The Kinkaid Falcon - Issue 5, Vol. 74 by The Falcon

THE

FALCON The Kinkaid School Student Magazine Volume 74, Issue 5 | April 23, 2021

Photo by Nicole Fernandez

Celebrate Good Times with Field Day 2021

Sports Some traditional Field Day festivities commence despite physical distancing requirements

Campus

New Head of DEI Begins Next Year “This school year has seen an added emphasis on diversity, equity, and inclusion — affinity groups have been implemented, faculty and student leaders have undergone DEI training...”

Student Driving Takes a Turn

New Notetaking: How Students Use iPad Pros

Features

Technology

“You zoom up the parking garage ramp, your books and binders slide across the backseat as you turn the sharp corner, your watch reads 8:28 a.m., and an opportunity presents itself...”

“For Austin Howes, each school day begins with a simple action: the push of a button. This simple push, however, activates a whole new way to approach school: iPads.”

THE FALCON

Block Periods Call for Change in Teaching Opinion

“You walk into class, wipe down your desk, socialize with your friends, and wait for the bell to ring. When it does ring, you settle into your seat...”

Students Step Up for Spring One Acts Arts “Eight seniors will complete their theatre careers at Kinkaid with the direction of their One Acts...”

Bell Brothers Dominate the Field Sports

“Each year, a handful of talented student-athletes from Kinkaid have the opportunity to participate...”

Letter from the Editor Dear Reader, In today’s society we are discovering, embracing and celebrating our differences. Finding what makes each person unique is important to creating a well-balanced, diverse community; however, we walk a fine line between a united and divided society. People are becoming so ingrained in their differences that they begin to ignore what binds them together and only focus on what is divisive. We, as a society, are working hard to create an inclusive environment and must be careful to not reverse any progress already made by isolating ourselves from others. Yes, we need to acknowledge our differences, but in a positive way that celebrates what makes us unique and not in a negative way that separates us even further from one another. Think of us as a soup. In this soup, there are green beans and potatoes and carrots and meat all simmering in broth over the stove to become one homogeneous dish. But what happens when you cook it too long or add in unproportional amounts of ingredients? That’s when our dish becomes either too salty or the base breaks or there are WAY too many vegetables and not enough protein. Our mouth-watering dish can turn into an almost inedible stew in a matter of minutes. Just like the soup, when we notice differences but find common ground we can all live harmoniously, but when we start treating others differently or lifting one group up more than another, we become unbalanced. I encourage everyone reading this letter to take some time and think about the world we live in and begin to look for the societal balance we all need to thrive. We must go forward with treating everyone equally and not letting emotions get in the way of getting our community as close to perfect as possible. Together, we can truly make the world a better place, but it won’t come without hard work.

On The Cover

Nicole Fernander, Editor-in-Chief

Kinkaid’s Journey Toward a More Inclusive Community

Celebrate Good Times Come On! By Nicole Fernandez, Editor-in-Cheif

n Thursday, April 22, the Kinkaid community came together to compete and celebrate the return of one of the school’s long-standing traditions: Field Day. Chairs Allison Crosswell, Sandy Sturm, and Katie Wynn worked hard to create a physically distanced, fun-filled day with the theme of “Celebrate Good Times, Come On!” The day began with a parade featuring pre-K, kindergarten and senior students, representing the oldest and youngest students. Shortly after, all students, faculty and staff rallied behind head of school, Mr. Jonathan Eades, to celebrate his official installation into his new role. The ceremony was filled with testimonies from leaders from the Board of Trustees, Lower School, Upper School, Alumni Association and Parent Association, and there was even a presentation of a “rookie jersey” from Student Body President

Jon Jafarnia. To end the ceremony, Mr. Eades took to the stand to speak about his excitement for his new position and his vision of hope for the community’s future. Then, it was time for the fun to begin. Students were divided by grade level and circulated through stations, each with a new activity. These stations were set for a visual arts presentation, student films, dodgeball finals, tug of war, and an interactive presentation from falconer Kevin Gaines made learning fun by educating students about wildlife conservation while letting birds fly around Segal Field. Field Day concluded with a Kahoot quiz with questions about everything from pop culture to Kinkaid’s history and even matching baby photos to teachers. After a long day of competition and events, the purple team was proclaimed the winner of Field Day 2021.

1. Senior boys test their might while competing in the annual tug-of-war competition to win points for their team. 2. Falconer Kevin Gaines displays a Kookaburra to students while demonstarting its signature “laugh.” . 3. Students gather around to support their peers while viewing student-directed films and visual arts performances. 4. Mr. Jonathan Eades, head of school, gives remarks about hope for the future during his induction ceremony. Photos by Nicole Fernandez

