EX P R E S S
LANC R we h ave iss u e s.
carlsbad high school carlsbad, ca april 2013 volume 26, issue 6
Redefining the
“R-word” pg. 12-13
3
Spanish 5 AP
14
AP Euro Trip
17
Film Academy
21
Baseball Walk-up Songs
2 news
photo highlight
April 2013
photo by Seannie Bryan During the Best of the Best Assembly on March 29, freshman Piper Cervantes performs with the Lancer Dancers as they show off their Hip-Hop Nationals routine. At the assembly, this year's spring sports and performing arts organizations were honored for their achievements. Among the performers at the assembly were the competition cheer squad, the cast from this year's musical, Singin' in the Rain, Xcalibur and Drumline.
Early Release Thursday
STAR Testing Begins
27
4
23
Shakespeare Festival
May Spring Musical opening night
Carlsbad street fair
5
L
ast month, students seeking student class council positions campaigned for votes from their peers. Each year, the Associated Student Body (ASB) holds elections for class council in a representative structure so students can help students participate in the affairs of the school. Before spring break, students had the opportunity to vote for those they believed to be most suitable for the ASB positions through School Loop. This year is the first in which voting was completed online, a technological leap from last year’s scantron system. With the elections now closed, the numbers are in. The ASB president for the 2013-2014 school year is senior Courtney Benner, and the ASB vice president is senior Kari Fiske. The senior class president is Maddy Oas and the vice president is Spencer Beyer.
Christian Freeman breaks the two-mile record
Standardized Testing returns to campus
A
I
fter setting CHS’s two-mile record at 9:09, track distance runner and senior Christian Freeman has broken his own record by 14 seconds, finishing the 3200-meter race in eight minutes and 52 seconds on Sat., April 6. The Arcadia Invitational is a nationally renowned track meet in Northern California, famous for hosting some of the world’s fastest high school runners. Freeman ran alongside 30 athletes from 23 different states, including 10 state champions and three national champions. Freeman finished the race in ninth place after running the entire race with the lead pack only to break away in the final lap and pass two competitors. The Arcadia Invitational, held over the weekend of April 5-7, hosted four other Carlsbad athletes including seniors Jeff Schaefer, Shay Martin, Scott Snow and junior Julia Haselhuhn.
t’s that time of year again for California Standardized Tests to enter schools state wide. All freshman, sophomores and juniors are already or soon will be preparing for them in every core class.. Although no college will see individual test results, a fact that demotivates some students, the average of all CSTs taken at a school factors into the prestige of the school. The results from the California Standards Tests are compared between all the schools in the state to give them ranking based on academic merit. Carlsbad High School’s Academic Performance Index (API) places CHS in the top 20th percentile due to the great job done by each student. Additionally, the API of the school has been steadily increasing every year for more than a decade now. If the students do well, the whole school looks good.
