and will facilitate teaching should faculty members be unable to be present in the classroom,” according to the Upper School reopening page.

Students have called a second camera: “the robots that follow teachers around.”

These robotic cameras, which have the ability to move their lenses

autonomously, were installed in classes where movement is important, such as science labs, physical education, dance and theatre.

The plan has also included equipping the band and orchestra rooms with conference cameras and microphones.

Technology has kept the community connected while being physically distanced, but Kinkaid went beyond video conferencing classes by investing in the school’s

environment.

Two environmental systems have been instituted: bi-polar ionization air purification and electrostatic disinfection.

Mr. Ed Jordan, facilities manager, said he was very excited that Kinkaid installed the new air purification system.

“This system, which has been installed in all campus buildings, will provide cleaner, safer

air to all members of our community,” Mr. Jordan said.

“The needlepoint bi-polar ionization equipment helps remove airborne particles, reduces airborne pathogens and reduces odors in our buildings.”

The electrostatic disinfecting system by Clorox looks like a white plastic shopping cart, with a hose-like nozzle that delivers disinfectant to surfaces, especially those hard-to-reach yet pathogen-ridden areas.

GET IN THE KNOW

Color of light affects circadian rhythms Exposure to blue light during the sensitive period can make it difficult to fall asleep and stay asleep.

Exposure to white light during the day can have positive effects, including boosting alertness and mood Red light has no effect on the circadian clock, so it is OK to use a dim red light at night.

Yellow and orange light have little effect on the clock so you can use a very dim yellow or orange light at night.

Source: National Institute for Occupational Safety and Health

12///Technology

Glasses that filter out blue light can cost up to $80, or more with a prescription.

Researchers say bright screens should be avoided 2 to 3 hours before bed.

Source: Harvard Medical School

Avoiding the blues

Experts say keep time on screens in sight

By Eshaan Mani Staff writer

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tudents attending class in either a hybrid or distance learning model have experienced a large amount of time on screens emitting blue light.

While extended screen time has become unavoidable, students should consider how they can mitigate the risk of negative health effects.

Zoom classes, studying during lunch, and completing homework can mean that Upper School students get 10 hours of screen exposure per day, and long-term exposure to blue light may have adverse effects.

On the electromagnetic spectrum, scientists have categorized blue light as being very close to the invisible ultraviolet light.

Researchers from Ohio State University’s Wexner Medical Center explained that because of blue light’s position being close to carcinogenic UV light, ophthalmologists have been wary of its effects.

“We know less about blue light, as its effects are still being researched,” wrote Dr. Fatoumata Yanoga, retinal specialist and surgeon at The Ohio State University Wexner Medical Center, in an article. “But

because blue light is close on the spectrum to ultraviolet light, it’s caused alarm and is on the radar of ophthalmologists. The fear is that it’s causing cumulative damage over a long period of time, as it passes through the cornea and lens and reaches the retina.”

Blue light can alo affect the body’s circadian rhythm (or the sleep-wake cycle) and it can affect the development of melatonin, ophthalmologist Dr. Carl Sylvester explained.

To prevent long-term damage to one’s eyes, experts have recommended blue-light glasses with yellow filters.

“If possible we all need to try to reduce the use of electronic devices at night, which can affect melatonin production causing sleep disturbances. Exposure should be minimized two to three hours before bedtime,” advised Judy Grisell, Kinkaid’s director of health services, who has been serving on the campus re-opening task force.

“Proper rest is important for all of us as the lack of it affects our ability to focus and be effective and efficient in the tasks of daily living. Proper eye protection is important as well when we are outside due to UV light exposure. Let’s not forget to wear hats and sunglasses as well,” she said.

13///Technology

COVER STORY

canines,cats&cuddles Pets bring comfort to students during pandemic

By Mia Price, stafff writer

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Drew Adler, freshman, also adopted any students count on their pets to cheer them up when a dog this summer. He obtained his they are having a rough day. new miniature Australian shepherd named Uchi from Keldrew Ranch, Since the beginning of the a Texas breeder who specializes pandemic, students have craved the unwavering affection provided by pets in miniature and toy Australian shepherds. more than ever.