CAMPUS

Club attracts high-profile ce By Sam Pitts, staff writer Design by Jaisal Kalapatapu, deputy editor

ames Corden, an English talk show host and entertainer, ended his St. Patrick’s Day roundup by saying a personalized goodbye to every Kinkaid student in attendance after he told them he loved talking to them so much that he did not want to leave the meeting. Henry Segal, a junior, came up with the idea last spring to create the Motion Picture Club, which would be all-inclusive and allow for a wide array of films to be enjoyed. With the loveable nature of film, Segal had no trouble finding a faculty member who expressed interest in being the sponsor of his club. Mrs. Beth Fayard, Upper School history teacher, and Segal spoke over the summer to discuss the club. Mrs. Fayard decided to be its sponsor. The enthusiasm and dedication Segal gave to his club was apparent. For each meeting the club voted on a film to watch in between meetings

so that they could discuss it upon their next gathering. “We will usually choose a category,” Segal said when asked the process of how movies are chosen. When the club gathered again, Segal would have a PowerPoint presentation ready to talk about the film. The films chosen have been to the likes of “Inception,” “Rushmore,” “Apollo 13,” a documentary called “Catfish,” and “Scott Pilgrim vs. the World.” Segal’s club has not only gained attention from the students and faculty but also film producers, company owners, and talk show hosts. Henry Joost and Ariel Schulman are directors who were the first to meet with the club. James Corden, late night talk show host, was the second person to meet with the club. Most recently Steve Bellamy, president of Kodak Motion picture, met with the club to discuss the importance of film

as an artistic medium. Segal took it upon himself to secure visits with people in the film industry by “sending out around 50 emails to agents, managers, and publicists” of stars in the film industry. Although it was difficult to get a response from some of the email recipients, James Corden responded saying that he would be honored to meet with his club. The most prominent meeting was the one with James Corden. Almost 30 people listened to him speak over spring break on St. Patrick’s Day. “I wish I could spend more time with you guys!” Corden said after meeting with the club. With a comical, charismatic, and loveable president, the club is one of Kinkaid’s most prominent. Segal’s attention to detail and behind-thescenes work dedicated to making the club run smoothly has made for a world-class experience.

Seniors watch Henry Segal’s film, which chronicles the Motion Picture Club’s meeting with talk show host and entertainer James Corden. Photo courtesy of Nicole Fernandez

le celebrities, industry pros

Photo courtesy of ViacomCBS

FEATURES

DEI director hired By Jaisal Kalapatapu, deputy editor Design by Mia Price, staff writer, and Kalapatapu

bias.” On March 31, head of school, Mr. Jonathan Eades, announced that the administration had completed its search for a director of DEI, naming Ms. Mujidat Shotonwa as the first director in the role. Ms. Shotonwa, a native New Yorker, is currently assistant director of the preparatory component

for Prep for Prep, a nonprofit in New York City that works closely with independent schools to support promising students of color from underserved and underrepresented communities in developing their leadership skills. Ms. Shotonwa shared a bit about herself and what to expect from her in the role of DEI director.

his school year has seen an added emphasis on diversity, equity, and inclusion — affinity groups have been implemented, faculty and student leaders have undergone DEI training, and curricula have been adapted to address these issues — and next year, an additional change will occur. This past summer, a promise was made to the

Kinkaid community: the school would search for a director of diversity, equity and inclusion as a means to “strengthen [the school’s] commitment to inclusive education, skills development and curriculum development” as well as “increase [their] ability to identify, interrupt and hold the community accountable for racial and other forms of

Q: Can you tell me

A: At first, I was drawn to psychology because it was a discipline where I could understand

Q: Do you have a goal

A: My ideal vision is that years from now, any alum who is asked to reflect on their Kinkaid

Q: What are you most

A: I am looking forward to being in person. I’ve been working remotely since last March, so I

a little about your background and how that led you to this field/this job?

for Kinkaid in terms of equity and inclusion?

excited about at Kinkaid?

8///Features

and make space for difference. That remained a common theme in the things that I do — trying to figure out how everyone could have a space to be themselves. I went on to be a mental health counselor in New York. Then, I went into education, and that was the first place where I started to use my psychology background in a more tangible way. I think it was there where I unlocked that combined power of mental health and education and equity, which ultimately is what this role is about.

experience is able to give highlights about ways in which their experience was made for them. However, the goal will look different from year to year because creating a sense of belonging is difficult — it is not tangible. But I do think that if we make an effort to ensure that the initiatives that we have in place that the policies that we have in place continue to be inclusive and equitable and institutionalized, then eventually we can get there.

haven’t seen my students in-person in 13 months. Additionally, when I came to Kinkaid when I visited in February, the energy was contagious, and it felt really great to be here. I hope that that is something that is consistent because I would love to be a part of that.

“

My ideal vision is that years from now, any alum who is asked to reflect on their Kinkaid experience is able to give highlights about ways in which their experience was made for them. - Ms. Mujidat Shotonwa

”

9///Features

FEATURES

An example of how a student should not park in a crosswalk area. Photo illustration by Cooper Buck

‘Creativeness’ can lead to parking citations By, Dylan Marcus, staff writer

ou zoom up the parking garage ramp, your books and binders slide across the backseat as you turn the sharp corner. Your watch reads 8:28 a.m., and an opportunity presents itself. Dozens of cars line the eastern wall of the garage, limiting parking availability to the very back, farthest away from the school, inducing