act ivit ies
April
academics
18
ASB announces results of recent elections
ath leti cs
news briefs
Calendar
news 3
lancer express, volume 26, issue 6
Taking language to the next level julius koch staff writer
T
he famous reviver of chivalry “Don Quixote ” will raise his lance once more at Carlsbad. That is, if enough students decide to request it. As one of the most universal languages, the advantages of taking Spanish are numerous as many students at Carlsbad duly realize. Taking Spanish is a popular choice at Carlsbad and proves to be a growing trend. “We had huge growth around two years ago,” head of the language department Señor Riccitelli said. “Right now there are around 110 students in the class [Spanish 4 AP].” For many students, those who enrolled in Spanish in junior high, 4 AP does not necessarily mean the end. The next logical step, the advanced language course Spanish 5 AP, gives students an opportunity to gain even more college credit. Unfortunately, the class has been unavailable to students for three years due art by Jeff Shaefer to the fact that a low number of students Miguel de Cervantes' novel "Don Quixote", about the windmill fighting reviver of chivalry, is just one of the many Spanish literary works covered in the enrolled in the class. Spanish 5 AP course. The class offers the students the opportunity to study the book as if they were in a regular English class. “There needs to be at least 15 students for it to be considered as a potential class,” Gaining a broader understanding of the culture, students Spanish teacher Señor Tejada said. “The school doesn’t in the course read and analyze a wide spectrum of works have the budget for an undersized class.” by Spanish speaking authors. For students who have completed the Spanish 4 AP “We read many different pieces like novels, short class as sophomores or juniors here at Carlsbad, the stories, poetry and theatre,” Tejada said. absence of the next logical step can be inconvenient. Also, students master the art of Spanish essay writing When students do sieze the opportunity to take it, they and the skill set that it requires. Not only is the class a are entitled to many benefits. great opportunity for any students simply looking to The Spanish 5 AP course is one of the highest level expand their Spanish skills, the class helps shape more classes available at the high school and covers noncompetitive candidates to attend college. traditional subject matter for a language course. College isn’t getting cheaper and saving the time and For students who have gone through all the trouble to effort of taking a semester of a language can be a big learn the language, Spanish 5 AP takes their skills to the advantage. next level. Depending on the school, students can test out of “While Spanish 4 AP [and prior classes] are all about classes which could leave them in close proximity of learning the language, in Spanish 5 AP students are getting a minor in Spanish. expected to fully know Spanish,” Tejada said. “In Spanish Carlsbad offers a plethora of AP courses which 5 AP, we learn how to analyze Spanish texts.” students should really take advantage of to save time, The rich culture of “el mundo hispanohablante” (the money and effort in the future. Spanish 5 AP is no Spanish speaking world) is emphasized in its diverse different. literary works and gives enrolled students an insight In the years to come, if a greater number of students into its history. Covering only English literature can be take Spanish 4 AP in their junior or sophomore limiting. Spanish 5 AP gives students an alternative. years, Lancers may have the opportunity to take this “We cover about 63 pieces of literature starting in the advantageous class. Middle Ages and progressing through the Gilded Age,” “I recommend students take the class [Spanish 5 AP] Tejada said. especially if they’re motivated or looking to get a Spanish However, students are not limited to reading novels. minor [or major] in college,” Riccitelli said. design by Aislinn Bryan
Why you should minor in Spanish
Minoring in Spanish can help you enhance your resume and put you above others when applying for jobs. By minoring in Spanish at any college, you become more versatile in the work environment and can provide translation services for anyone in your workplace. Regardless of your major, a minor in Spanish can only help!
SOAPBOX
Why did you not enroll in Spanish 5 AP?
“
It's not really as useful because we are taking the 4 AP exam and that is what counts.
”
“
I feel like it's already difficult to analyze literature in English and it would be a lot harder in Spanish.
Caihla Petiprin, 11
Samantha Lopez, 11
“
I thought after taking 4 AP I had learned enough about the language to formally converse.
Masami Amakawa, 11
”
“
I wanted a break from Spanish because I've taken it four years and I want to try something else.
Kendall MacDonald, 11
”
”
“
I think that the fourth year was enough and I didn't have any room in my schedule.
Steven Yu, 11
”
4 news
april 2013
Creativity competition captivates Carlsbad kids john hankforth staff writer
Local Odyssey of the Mind team goes international
photos courtesy of Helen Girod
I
magine a mechanical behemoth made out of garbage standing next to a tower made out of toothpicks and popsicle sticks. That level of ridiculousness is the standard for Odyssey of the Mind competitions. Odyssey of the Mind challenges problem-solving skills through a mixture of long-term and spontaneous projects. Teams select a long-term problem from one of five categories: vehicle, technical, historical, balsa wood, and dramatic and then aim to solve that problem with as much style as possible in order to impress both their peers and judges. “In one of our long-term projects, we had to create an animal that could save the world,” junior Brock Stuessi said. “We built a contraption called an ‘aye-aye.’ It was a robotic, wooden marsupial with a spinning head. Its tongue was made out of a tape measure to eat berries with.” Although no longer a member, Stuessi played a large role in bringing this program to Carlsbad. When he was only a fourth grader, he brought the program to Pacific Rim Elementary School from his hometown in North Carolina. It was there that juniors Helen Girod and Courtney Carterette, veterans and leaders of the team, became part of the program.