“We were already Rivers thinking about getting Breeding, junior, a dog, but with the filled this gap by pandemic and stress at the finding a new house, getting a dog now furry family was the best way to go,” Millie has member from a Adler commented. “Uchi local shelter. definitely made has made my quarantine “Because of my quarantine experience so much better the pandemic, because I play with him my family and experience after each class ends I weren’t able better. during my break.” to travel like - Rivers Breeding, junior Carrie de la Rosa, senior, we usually do decided to spend her during the quarantine time fostering summer, so we kittens after seeing a flyer for Pet decided that adopting a dog would Connect Rescue in a Petco. make us happier and also encourage “I’ve always wanted to foster kittens us to be more active,” Breeding said. because we have one grown up cat, Breeding adopted a retriever and Leeanne, who I love, but she’s really staffordshire mixed puppy named independent now and doesn’t need Millie on July 16 from Citizens for a lot of attention, so I wanted some Animal Protection. kittens to be able to cuddle and play She said they worked very hard with them more than I can with to make sure Millie had a smooth Leeanne,” De la Rosa explained. transition into their home.

“When quarantine hit, I had a lot of “Millie has definitely made my free time at home with nothing to do, quarantine experience better,” and my parents finally agreed to let me Breeding remarked. “I haven’t been foster kittens, so I got Milo and Bear.” able to see my friends in person for a De la Rosa has had three different while now, and as an only child it can pairs of shorthair kittens for a month get kind of lonely. It’s nice to have a at a time since April. dog who can keep me company and Each pair was only a few weeks old get me off of screens for a while.” when she received them, and one pair The difficulties of social isolation was found alone in an abandoned during the pandemic left numerous apartment building. people seeking companionship and She said she loved helping the led many to adopt or foster new pets. animals in need, and they helped her, Working and attending school from home also allowed them to pay closer too, by keeping her entertained while attention and take better care of pets. she was quarantining at home.

“They made life so much better,” De Chloe Hamilton, the education and la Rosa said. “Being stuck at home all community outreach coordinator the time is so much easier when I have for the Houston Humane Society, a purring kitten on my lap. It makes said that before the pandemic, quarantine more fun, exciting, and less they typically adopted out seven lonely.” animals per day; however, during the The three students had unique pandemic, that number increased to experiences since they all got different 10 per day. kinds of pets. However, all their “Having the increase in adoptions new furry friends brought joy and does allow volunteers to spend more excitement to their lives during time with each individual animal, helping to socialize the animal and get the pandemic. Ultimately, all three students agreed that quarantine was to know them to pair them with the much better spent with a pet. right family,” Hamilton said.

“

From top: Milo and Bear pose together. Bandit pauses for a solo photo. Bandit and Ollie are cradled in the arms of senior Carrie de la Rosa. All the kittens were part of De la Rosa’s fostered bunch during the pandemic.

Photos courtesy of Carrie De la Rosa

15///Cover Story

OPINION

Manual labor in factory job can teach life lessons

By Jack Klosek, staff writer

is a true hero.

They are out there five days a week and busting it each and every day to provide for their families.

It is a beautiful thing to watch unfold and makes you appreciate life so much more.

M

y mother has always said, “You’ll never appreciate the value of the dollar and the merit of a hard day’s work until you actually have a job.”

While I knew her statement to be true, I had no idea how right she would be.

This summer, I worked for Joseph A. Mattingly Sr., founder of Repro-lon, a Teflon recycling plant in Burnet, Texas.

Mr. Mattingly is the father of alumna Katie Brass and grandfather of two current juniors in the Upper School, Hallie Brass and Joycie Brass. I was offered this opportunity as a result of a previous article I wrote on sustainability at Kinkaid.

I was eager to learn the recycling process, how to run a business, and life lessons from Mr. Mattingly. I did not know I would encounter even more than these lessons.

The work I did at ReproLon is by far and away the hardest work I have ever done. Whether it was manning industrial-size machinery, shoveling teflon into a large grinder, shoveling wet teflon into a centrifuge, or power washing dirty trays caked with burnt teflon in the Texas heat, I did manual labor that was beyond tiring.