10///Features

a longer walk, and a bright green tardy slip. Human instinct takes over, and you park in a reserved spot, or maybe it’s a restricted zone, or even quite possibly, you park horizontally, covering up to three or more spots for your small four-door motor vehicle. Parking violations have been prevalent at Kinkaid for the past three years, and students are starting to see an administrative response. Citations and warnings — often with a detention

attached — have been left on students’ windshields to not only compliment them on their parking creativeness but also to remind them that nonstudents also use the floors for parking, and the garage is a privilege that students are given. Last month, senior Tommy Holstead received one of these slips on his windshield for parking over the white parking lines. Ironically, an anonymous owner of a black Toyota 4Runner parked bizarrely,

taking up three spots. Holstead wondered why the owner of the Toyota, the “real criminal” in his view, didn’t receive the same citation. Holstead wondered why bad things happen to good people. Nevertheless, his citation was, in fact, justified for his imperfect parking maneuver in his Jeep Wrangler. Students are not the only ones who use the garage for parking. Parents of visiting

Online Teaser

Measures taken to combat campus traffic By George Kinder, Staff writer

Parking garage where students, faculty and visitors, and not just students, park their cars. Photo by Ethan Jett

student-athletes, faculty and staff, and other visitors use the garage every day. No student is immune to these violations, and oncampus parking only works and maintains its successful reputation if everyone – sophomores through seniors – abide by the rules and practice their firstclass citizenship while also representing and embodying the four core values of Kinkaid: honesty, kindness, respect, and — most of all — responsibility.

An example of how students should not park across two spaces. Photo illustration by Will Anderson

very day, hundreds of cars roll through the campus to either to drop off or pick up students. The lines sometimes feel extremely long, but what is it like from the perspective of those who run the carpool? Although lines will most likely stay fairly long because of challenges to shorten them, faculty and staff who oversee the carpool have a few tips and reasons for how the carpool is managed. “We modify traffic flow as needed to provide the fastest times, but we also have to ensure that we do not upset our community on San Felipe and we ensure safety for everyone at all times, ” security manager Mrs. Julie Burris-Richardson said. To ensure that cars keep from blocking San Felipe, the parking garage is used to help more cars get onto campus and to help with traffic flow. “Directing traffic through the garage helps to alleviate the traffic,” she said. “We realize this is an inconvenience, but it is absolutely necessary at times.” In addition, there is an off-duty officer working the light outside of Kinkaid. The hope is that more cars will be able to get off San Felipe Street and onto the campus grounds. Traffic isn’t just caused by the number of cars that enter the school, but other factors as well. Read the full the story online at https://thefalcon.kinkaid.org/

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TECHNOLOGY

New

note

taking iPads revolutionize wayS students use ‘paper’

or Austin Howes, each school day begins with a simple action: the push of a button. This simple push, however, activates a whole new way to approach school: iPads. “It feels like real paper but is easy to access from other computers if need be,” said, Howes, a freshman, about his iPad Pro. The device earns a plus from Howes on account of the neatness and flexibility it brings to his daily notetaking. “It, in my opinion, feels neater and it makes it so much easier to study and look over your notes anywhere you would like,” he said. On his iPad Pro, notetaking for Howes is as simple as 12///Technology

By Camron Baldwin, staff writer

swiping his finger and writing notes down with his stylus. “Whenever the teacher lectures or does something that I need to take notes for I just get my iPad, open a new page, and write down everything I need,” he said. Though his iPad has a far-reaching range of capabilities, some things, he said, make more sense on other devices. “I use my computer for history notes because, especially compared to something like science, there are almost no diagrams or pictures that I need to draw, which is very easy with the iPad,” he said. Howes is not the only student to have switched to using an iPad. As of 2017, 1.2 million students of all ages across the U.S. were using iPads in their daily learning, per Apple. Just like students, teachers

have also been impacted by the adoption of iPads. “The main thing which has changed about teaching using an iPad is the ability to be mobile around a teaching space,” said Mrs. Kristen Madison, a mathematics teacher in the Upper School. “When a student is writing a solution that I want to share with the class, I can use the camera to capture the work and project it to the class.” On a regular teaching day, Mrs. Madison uses an iPad for countless functions, ranging from writing and screencasting notes to sharing web pages and documents to running apps and programs for class use. She has been using iPads since 2014, after she was convinced to purchase one due to its easy use in the classroom. “Before I used an iPad I had a tablet laptop with a stylus

– its ease and convenience prompted me to gladly accept an iPad when they became available,” she said. The ability to be mobile, Mrs. Madison said, has other implications for her students. “One reason for this decision is that the iPads provide a nice way for us to display handwritten work on the board and save it for later to share on Powerschool or send directly to a student. “Pre-Covid, the iPad could be shared with various scribes to annotate or take notes or demonstrate a solution or idea,” she said. iPads have also had an effect for Ms. Carolyn Clancy, an Upper School mathematics teacher and math chair. “Projecting the iPad allows us to share problems in real time - handwritten by students and or teachers that include math symbols and things that would be time

consuming to type or format using a traditional keyboard,” she said. “Additionally, they allow us to easily organize and save these shared problems digitally so that we can post them to Powerschool and refer back to them as needed.” For Kinkaid’s math department, iPads were also distributed to teachers for classroom use three years ago. “One reason for this decision is that the iPads provide a nice way for us to display handwritten work on the board and save it for later to share on Powerschool or send directly to a student,” said Ms. Clancy. For all the potential of connecting the classroom further, the iPad has occasional shortcomings. “Occasionally apps glitch and take a few seconds to reboot or reconnect,” Mrs. Madison said. 13///Technology

Just The Beginning.....