Members of the team (from left to right): Montana Kirven, Tatum Bernat, Nithya Sampath, Mrs. Girod, Paulina Vasquez-Rocha, Courtney Carterette, Helen Girod, the Carlsbad Odyssey of the Mind team takes second place at the state competition. Alongside the trophies, the competitors earn entry into the international competition taking place at Michigan State University.
“This is my eighth consecutive year being a part of this program and I love it,” junior Girod said. “All those rules your parents taught you growing up? This program wants you to break them.”
Members of the team (from left row right): Courtney Carterette, Paulina Vasquez-Rocha, Nithya Sampath, Helen Girod, Montana Kirven, Tatum Bernat, taken before the show, Odyssey of the Minds team gets in costume to prepare for their long-term dramatic entry skit that they will perform later at Worlds.
After excelling at the regional competition and then the state program, competitors will go to Michigan State University and stay at the dorms there. The international competition called ‘Worlds’ grabs superior outsidethe-box thinkers from around the world and this year, our Carlsbad team is among those competing. “Competitions give us a problem to solve. We’re the kind of people who hear the word rock and immediately think star,” junior Nithya Sampath said. “At one of the competitions, Helen crocheted a cape entirely out of garbage bags.” In order to do well, competitors need to be prepared for anything. Asking spontaneous questions and judging towards style nurtures innovation and thinking the norm. Odyssey of the Mind practices the principle that improvisation leads to ingenuity. “I used to be really shy, but I had to abandon all that. I embraced my inner nerdiness and taught myself how to work with anything,” sophomore Paulina Vasquez-Rocha said. “One time, Montana Kirven and I had to make a huge welcome mat made entirely out of twisty ties. That took
me forever and then some.” The long-term problems given to the competitors carry through from regionals all the way to Worlds. The Carlsbad team plans on presenting the dramatic entry which earned them regional and state champion titles and gave them the green-light to go to Worlds. “For our problem, we have to have one character who acts odd than acts normal in another situation. We played off the word odd and did a math theme,” Girod said. “The positive number portrays a positive attitude and the negative number portrays a negative attitude.” The World competition blurs the lines between good natured competitive behavior and nationalistic pride. Close to 10,000 people from all around the world come together to compete to be become world champions. At the end of Worlds after the winner is announced by the judges, the participants won’t look back and say that the team from Carlsbad won. They will say America won. “The Polish and Russians win every year,” said junior Courtney Carterette. “We’re going to end that this year.”
editorial 7
lancer express, volume 26, issue 6
No (advanced) child left behind
CHS lacks programs to help struggling students
editorial board
Y
ou may have noticed a few extra suited men and women wandering about our campus this past Wednesday. Bidding students are on their best behavior, teachers cringe at their approach and break into a sweat as soon as they enter a classroom. Everything must be at its best for these suited personnel; the fate of the school’s accreditation hangs in the balance. Well, in reality, it’s not that huge a deal. Teachers may have made an effort to appear slightly more on task, but only the administration were truly sweating bullets. You see, Carlsbad High School, and every high school for that matter, needs to be accredited as a diploma-worthy school, and in order to be deemed as such, the school must be evaluated every six years (with a check in every three years) by delegates from the board. Now, Carlsbad is in no danger of losing its credit as a high school, but there are some issues here at the school that they will no doubt notice. Primarily, the absence of a sufficient amount of remedial programs for struggling students. While Carlsbad is indeed a quite successful school academically, it cannot be judged solely by its most intelligent students. The fact of the matter is this: Carlsbad could do a much better job assisting students struggling with their education. Many have asserted that you get out what you put in—that it is the responsibility of the student to put forth the effort required to excel academically.