The labor was not the only task.

The lessons I learned during this life-changing experience were numerous.

Take work in a minimum-wage, manual labor job Many of us in the Kinkaid community have grown up with immense privilege and have been really blessed. I know I am someone who is very fortunate to have 16///Opinion

Appreciate the life you have Junior Jack Klosek working at Repro-lon this past summer in Burnet, Texas. The job was his first experience with working at a factory.

Photo courtesy of John Williamson

the opportunity to attend Kinkaid, to ultimately attend college, and to get a car when I turned 16, among other things. I never appreciated the life I have more than after I worked at Repro-Lon. I met and interacted with people from different backgrounds.

I saw men busting their tails from 7:30 a.m. to 4 p.m. every day to provide for their families. They motivated me, and gave me perspective on the world around me.

Get out of your comfort zone It’s easy to stay in the same frame of mind with respect to your day-to-day life. I know I get lost in my frame of mind at times.

Getting out of your comfort zone is critical to opening your eyes up to new experiences and new possibilities. While the idea of performing tough factory

work during the summer in Texas may not have been my first choice, I am so fortunate I got out of my comfort zone and experienced this type of work. It taught me so much on life, on business, on character, on relationships, and most of all about myself.

Hard work builds character While this line may be most notably known for being a quote from the Warden in Holes, it absolutely applies to our everyday life. I have never appreciated the life I have more after working in an environment quite contrary to what I have seen and experienced during my life. This type of work makes you a better person. You appreciate the little things in life more. You get a sense of how hard it is to earn money in this world. You get a sense of how the “essential worker”

Getting out of our comfort zones and seeing different parts of the country and world can be truly eyeopening.

For me, it made me appreciate the life I have so much more. Others around this country have day-to-day worries that many of us could not fathom. It is important to understand this and be empathetic.

Many of us live in something akin to a “bubble,” and I challenge you to venture out of that “bubble” and get to know the world around you. You will learn much about yourself. It will make you appreciate the life you have so much more.

America better than it seems They treated me as just another guy on the job. That meant the world to me.

That being said, I know that our world is not perfect and we still have a long way to go in many respects.

My point of view does not mitigate or disqualify the experiences of others.

However, I think we could all benefit from realizing that while this country is not perfect, it is a beautiful place to live and call home.

The lessons I learned have made me better understand the world around me.

My only wish is that they help you do the same.

BURN PITS

Lack of aid leaves ailing veterans to suffer

By Stockton Lord, staff writer

W

ith a military budget exceeding $700 billion, the U.S. is the undisputed military and economic hegemon of the modern age; however, despite its massive budget, the U.S. has failed to care for veterans.

This was the case that Mr. Jon Stewart and his allies laid bare on Capitol Hill this past September.

Mr. Stewart, famed for his 16-year tenure as host of the Daily Show, went to D.C. to advocate for the protection and compensation of veterans who were exposed to toxic chemicals from American “burn pits.”

He and his allies told the story of how thousands of U.S. servicemen suffered in pain only to be told by the Department of Veterans Affairs and Congress that they were not eligible for further coverage due to a lack of science and U.S. funds.

This claim was ripped apart by Mr. Stewart who demonstrated the simplicity of reallocating funds to veteran coverage and by showing the clear connection between the chemicals at burn pits and health issues afflicting exposed veterans.

These burn pits, used for the disposal of ordnance and waste such as jet fuel, were a common sight found throughout U.S. bases in Iraq and Afghanistan, with 3.5 million veterans estimated to have been exposed and over 12,000 filing disability claims related to these burn pits.

The medical impact of the chemicals released from the pits have often been compared to “Agent Orange,” of Vietnam fame, with the insidious connections between the burn pits and Agent Orange with bronchitis, severe bodily cancer and brain damage.

Additionally, much like

the decades-long fight for the compensation of those exposed to burn pits, it took until 1984, over 20 years after the chemical weapon was introduced in Vietnam, for 250,000 veterans seeking compensation to receive any.