Administration ‘committed’ to By Eshaan Mani, staff writer

s. Angélique Jamail, who identifies as a Lebanese-American, joined the Upper School faculty as a creative writing and English teacher in 2000. “I knew when I began working here that there weren’t many (if any) other Middle Eastern faculty members,” Ms. Jamail said. She said food is very important to Lebanese people, so she felt that sharing that part of her culture was a way she could express herself to her colleagues. It was easier than explaining her style of dress, her family’s traditions or the music she listened to. “... It was kind of an easy way to make myself a little bit known,” she said. In the two decades since Ms. Jamail was hired, the school administration has worked toward making the campus a more diverse and inclusive place. Teachers have been key in facilitating diversity, equity and inclusion efforts, even though the number of faculty members from underrepresented groups has seen slow growth. According to data provided by Upper School archivist Mr. John Rovell, the first faculty member from an underrepresented group, Emilio Ugalde, a LatinX male Upper School Spanish teacher, began working at the school in 1920. Donatila Ratterree, a LatinX female Middle School Spanish teacher hired in the 1940s, was the second faculty member who was a person of color at Kinkaid. In 1968, the first East Asian American member of the

faculty, Alicia Woodhams, was hired. Originally from the Philippines, she taught Upper School math. In 1980 and 1981, the first African-American members of faculty joined the school, and from the late 1990s to early 2010s, the school hired Ms. Jamail and Ms. Thakkar. Ms. Thakkar, who is a co-sponsor of the South Asian Heritage Club and the sponsor of the South Asian affinity group, serves on the school’s DEI Council. She said she felt welcome when she joined the school in 2013. “I remember within my first week of teaching at Kinkaid, a group of South Asian Upper School students stopped by to welcome me,” she said. “I felt so beautifully welcomed and I knew right then how much it meant to them to have a South Asian educator in the community.” She said she hopes students from all backgrounds feel welcome at the school through such safe spaces. “While our cultural heritage clubs provide an opportunity for the community to learn about different cultures, affinity groups provide students from underrepresented groups to come together to celebrate their shared identities and discuss any issues and concerns with others who may have similar experiences,” Ms. Thakkar said. She said she believes the school has a journey ahead in terms of DEI, but it is on the right track. “The initiatives that have been presented and the dedication to the growth of the school is something I am very hopeful about,” Ms. Thakkar said. One major focus for the school has been infusing diversity into the body of faculty by hiring highly qualified teachers from underrepresented groups.

g......................

d’ to DEI efforts

Ms. Goldie Arriola, director of human resources, said this area has shown an increase over the past three years. “...the School has experienced an increase by 3% in the number of faculty members who identify as an ethnicity that is not white,” she said. “From a divisional and departmental perspective, the Upper School and athletics department have seen the most growth in representation of diversity amongst faculty, which has increased by 7% and 8%, respectfully, during the same timeframe.” Dr. Matthew Rush, assistant head of school and interim head of middle school, said Kinkaid outperforms its peers in hiring highly qualified diverse faculty across the board. “If you look at National Association of Independent Schools/Data Analysis for School Leadership data regarding the percentage of faculty of color at independent schools, The Kinkaid School is almost twice that of its NAIS peers, and more than 10% compared to its similar-sized Independent Schools Association of the Southwest peer schools,” he said. “While there is always room for improvement, we remain committed to hiring incredible educators from around the globe to ensure that our students receive a world-class education.” Over Ms. Thakkar’s eight years as a faculty member at the Upper School, she says she has seen this change. “I believe that Kinkaid has recognized that both the hiring of highly qualified diverse faculty and the support for our existing incredible faculty from underrepresented groups are areas for growth,” she said. Mrs. Danyale Williams, who identifies as African

American, joined the dance faculty three years ago. She has felt welcome since she first joined the faculty. “I have always felt welcome here at Kinkaid. The arts community has a history of inclusion...,” she said. “Therefore, we find a home or community amongst each other with our love of our art form as our mutual attraction.” The administration has facilitated diversity, equity and inclusion training mainly with the JONES Inclusive. The training on in-service days is meant to help faculty members create inclusive communities dedicated to achieving academic excellence through DEI. The JONES Inclusive partners with school leaders to create diverse and inclusive school communities that foster excellence through academics. Mrs. Kate Lambert, Upper School English department chair, has attended several professional development sessions and said she believes that they play an important role in the shift toward a more equitable campus. “As Upper School faculty, we are at very different places in our training; some of us read and attend conferences regularly while others are newer to DEI work,” she said, adding that every teacher in the school has had basic training through the JONES Inclusive. “I hope all of us are considering our words and seeing our curricula with new eyes,” she said. The training sessions can pertain to specific departments, such as English or math, or they can be more general. Mrs. Lambert said that while the English Department has been working to add a variety of voices into the