To some extent this is true; we are high school students, not kindergartners, and it’s not the faculty’s job to hold our hands and walk us through our classes. But that does not mean we should be left to fend for ourselves. Carlsbad High School currently offers 29 honors and advanced placement classes yet significantly fewer lower level ones. This disproportional distribution of academics forces students into classes they may not be properly prepared for. If a student expresses a need to switch into a lower level class, the student should identify this struggle and make the switch swiftly. After an allotted period of time—or if other classes have already reached their capacity—students are not allowed to switch out of a class. Stuck in a class they cannot handle, students’ grades begin to suffer. With class sizes pushing into the 40s, teachers do not have the time to give struggling students the one-on-one instruction they need to grasp the material. Meanwhile, pressure to keep GPA’s high forces teachers to focus on the students who “get it,” allowing the others to fall through the cracks. As these students’ grades slip, their chances of ever catching up with their peers become slimmer and slimmer. If a student fails a class, summer school no longer exists as an option to make up the credits. Students are sent to CVA to get back on track, but by that point, it may be too late.
lancer publications
staff writers section editors, print kelsey aijala julie ambo kathleen dooley editors-in-chief, chase heck talia cain print nicolas dmitriev ryan eason shannon casey managing editor alex gnibus emilee foltz garrett snyder allie gordon editors-in-chief, copy editor aj johnson online eric hammond jennifer kim john hankforth jack beetham bryanna mundy section editors, online riley hoffman jessica jenkins scott de taboada zak jones juliet luty savanna kanester
trina kim julius koch vlad korobkin matt la bounty emily matteson kaylee pitts scott snow haley spanier robert sweeney jenna tarantino blogger madison dearie
Five percent of students at CHS have a cumulative weighted GPA of less than 2.0 (You need a minimum average GPA of 1.5 to graduate), which may not seem like a lot, but with a student population of over 3,100, that’s at least 155 students who face the possibility of not graduating. 155 students who might not get to wear a cap and gown and walk across the stage to receive their diploma while proud parents look on and snap picture after picture to commemorate the proud moment. 155 students who would not face this risk had the school provided a few more resources to help these students. Now it’s not as if administration is purposefully letting these students suffer. They are making attempts to bring back peer tutoring and other support programs—but a lot more needs to be done. Summer school and other curricular supplements are indispensable in order to keep students on track for graduation and the school board needs to find a way to overcome the limited funding—be it through fundraising or shifting things around in the budget—to make these things available. Back in 2001, the No Child Left Behind Act went into effect, but since then CHS has failed to follow through on this promise. We have sports, clubs and other activities to bring our student body together but we still have students who can’t make it at this school. If we truly want to be a united campus, we need to look out for ALL of our students.
editorial policy
multimedia michael ricci sarah scudder
amanda navarro As a public forum for student alice pecoraro expression, Lancer Express omar ortega
head of photo, online seannie bryan
design jb berkowitz eric tarter aislinn bryan
head of photo, print natasha menard
artists tyler grove jeff schaefer
photographers jared cohn sierra gomperts
business jalen lovato ashley odom
welcomes letters to the editor, but reserves the right to refuse inappropriate or anonymous letter. Letters must be directed to room 3104 or to the editorin-chief. Lancer Express adheres to a strict policy regarding propriety of all photos and text. Controversial advertisements and opinion articles do not necessarily reflect the opinion of the entire staff. Both sides of any issue are welcome here. Letters, questions, or comments by emails to lancerexpress@ gmail.com are welcome.