The far reaching consequences of burn pits even managed to infiltrate politics. The death of Beau Biden, Vice President Joe Biden’s son, from brain cancer was speculated to be linked to his time in Iraq, where he was deployed near the largest burn pit located at Joint Base Balad. The pit at Balad was a massive field, over 10 acres large, located outside a base housing 20,000 soldiers. The field at its peak burned 147 tons of solid waste, with over 1,000 toxins traced in air samples.

Mr. Stewart aand allies rallied at D.C. to sponsor the Presumptive Benefits for War Fighters Exposed to Burn Pits and Other Toxins Act of 2020, a bill pushed forward

by Sen. Kristen Gillibrand and Dr. Raul Ruiz, which would remove the burden of proof from veterans seeking coverage and streamline the process for compensation.

This would rectify the current procedure, which requires veterans to supply a surplus of information, including medical evidence proving a connection between their illness and service, to be sent to the VA. The issue with this system is that it forces ailing veterans to pay for the medical services they seek coverage to receive, while they suffer from debilitating illnesses and cancers.

Considering the U.S. is in the midst of a pandemic that is especially dangerous to those with respiratory conditions, the time for aid for veterans suffering because of burn pits could not be more necessary.

17///Opinion

LIFESTYLES

Day in the life of student taking clas Here’s the typical way junior Cade Brown spends his time during distance learning

By Sam Pitts, staff writer

9:00-12:30

morning classes, highlighted by ceramics, U.S. History, and English

Online Class Line Up Academics • U.S. history • English • Neroscience • Physics • Precalculus

Arts

• Ceramics

8:15

wake up and start the day with a shower, proceed to eat a nutritious breakfast, and then begin to prepare for classes

18///Lifestyles

12:30-1:30 eat lunch, take a break from screen time, prepare for afternoon obligations

ss on Zoom 6:00-until

1:30-2:30

eat dinner and then finish off the day with 1-2 hours of homework

meeting with community group, followed by Economics Club

Free Time Line Up

3:30-5:30

Photos from www.freepik.com

go to practice for fall sports

• Skeet shooting • Relaxing • Enjoying friends

19///Lifestyles

ARTS

Faculty overcome challenges to offer artisty after returning to classes

By Camron Baldwin, staff writer

T

he art studios, normally abuzz with students anticipating new inspirations, sat quiet as the first day of school rolled by.

Instead, students’ homes transformed into studios as the arts programs at Kinkaid found ways to adapt to the reality of distance learning brought on by the pandemic.

This new model of instruction, however, presented unique challenges to the more “hands-on” art forms such as ceramics and sculpture.

From planning lessons and supplying students to instructing remotely and producing finished pieces that maintain the quality that has defined the arts programs, the challenges were numerous.

Distance classes were “a total change in what we are teaching and what we are learning,” said Mr. Scott Lambert, director of Visual and Performing Arts.

Yet, in the face of so many hurdles, the arts teachers found ways to not only adapt but thrive.

Ms. Luiza Grandchamp, a ceramics teacher in the Upper School, had students take photos so she could give them specific pointers.

“It’s like, show me the right side, the left side, show me in this angle,” she said.

Another challenge under distance learning was the creation of art itself.

“With Zoom as a primary mode of contact and instruction, I have had to rethink and reshape the hands-on and example-based instructional model that I usually rely on,” said Mr. 20///Arts

Ms. Luisa Grandchamp, art teacher, leads a virtual class during distance learning.

Anthony Suber, a sculpture and graphic design teacher at Kinkaid.

There were also many more precautions present in the studios this year.

For example, when students brought in ceramics pieces to fire, Ms. Grandchamp put them in the kiln room for a week of disinfecting

before firing even began and students picked up their glaze colors remotely ahead of time.

“It’s a lot of process,” Ms. Grandchamp said.

During spring semester, as Kinkaid went into distance learning, arts classes were canceled for the rest of the school year.

Photo by Mr. Scott Lambert

“I take ceramics because I feel like it’s a good break in my day between studying and going to classes,” senior Laura Behr said.

Behr said the arts’ cancellation created more time in her day, but she had a “mixed feeling” about losing that outlet.