curriculum for several years, the sessions give additional credence to the changes and ongoing efforts in the English Department. “We want students to see themselves in the literature we teach and in the discussions we have,” she said. “We also want students to meet characters who stretch them and challenge them because they teach them about a world/life very different from their own. Two of our greatest goals as a department are to teach empathy and self-understanding.” Mrs. Lambert has adopted measures in her classroom to help students of various identities feel included. She recognizes holidays on her assignment sheets, seeks to be more intentional about representation in slideshows, and ensures that her words and the example she sets are in accordance with the pillars of DEI. “We have a long way to go, but we are on the right path,” Mrs. Lambert said. “Every teacher can make a difference. These little things help marginalized members of our community feel more whole. We will make mistakes. I have certainly made some this year, but my students and my colleagues are helping me to do better.” Mr. Esteban Longoria, an Upper School Spanish teacher, joined the faculty 17 years ago. Mr. Longoria helps broaden students’ perspectives by teaching them about new linguistics and cultures. He said he also felt welcome at the school and believes that the way a school trains its employees is crucial to the faculty experience. “I have always felt welcomed by the Kinkaid community,” he said. “I feel that it is very important for every place of employment to make all of their employees feel welcomed and safe by being respectful of cultural differences and by training their employees on how to be respectful of these differences that exist in a population.” Mr. Longoria said Kinkaid has seen big changes in the diversity of staff and faculty since his first days at the school, though there are areas for improvement. “Kinkaid has made great strides in promoting diversity in our faculty by continuing to hire outstanding faculty that reflect our student population,” he said. “Although we still have room for improvement in terms of reflecting our Houston population, we must remember that Kinkaid is also limited by who applies for jobs as our school continues to improve in diversity.”

11 New Affinity Groups at The Kinkaid School Members of the Upper School faculty have volunteered to serve as facilitators of student affinity groups. The faculty received training through the JONES Inclusive, which partners with school leaders to create diverse and inclusive school communities that foster excellence through academics. The 11 affinity groups that students can participate in voluntarily are as follows:

• African American/Black, African Heritage • East Asian/Southeast Asian • Hispanic/Latino/Latina/ Latinx • Jewish Heritage • LGBTQ+ • Middle Eastern • Multiracial • Indigenous People • South Asian • Students of Color • White Ally

OPINION

Boys should get educated on gender issues girls face By Jaisal Kalapatapu, deputy editor and Charlie Sole, campus editor

s boys in society today, we carry with us enormous amounts of privilege. It is time that boys start to understand girls’ perspectives and take them seriously. Teenage girls are constantly objectified in everyday life. According to a study by Plan International USA, a humanitarian organization that advances girls’ equality and children’s rights, 1,006 adolescent boys and girls, ages 10-19, were surveyed to acquire a representative sample of U.S. households from April 26 through June 25, 2018. Among other findings, 55% of teenage girls who were surveyed said that they hear boys making sexual comments or jokes about girls several times a week. Almost half, or 47%, of the girls, ages 14 to 19, reported hearing boys making these types of jokes every day. A rebuttal to this report could be the question: If the joking is so harmful, why don’t girls speak up? Well, according to the study, speaking up is much more complicated than it sounds. Among those surveyed, 53% of the

18///Opinion

girls reported that they would not speak up because they were worried that people would not like them, 51% said they didn’t believe that reporting comments would make a difference, and 46% said they were worried they would not be believed. Whether intentional or not, as boys, we have created an atmosphere where our masculinity is more important than the safety of girls, and as a result, they feel that they can’t speak up when they are made to feel uncomfortable. We boys need to step up. For too long, we have stayed silent. We allow our friends to make harmful jokes as we sit by idly. “The type of behavior that forces women to experience objectification, harmful words and constant fear should not be normalized,” said Laxmi Thakkar, junior and co-founder of the Femeration-Z youth organization that promotes gender equality. “It needs to be fixed and it needs to be changed. To boys: educate yourself on these issues. Interrupt sexist comments when you hear them. We have so much work to do to make this world a better place and if everyone chips in, we can make a difference.

19///Opinion

OPINION

EDITORIAL

Lectures can lead to bo

ou walk into class, wipe down your desk, socialize with your friends, and wait for the bell to ring. When it does ring, you settle into your seat and intently listen to your teacher begin to lecture. At first, you pay attention. You may even be interested in today’s lesson. However, after 30 minutes, you began to zone out. After 45, you become restless. An hour passes, and your brain goes numb. And, finally, when class ends after 75 minutes, you are exhausted. In addition to being bored, students are prone to failure with traditional style lectures. 20///Opinion

According to the Proceedings of the National Academy of Sciences of the United States of America, a multidisciplinary scientific journal that publishes original research and scientific reviews, a student in a traditional lecture-style classroom becomes 1.5 times more likely to fail class rather than in a technique that uses stimulating and active learning methods. A primary reason for this failure is that the lectures are often long and tedious, making it difficult for the student to engage. As a result, the student becomes a passive listener in a dominant lecture classroom. And