8 opinions
april 2013
Put aside what you learned, think for yourself kathleen dooley editor
I
’ve heard it all. Growing up in a conservative Catholic community and for the most part, family, it’s almost expected that your views and beliefs align with those of the church, and with those of your parents. If that were right, and true, then I would likely be writing a very different article, from a very different perspective, without taking the issue of same-sex marriage and giving it the holistic approach it rightfully deserves. I’ve come to realize that a topic like this, with so many people’s lives invested, must be looked at objectively and subjectively. At the same time. This thinking requires me—young, white, straight,
privileged, Catholic—to extract from the situation the beliefs on which I have been raised in order to see the issue for what it is. Discriminatory. At the same time— ironically—I must rename my religious-taught values of love and acceptance and lend them to a cause the church does not support. On the issue of same-sex marriage in California, and in our modern society, we’re being asked to do a tricky thing. Look at the long, justified(ish) history prohibiting such a decree, yet also look at the long history of similar obstacles and (recognized) mistakes we’ve had to overcome (slavery anyone?). We’re supposed to look at this thing called marriage as a label which bonds two people in love, yet only see this love as valid when those two people are of a different sex. What? I must admit, I am not a know-it-all when it comes to the latest Supreme Court cases or what’s happening in that big White House, but I do understand people. I understand emotion. When researching the latest arguments, and watching the news, I cant help but completely lose myself inside of my own thoughts, trying to put all of the pieces together. How is it possible that as a country, we can’t look at the walks of hardship every single type of person has taken on this earth, and then notice that none of those issues still stand with the same intensity today. From the most-well known issues in the Holocaust and those fought for in the Civil War, all the way to discrimination immigrants faced upon landing in America, we seem to be stuck in a pattern of giving ‘em hell. We fight back and forth for too long, and then slowly learning to adapt to the idea of acceptance we have already “preached” for centuries. This isn’t new. It almost seems like we’re just trying to be fair. How nice! The people strictly against same-sex marriage just want to put the already-struggling homosexual community through a longer fight so their love will be seen as valid. So, once we’re all done with this completely necessary struggle, gay people will feel super-extra accomplished. Er, what?
When it comes down to it, there is a valid counterargument for every point made by either side (depending on who you ask, I suppose). For someone like me, church-grown yet straying in beliefs on this particular subject, I know both sides very well. I can see both sides. I’ve lived both sides. After filtering out those arguments which cancel out—i.e. procreation v. older couples and infertility, etc., to infinity and beyond—it comes down to the label of marriage and our way of viewing ourselves as a society. Marriage is recognized in the Bible as being between a man and a woman. The label of marriage, then, is only sacred and true if it is maintained this way, excluding those who have chosen to be gay. However, if you have ever known someone who is LGBT, especially from birth, it is easy to see it wasn’t a choice at all. The Bible also says that we are made in God’s own image, that He knew everything about us before we were even born. So then how can we wholly understand, from a religious standpoint, what is right and what is gay? I don’t believe we can. Whether the issue of LGBT rights is analyzed from a societal view, from a religious view, or from your view, whatever it may be, it is bigger than us. We teach history in schools to learn from the past. So learn. We tell our congregations that only God can judge. So why are you? We live in this world full of people, holding every possible difference from the next. How—how is the issue of discriminating against life, and love still present? Let’s move on. I think as a country we have made tremendous strides toward progress and human rights over the years, and I have found great truth in catholicism, but I am left hanging in a limbo between what I am told and what I believe to be right. We need to step beyond believing only what is written, and look at the exceptions in life. We need to see this issue as involving more than just laws and verses. We need to see the people, and their struggle and their love. Love is love.
Students should learn to lose against technology jennifer kim copy editor
I
t’s just too good to be true. Ever since the first Apple II is sold in 1977, the craze for these spiffy gadgets puts an viral epidemic to shame. Enduring the most difficult of times, technology thrives and has yet to see an end, or rather, the world has yet to prepare a grave. Awed by the metallic shimmer and vast resources, we’ve stood open-mouthed at the prospects and now, these expensive toys have snuggled into our free education system. No school would ever deny the thrilling iPadeducation, hoping to promote quality work with a “retro” reformation. In fact, schools desire to join the technology wave and modify students’ learning positively by making access universal. Efficient. Enjoyable. Easier. It didn’t take long for well-funded schools like Vista Magnet Middle School to have already transformed its education into a virtual learning atmosphere. A student I tutor has the remarkable opportunity to experience the new era of education. First seeing him solving, thinking and creating with his iPad, I stood with my mouth agape, eyes wide, speechless and extremely fascinated.