Mr. Suber also felt the

Let the virtual show go on

Costume designer leads trio in effort to make masks for musicians

By Tali Kalmans, staff writer

F

ollowing the guidelines of the International Coalition of Performing Arts, Kinkaid band and choir were required to wear specialized masks to keep all musicians safe.

Costume designer Mrs. Dee Graham and her assistant Ms. Miranda Jennings designed the mask prototype.

They created masks for student musicians, while the covers for the instruments were ordered.

Mrs. Graham made 532 masks with the help of her assistant Ms. Jennings and stitcher Jennette Ellis to ensure each student had a dedicated mask.

Graham said the masks were being made in an assembly line. They made about 13 masks a day in two different styles. One type of mask had a single vertical opening; the other had two openings.

“

I certainly feel overly protected [in a good way] when playing with masks.

- Sophomore Watt Muir

Both mask styles “have an overlap in the front to allow the instrument through,” Graham said.

“The vertical opening closes around the instrument, the double vertical allows the flute type instrument to be played behind the overlap,” she said.

These masks for the musicians and instruments enabled coursework and rehearsals to take place; however, there were significant impacts on curriculum.

Mr. Scott Lambert, director of Visual and Performing

Photo Courtesy of Mr. Scott Lambert

Band director Mr. Russell Vogt plays a trumpet while wearing a mask.

Over 500 masks were made for the arts department.

Arts, explained the difficulty of teaching students to play an instrument without a teacher being able to see their mouth. And without the ability to see students’ fingers, teachers faced challenges in instructing and correcting improper positioning.

Sophomore Watt Muir described playing the

trombone while wearing a mask as relatively easy.

“I certainly feel overly protected [in a good way] when playing with masks,” he remarked.

He also said aside from some Field Day purple team members not wanting to wear gold masks, it has been pretty uneventful.

Teaching creativity online spurred novel ideas, exploration from page 20

impact as a teacher.

“For me, it extended beyond the classroom because my practice as a teacher influences my work as a studio artist. Because I draw inspiration from my students and from their creative energy, it was a two-fold consequence,” he said.

Over the summer, arts faculty attended workshops and courses on effective teaching and interacting over Zoom. And in just eight departmental meetings, they reworked an entire curriculum in anticipation of a semester of online learning.

Although the challenges brought on by distance

learning were immense, there were positives as well in the form of enhancements teachers can bring to their in-person classes.

“Things that I’m going to implement more are the resources that I can bring to them on PowerSchool… videos, making videos for them,” Ms. Grandchamp said.

Mr. Suber concurred.

“As we return to campus, I hope to retain that freedom to be more novel when thinking about how students can explore sculpture and Junior Braeden Arkless participates in a virtual ceramics class after pushing the boundaries of collecting supplies that allowed her to have a studio in her own home for what graphic design can look her arts classes.

Photo courtesy of Ms. Luiza Grandchamp like,” Mr. Suber said.

21///Art

ARTS

For alum, performance is simply ‘in his blood’ Faculty mentors reflect on artist’s passion

By Charlie Solé, campus and sports editor

K

inkaid alumnus Ashton Lambert recalled many childhood memories around theatre – listening to musicals during car rides with his family and being on stage for the first time at 3.

“My dad was directing the Kinkaid play called ‘Trojan Women,’ he needed a child for a show. Due to the limited selection of 3 year olds, he bribed me with gummy bears to go up on stage and stop crying,” Lambert said.

That’s when Lambert’s love for acting was born.

While some kids would watch cartoons, Lambert would sing and dance for fun.

He participated in every local play he could. His favorite part was all the friends he made.

“I love the camaraderie in theatre. In the beginning the cast is mostly strangers to you, but by the end you are all great friends,” Lambert said.

Eventually, he made it to high school and participated in as much theatre as possible.

He took dance and theatre classes, and participated in many productions. As a result one of his drama teachers, Michelle Ludwig, became a mentor to him throughout high school.

“Without Ms. Ludwig, I wouldn’t be an actor. I came in as someone who enjoyed being on stage. She taught me how to act, how to engage the audience, every technical

22///Arts

term I know and much more,” Lambert said.

Ludwig saw something different in Ashton from the beginning.