Photo courtesy of www.freepik.com

to boredom, failure it is significantly more accessible for a student to engage in alternative teaching methods, and the student becomes an active participant. A specific example of this would be labs in science class, as the student is constantly and actively participating. This participation helps students easily recall the information taught to them. Another noticeable flaw in lecture-style classrooms is that they do not leave room for questions or accommodate individual needs. Due to the fact that lectures are teachercentered, students are rarely if ever let into the conversation, so if a

student is confused, it is harder for students to clear up their confusion, which could make the class more problematic for the student in the future. All of these problems reveal one major problem: lecture-based lessons set students up for failure. The difficulty for a student to focus in a lecture-style lesson makes it nearly impossible for the average student to learn new material. Teachers should try their hardest to add variety to their lessons during block schedules because it keeps students engaged and fosters learning much better than lecturing. 21///Opinion

ver since Kinkaid stated that “due to the lack of changing facilities during [the pandemic] students may wear leggings or athletic shorts,” LuluLemon clothing seems to have become a go-to brand for many students. Shorts, joggers and leggings

appear to be the most popular Lulu Lemon apparel. The company stated that its first designs were made for women to wear during yoga, but due to expanding customer demand and feedback, LuluLemon expanded to athletic gear and clothing for men and women.

For guys, shorts have been the most popular Lulu garment. They can be worn during sports practices, and they are comfortable and high quality. They are more breathable and fashionable than other brands.

SHORTS

Trending:

Boys wearing Lulu-Lemon By Harrison Lawrence and Cooper Buck, staff writers Page design by Camron Baldwin, staff writer

SHIRT LuluLemon shirts are less common than the other pieces but still have the same benefits as other items. The shirts are good for working out and playing sports. They are a made in a comfortable material that allows them to have everyday use, similar to the pants and shorts.

Many guys wear Lulu joggers. They are comfortable, warm athletic gear that can help students survive the winter, especially if there is an infamous freeze. The popular sweatpants are the joggers, which have tapered bottoms around the ankles.

PANTS

ARTS

WANTED: New Deputies

Two leadership opportunities added for student publications

By Elliott Crantz, staff writer journalism class releases a new magazine. The ttention, students journalism class teaches students about reporting, of Kinkaid. Two positions writing, designing and for deputy art spotting fake news. director are available for the Dr. Kimetris Baltrip brings school year of 2021-2022. the students together to create Student publications will a magazine that has been sent to Upper School students this have a deputy art director year. The magazines are full in both the yearbook and of news, sports and lifestyles journalism classes. To any articles, and much more. students who feel like they The yearbook class can lead design, this is the works rigorously all year to position for you. complete one giant book of The deputy art director for the yearbook will be available memories. Although Kinkaid students to everyone who applies, so receive a yearbook every students do not have to be in spring or summer, few know the yearbook class currently the nine-month process of to be considered for the role. creating the yearbook. Six times a year, the

Dr. Baltrip, who also teaches yearbook, said, “the yearbook is like a batter with different ingredients thrown in throughout the school year. Then, by late spring it comes out like a cake that everyone wants a part of.” At the beginning of the school year, the students pick a theme for the yearbook that they think will capture the year and it ends with the editors writing a sweet letter to the community about what made the yearbook special. Being a deputy art director would be a commitment to leading the artistic vision for either publication and guiding staff members through the process of

bringing the vision to fruition. Dr. Baltrip wants an inspirational leader who can be creative while leading the multifaceted visionaries of the yearbook or magazine. “The deputy will have to be someone who can put words and pictures together to visualize what makes the Kinkaid community special while being brave enough to dabble in and learn tricks on InDesign and Photoshop,” she said. “The deputy will be responsible for conceptualizing the covers, key sections, and all spreads in collaboration with the editor-in-chief, deputy editor, photo editor, and the writers themselves.”

Author wins writing award By Sarah Xu , staff writer Eshaan Mani, a freshman, has had a passion for writing for as long as he can remember. Currently, he is a contributing author to multiple publications, with works featured in TIME for Kids, Houston 24///Arts

Family Magazine, The Buzz Magazine, Houston Chronicle, Fort Bend Independent, Redefy, The Teen Magazine, and more. Mani says, “the creative power I hold with my writing is an impactful and evocative

A LOOK INSIDE From left: Will Mitchell, Kinkaidian editor in chief; Trace St. Julian, Falcon staff writer; Jaisal Kalapatapu, Falcon deputy editor; and Maribelle Gordon, Kinkaidian editor in chief, work alongsIde other staff members on their respective publications. Photos courtesy of Dr. Kimetris Baltrip

tool. I have the ability to influence hearts and minds, broadening perspectives by delivering an earnest and factual scoop. And I think that’s the biggest gratification and incentive for me: that my voice has power.” Mani was awarded with a National Silver Medal from the Scholastic Writing Contest with his piece,

“Rest in Power Chadwick Boseman: The Legacy of A Legend.” For Mani, and as for millions of others, Boseman’s passing was as shocking as it was tragic. He was an inspiration for young kids around the world and you could see his perseverance and hard work through his performances as Thurgood

Marshall, Jackie Robinson, King T’Challa, and many more. Mani wrote this article as “a small memorial to the great work Chadwick Boseman did and as a testament to his impact on the next generation.” In addition to the Chadwick Boseman piece, Mani also submitted five other pieces to the contest, four of which

were awarded Gold Keys and two were awarded Silver Keys at the regional level. Mani writes in hope “to bring about more awareness, justice, and overall unity in the world.” We are proud to have Mani on the Falcon staff and can’t wait to see what other accomplishments he achieves with his writing in the future.