His math lessons took place online, his eyes glazed to the talking screen. Yet,with every flick of the screen, he stopped asking the familiar storm of questions. Who needs to spend time on homework when all you need to choose is a letter between A-D? Plus, the asnwer is on the next slide. It’s easy. Never did I feel more forlorn about the brilliant quality of work, or the lack of, that disappeared with his new fascination with an unmatched efficiency. Gone were his extra efforts to practice problems and the confidence of requesting my aid, replaced by the thrilling speed of finishing his math homework online, never requiring a sheet of paper—a mistake leading to avoidable errors. I never doubted the extensive benefits stemming from a technology-based education. In fact as an avid recycler and dependent on the Internet, I supported it. However, education is ultimately a road without shortcuts. Learning is about understadning the problem, not “guesstimating” the next best answer. Unlike common belief, technology is not that iPad in your hands—it’s a driving lifestyle of speed and comfort. It’s a virus allowing us to cheat our inquisitive minds for quicker completion of homework. With a grade-focused education, students don’t realize that time matters. Thinking, creating and exploring takes time, but technology simply moves us to race faster. Thus, quality disappears. I fear the iPad-education might replace quality with ease. But contrary to my pessimism, we don’t need to
avoid iPads and computers, nor do we need them to stop from creeping into our education. All it takes is a little conscious effort to maintain a sliver of control. It’s natural to feel compelled to waste less time on what we call “busy work” and more time on entertainment. We can’t be blamed for wanting to reap the smiles and laughter from life. But once we’re skimming that novel for our next period or quickly plugging and chugging numbers, we’re in a full sprint to the only thing that matters to us. That grade. Fortunately, there’s a way to enjoy learning. Take that well-deserved break and ask “why?” Don’t let the speed tempt you, meditate, take a breath and ponder. In a world that’s racing toward progress, don’t feel compelled to run past what matters. It’s like that old adage, “Don’t run near the pool!” Well, it’s true. It could hurt. And why run when you can stroll?
Online or 4 days in-classroom interactive Sat./ Spring Break days
5 Star Driving School!
profile11
lancer express, volume 26, issue 6
Stressing over sleep?
Lancer Express gives you a helpful guide
vlad korobkin staff writer
W
ith the dreaded finals and AP tests looming on the horizon, students are going to be spending more and more time behind their books while cutting down on the number of hours spent sleeping. Some will deem this an acceptable sacrifice- who needs a full night’s rest when a four-hour sleep alongside a Red Bull will do the job just fine and leave time to finish that pesky English
essay? However, sleep is underestimated. According to research by leading universities in the field of sleep deprivation, such as UC Berkeley and UPenn, lack of sleep has a direct correlation to faltering of mental and physical health. Sacrificing sleep for nighttime studies is really counterproductive—your work will be subpar, your attention in class will wane in the morning and your grades will suffer.
Late nights and constant sleep deprivation leads to alarming increases in the chance of heart attacks, obesity and other physical ailments. Trying to make up for the sleep lost at night, students often try to find other times to get some shut eye; however, the time and place may not always be optimal. Follow our flowchart to see if you should be sleeping right now or grabbing a caffeinated drink to wake you up.
Where are you? Class
Home
Are you finished with a test?
Are you done with your homework?
yes
yes
no
Are you studying sleep cycles?
yes
no
Are you the subject of a sleep experiment?
yes
no
Watch it! Relax, you deserve it!
yes
no
Yes, go catch some ZZZs
yes
no
yes
no
Do you have a free period in the morning? Take a nap, you worked hard enough!
yes
no
yes
no
Are you tired from having too much fun?
yes
You lack imagination. Please read a novel to augment it.
no
Are you behind the wheel?
no
Are they imaginary?
Is it past 10 o’clock?
Is this the second semester of your senior year?
yes
yes
Do you plan on doing it later?
no
yes
Are they boring?
no
Have you seen tonight’s episode of the Walking Dead?