“Ashton has always been fearless about taking risks, eager to learn and take direction, and invested in his growth as an artist. His passion for performing made him stand out from the start,” Ludwig said. “It was remarkable to see how he funneled all that passion and energy into becoming a topnotch dancer in addition to his other performance skills.”

During Lambert’s senior year, he met then new theatre and dance teacher Kirsten McKinney. Although they only spent one year together, she still helps Lambert today.

“Ms. McKinney has so much experience in the business. She helped me get my first job out of high school. Whenever I need help, I always ask her,” Lambert said.

McKinney said she has confidence in him.

“I know without a doubt if being a professional working actor is what Ashton Lambert wants, that he will get it, some way, somehow, because it is in his blood. He needs it like we all need water,” McKinney said. “Those are the people who make it in this business. It’s only a matter of time for Ashton.”

Three days after his

graduation from Kinkaid, Lambert flew to Boston to perform in his first professional show “A Chorus Line.”

He was the youngest in the cast but was a lead.

In fall 2018, he started studying at Otterbein University, pursuing a bachelor’s in musical theatre and a minor in dance. Like most transitions into college, it was

difficult at first.

“I was ‘the theatre guy’ at Kinkaid, but at Otterbein everyone’s ‘the theatre’ guy from there high school. I was nervous at first, but once we all started to become friends, it was a good thing, because we each push each other to be the best we can be,” Lambert said. In summer 2019, Lambert was in the Utah Festival Opera and Musical Theatre, living out his dream as a working actor. He was one of a few college students in the festival.

Lambert’s acting job was canceled due to the pandemic.

Recently, he posted videos of his dancing for BroadwayWorld’s Next Onstage Dance Competition, for which he was a finalist.

No small task

Students get supplies to set up mock studios at home

By Sarah Xu, staff writer

F

Distribution of arts supplies for about 1,000 students in grades 5 through 12 was a massive undertaking this summer.

Photos by Kimetris Baltrip

ive minutes before her last class, Stella Hall made sure everything was in place: her purple yoga mat, a tripod stand with her phone, a pair of ankle weights and a blue theraband.

Hall, a freshman, has been one of many students taking arts classes this semester. She was equipped with supplies that enabled her to take the advanced dance class at home.

Last spring, the school decided to end its year through distance learning. Much to the disappointment of the graduating class of 2020, while academic classes finished via Zoom, visual and performing arts classes were required to come to an end.

To ensure the restart of arts classes this fall and make the transition to online as smooth as possible, the school’s arts programs planned and organized a weekend to distribute art necessities to students.

This was not an easy task. It was a multi-step process and required lots of organization.

“I believe all of this took place within a couple of weeks. Our faculty volunteered many hours to help with this. The entire process was very impressive.” said Andrea Nash, fine arts administrative assistant.

Roughly 1,000 students from grades 5 through 12 received materials. They were able to turn spaces in their homes into personal art, ceramics, music, sculpting or even dance studios.

Art kits packed with brushes, paint, and glue guns; cameras and SD cards for photography; dance floors, yoga mats, and tripods were among some of the supplies distributed.

“The Kinkaid Arts program gave all ceramic students an expansive box of tools, 50 pounds of clay, and other miscellaneous things that are needed for ceramic. Advanced students, which I am, also were lended a ceramic throwing wheel. I love being able to work on my ceramic projects not only in class, but whenever I want to because everything is at my home!” said senior Lindi Ruthven.

Students participating in the arts will now be able to continue perfecting their skills in their living rooms, bedrooms, backyards, or even their garages.

23///Arts

SPORTS

Senior Cayman Duncan walks onto the field for the coin toss.

Photo courtesy of Kayla Davidson

Falcon’s fall sports teams back in action – FINALLY

By George Kinder, staff writer

The sound of pounding feet and colliding pads echoed across school fields to start one of the most unique fall seasons yet.

E

ven though fall sports did not resume, teams were not held back from preparing for the season.

To start, the field hockey team has practiced five days a week for two hours. They have had conditioning, drills, and mini games among themselves.

They have insisted on 24///Sports

maintaining social distancing throughout the practices.

Each player has a certain area to put their equipment.