25///Arts

ARTS

Sophomore Taylor McMullen and freshman Will McMackin rehearse for their One Act, “Boy Meets Girl.”

Sophomores Mason Thenor and Adele Johnson rehearse for their One Act, “Math for Actors.” Photos by Mia Price

“Chocolate”

“Math for Actors”

“The Perseverators”

“Postponing the Heat Death of the Universe”

Director: Jason Boué ‘21

Director: Duncan Lambert ‘21

Director: Matthew Moseley ‘21

Director: Nate Vutpakdi ‘21

Actors: Scott Altsuler ‘22, Catherine Moseley ‘24

Actors: Adele Johnson ‘23, Mason Thenor ‘23

Stage Manager: Mary Eloise Searls ‘22

Stage Manager: Carolyn Bivins ‘22

Actors: Martin Ibarra ‘21, Daniel Miner ‘22, Isabelle King ‘24 Stage Manager: Charlie Pagan ‘21

Actors: Jack Lemon ‘23, Anna Duarte ‘22, Carrie De La Rosa ‘21 Stage Manager: Maddie Harrell ‘21

“My play, ‘Chocolate’ by Frederick Stroppel, is a murder mystery of sorts centered around the disappearance of Mrs. Colby’s husband. The diligent detective attempts to crack the case, but he finds something far more sinister, but also sweeter.” - Boué

“I think the idea of two different students trying to work with each other is especially relatable to anyone in high school, and I simply think my script is funny and bound to bring a smile to whoever is watching.” - Lambert

“I chose this play because I felt we needed a comedy during this difficult time. Such a story about persevering friendship is something I think everyone can appreciate right now.” - Moseley

“I chose this play because it touches on topics like loneliness and disappointment. I want to reach people dealing with those things, and show them that they are not alone.” - Vutpakdi

26///Arts

One Last Act:

Seniors direct one-act plays as final theatre project

ight seniors completed their theatre careers at Kinkaid with the direction of their One Acts. One Acts tookplace on April 24-25. One Acts are a theatre tradition that gives seniors the opportunity to direct their own short one-act play with Upper School students as the actors. This event marks the transition of senior theatre

students into leaders in the community. “At times, directing people who are just a year or two younger than me seems odd because I really feel like I have no place telling them what to do, but I know they have the same goal I do – to put on a great show,” said senior director Duncan Lambert. “This unites us and actually makes the process especially fun and rewarding.” Due to COVID-19 protocols, One Acts looked

different this year. The performances were divided over the two days, with four happening per day. Each play took place in one of four different locations on campus: the Recital Hall, the Student Center, the Amphitheatre, or the Commons. There were four different groups of audience members that rotated through each of the performance locations, meaning that the actors performed four times for the different groups. Since the audience space was limited,

the performances could also be live streamed. “We had to take COVID and social distancing into account from the beginning,” said senior director Nate Vutpakdi. “Even when choosing our scripts we had to be thinking about ‘would this work socially distanced.’ It has put a lot of restrictions on what we can do, especially for scripts written before 2020. At the same time, it has forced me to be even more creative in my process, and I think that’s a good thing.”

“Perfect”

“Help Desk”

“Boy Meets Girl”

“A Tale of Two Spectators”

Director: Michael Hay ‘21

Director: Larsen Weber ‘21

Director: Avery Ham ‘21

Actors: Walker Brown ‘21, Carolyn Lobb ‘21, Tristan Riley ‘22, Jayden Taylor ‘23, Ainsley Powers ‘22, Avery Ham ‘21, Duncan Lambert ‘21, Larsen Weber ‘21, Nate Vutpakdi ‘21, Michelle Sekili ‘21, Bennett Mach ‘21

Actors: Will McMackin ‘24, Taylor McMullen ‘23

Actors: Jaisal Kalapatapu ‘23, Lauren Tanner ‘22

Stage Manager: Camille Weber ‘24

Stage Manager: Lindi Ruthven ‘21

“I chose this play because I love rom-coms, and I felt audiences would enjoy a show that would make them laugh after such a long and tough year.” - Weber

“I chose this OneAct because I wanted something that had a little bit of comedy, but also an important story behind it. It’s something that I am very passionate about and that I continuously enjoy working on.” - Ham

By Mia Price, staff writer

& “Hold for Three” Director: Artemis Postolos ‘21 “Perfect” Actors: Mia Van De Mark ‘22, Carolina Weiland ‘22, Walker Ball “Hold for Three” Actors: John Richards ‘22, Canaan Estes ‘23, Alexandra King ‘24 Stage Manager: Harper Paddock ‘23