They have had multiple games, including against Episcopal and St. John’s.

The football team also has practiced every day for about two hours. They have had 30-minute workouts before and after practice.

Players have been putting in a huge amount of work, but there is more information that is key in making sure that the season can stay alive.

Every practice, all football players have had to socially distance, whether waiting in line for a drill or even water.

None of them have used

a locker to store their equipment, so they have put it in duffel bags. They had to take these precautions, so they could play in the first few games.

The cheerleading team has been practicing as well.

They have had practices for two hours every day, with Sunday and Wednesday being optional practices, and on the days they have not been at school, they have had practices over Zoom.

The cross country team has also been preparing for its season, practicing every week day in person or virtually.

Optional fall meets have been scheduled but not for SPC. Finally, the volleyball team

has been practicing every day, except for Wednesdays. They started playing on the school’s tennis courts but moved to indoor practices.

With practices inside though, all the players have had to wear a mask.

During the practices, they have done conditioning, drills, and small scrimmages among themselves.

Even though they have been having practices, they have had no games scheduled yet.

So far the precautions and all the requirements to prevent the spread of the coronavirus have paid off.

All the teams have been allowed to practice and some have had games.

BACK IN ACTION Sports equipment being cared for ahead of the school’s reopening.

Though fall sports did not get off to a usual start, the gear has been put to good use until SPC competition returns in full bloom.

Photos by Kimetris Baltrip

Senior commits to playing football at Dartmouth

By Cooper Buck and Will Anderson, staff writers

C

ayman Duncan, a class of 2021 Dartmouth commit has no plans for ending his football career any time soon. The 6-foot7-inch offensive tackle just came off a spectacular junior year, finishing second in SPC. Duncan is an excellent student athlete both on and off the field, and cannot wait to continue his academic and athletic careers at Dartmouth next fall.

He said he was “always looking for a school that

had a high level of academics as well as a very competitive football program.”

Dartmouth, which is an Ivy League school, definitely has both.

His interaction with the coaches was partly why he chose Dartmouth.

“Dartmouth seemed to really care about their players and the future for their players, they didn’t just see them as an asset,” he said.

Dartmouth seemed to make its mark ever since

“

Dartmouth seemed to really care about their players.

- Senior Cayman Duncan

Duncan’s first phone call with them, but “it wasn’t until later on that I realized that every school I was considering, I was subconsciously comparing to Dartmouth,” he said. Once he realized this, he knew Dartmouth was the place.

With COVID-19 going

around, no fans have been allowed at scrimmages or practices.

Duncan said he enjoys fans at games.

“However, if getting rid of fans means having a season then...see it as a necessary sacrifice,” he said.

25///Sports

SPORTS

GOOD LOOKS: Falcons off to 3-0 start as play returns to gridiron Take in the scenes through this collage celebrating the return of Kinkaid football Photos by Kayla Davidson

Running down the field, the Kinkaid running back is giving it everything he’s got to ensure the falcons gain some yardage on this play.

After driving down the field, the offensive line hopes to hold back the defense so they can open up more opportunities for the quaterback and score.

26///Sports

Varsity cheerleaders Bella Dawley, Alex Watson, Portia Robinson, Katie Heldebrand, and Elizabeth Scott perform at halftime. Though unable to perform for a large audience, the squad still brought much-needed energy to the game.

Senior Charlie Pagan gears up for a field goal attempt.

Sophomore Aedan Hogan receives advice after a defensive possession.

27///Sports

BYG BeforeYouGo

An Image of Hope S

ofia Liu, a junior, was a semifinalist in the 2020 Crown Education Challenge called "hope during a pandemic."

Liu's artwork was selected among others for its "exceptional creativity, communication, impact and originality.�

Dr. Sonia Clayton, Upper School science chair and biology teacher, encouraged Liu and other students in her science research class to participate in the challenge.

She said Liu's piece was beautiful.

"I just love it...and if you saw how she went from a concept to the final product you would be amazed," Dr. Clayton said.

The Crown Education Challenge is an international contest for K-12 students Lui's artwork was one of over 1,600 submissions from schools across 63 countries.

Photo courtesy of Sonia Liu