Stage Manager: Devyn Finkelstein ‘21

27///Arts

SPORTS

ach year, a handful of talented studentathletes from Kinkaid have the opportunity to participate in signing day activities in the gym and go on to play sports in college. Most have a couple of offers, which is a great achievement itself, but often no more than a few. The Bell Brothers – Dillon, ‘22 and Micah, ‘23 – are not such ordinary athletes. Dillon, better known as “Dillo,” is a three-star recruit and already has over 20 Division One football offers, many from big-ticket schools such as the University of Michigan, Penn State, Baylor, Ole Miss and more. Micah, although only a sophomore, already has college offers rolling in. He has five total offers: University of Houston, Baylor, University of Colorado, University of Tennessee and Western Kentucky University. Their success doesn’t come easy, though, as both brothers train up to 15 hours per week. But their training shows through when competing: Micah and Dillon have both started on varsity sports teams since their freshmen years, and they excel in sports other than football, with each brother having broken a Kinkaid track record. Another similarlity between the two is their enjoyment of playing with each other. It is “amazing” to play football with Dillon and “one of the reasons I [continued] playing football,” Micah said. Dillon, meanwhile, said that it is “fun and competitive” to play with Micah, adding that he likes to “make Micah [his] son at practice.” In their experience in Falcon athletics, both Micah and Dillon have taken away valuable lessons. For Micah, it was “what brotherhood should really look like” and for Dillon it was “that practice makes perfect and to trust the process.”

28///Sports

DYNAMIC

DUO

The Bell Brothers share key facts, figures and favorites about themselves and their football careers By Matthew Godinich and Trace St. Julian, staff writers Pages designed by Camron Baldwin, staff writer

the 5’11” MATCH Height

Weight

160 lbs

Height

6’2”

UP MICAH DILLON

Weight

210 lbs

Age

Favorite Game?

Episcopal

2020

Favorite Athlete?

2020

Favorite Athlete?

LeBron James

40-Yard Time

seconds

4.38

4.53

29///Sports

SPORTS

Softball team bonds despite pandemic By Charlie Solé, sports editor and Jaisal Kalapatapu, deputy editor

he crack of the bat. The feel of freshly cut grass. The good-natured atmosphere of the dugout. Softball season is back. The girl’s softball players have had a couple curve balls thrown at them this season such as not having a SPC championship and playing with COVID-19 precautions. As last year’s season abruptly ended once the pandemic hit, a question loomed over the team: Would they be able to play again? But once their season was confirmed to happen, the team became excited to play. “I am so thankful we go to this great school that can be creative to get through these hard times while prioritizing everyone’s safety,” sophomore Jordan Finklestein said. To prevent the spread of COVID-19 and keep the team safe, the school took numerous precautions such as requiring athletes to wear masks when they were not six feet apart, social distancing in the dugout, and coaches wearing masks at all times. “We have made physically distant [measures] such as turning high fives into fist bumps and team huddles into an expanded circle with masks,” freshman Lindsey Karkowsky said. Despite everything, the team has still maintained camaraderie and come together. “Even though we all have to be physically distant, I feel like we have connected better

this year than any year prior,” sophomore Callie Bream said. “We all love and support each other no matter what, and we continue that even outside of softball.” The cancellation of the championship game or SPC game was the team’s biggest upset. The girls set goals for and were looking forward to the game; consequently, they amended their plans to the circumstances and worked their hardest to win their next few conference games. “Everyone has been working so hard. We win as a family and lose as a family, and everyone is giving their absolute all each and every time we walk out onto the field,” said Melissa Claire Blomquist, a sophomore member of the softball team. “We are hoping to continue winning throughout the season especially our next few conference games.” The softball team started off to a good start, winning three out of six games so far. They are assessing their mistakes, and working there hardest to ensure that they don’t recur. As the season progresses, they should be a strong competitor for future teams. “With four weeks left in the season, I am looking forward to seeing my players elevate their level of play,” said head coach Haley Outon. “I have full confidence in my players and coaching staff, that we will rise to the occasion and finish out the season on a high note.”

The team poses for a picture. Masks were taken off right before the photo, and immediately placed back on afterward.

Photos by David Shutts Page design by Camron Baldwin, staff writer

30///Sports

Pride Captain

What does it mean to be a captain on the softball team?

Julia Sanchez “Being a captain on the softball team means not only obviously being the responsible one, the one who leads the team and sets the example on and off the field, but it means being a sister to every girl on the team. It means having the opportunity to create a friendship with these girls that will last a lifetime.”

“

”

Ellington Whitaker

Michelle Sekili,

“I think it is really important to make sure you are always there for your teammates and supporting them through everything and I think being a captain really means that you do those things as best as you can. Our team this year has really grown together and made it easy to be a captain.”

“Being softball team captain means that I can encourage my teammates on and off the field, push them to work their hardest, cheer for them, and have them know with confidence that there is always someone there for them.” 31///Sports

This

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.

That

The Beatles Beyoncé Cardi B Lil Baby

The Rolling Stones Rihanna Nicki Manaj DaBaby

Spotify

Apple Music

Airpods

Headphones

Drake

Kanye West

Billie Eilish

Taylor Swift

Questions or comments?

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 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

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

ADVISER

Dr. Kimetris Baltrip The Falcon is published six times a school year. The paper is distributed to 616 Upper School students, There are 650 free print copies that are mailed to Upper School students and available for pick up on a campus newsstand. The Falcon is a member of CSPA and NSPA.