Driving
With Friends
no
Can someone else drive?
yes Take a power snooze!
Find some new friends.
yes
no
no
Are you almost there?
yes Why are you even asking this question??
Are you playing Need For Speed?
Recline your seat and snooze!
no
Chew gum or drink a Red Bull
Are you by a rest stop?
yes
no
Wake up! Wake up! jb berkowitz
12 april 2013
R
featu
The new
word
chase heck garrett snyder kelsey aijala
E
editor managing editor staff writer
very meeting of the Best Buddies club begins the same way; one member addresses the rest of the club with “I see you,” to which all respond “I see you.” This small but powerful sentiment is an important lesson in the value of treating others the way you wish to be treated. Members are stating that they see one another as human beings, equal to and individual from everyone else in the room. It is on this principle that a majority of the Best Buddies club message and purpose is based. For most people the Golden Rule is emphasized over and over from a young age, often as soon as the prospect of bullying becomes apparent in their lives. Despite this, physical and verbal abuse is still rampant among teenagers. Anything that makes someone different from the common ilk can be a target of the masses, and it’s here that Best Buddies try to intercede. The club focuses primarily on attempting to bring
together all of the student body in order to end discrimination towards those who suffer from mental and physical disabilities. Members are paired with a disabled student in order to help learn the importance of treating others with respect, and as individual human beings. These “buddy” pairs foster life-long friendships, and pairs often spend all of their free time together. However, outside of the club, buddies just as often face discrimination from their peers in the form of the word “retarded.” Despite common usage of the word merely meaning “stupid,” the word is painful slang of a medical term which can be quite harmful when used without care. Best Buddies recognizes that most students don’t use the word with any ill intent, but the pain is still present, and as such the club seeks to end the use of the R-word altogether. “Ban the R-word” has long been the slogan of the mid-year Best Buddies club campaign to end common usage of the word “retarded.” However this year has seen a slight change in the formula, as the club seeks to take a new spin on their slogan. Instead of merely banning the R-word, the club intends to take things a step further, changing the R-word to “Respect.” This change is one of importance and necessity, as simply banning the R-word has never been quite enough. The campaign has become a national effort to rid the world (especially the teenage world) of intolerance, and Best Buddies is spearheading that effort here at Carlsbad High School. So start now, Carlsbad, be a part of a force for change and tolerance. Don’t merely stop using the R-word, practice what you preach and spread a message of respect instead.
The Assembly Senior Jacob Evans signs the “Ban the R-word” pledge after the assembly.
T
reat others the way you would like to be treated. The lesson people learn over and over from the age they can first comprehend the pain that comes from
bullying. Best Buddies, a national organization seeking to prevent further abuses to people suffering from disabilities, campaigns each year for the banning of the word “retarded”. However, this year the school’s club teamed up with former professional skater Tony Hawk to deliver a more universal message to the student body. After six years of existence, the campaign has expanded its message of banning the R-word to focus on showing “respect,” rather than solely tolerance, to all people. With the change of the slogan to “The new R-word,” Best Buddies has furthered their work towards ushering in a new era of understanding each person’s individual attributes and accepting them as they are. “Banning the R-word is vital to the ability to see people for who they really are rather than taking them for just face value,” Mrs. Everhart said. At the assembly, Tony Hawk helped spread the organization’s revamped message by opening up about his own experiences with bullying when skating was not considered “cool” and how his “friends” never appreciated his differences until he made it big. While Hawk’s situation differs from those with physical and cognitive disabilities, he provided a unique view on the effects of bullying and the importance of tolerance. Hawk strove to inform students about the adversity their peers with disabilities face everyday, and how his motivation for participating in the movement should hit home for everyone. “I hear kids quite a bit using careless language like the R-word and it’s really offensive, even to those that it doesn’t directly target,” Hawk said. “You don’t realize the impact the word has, but hurtful language resonates and scars.” After Hawk’s keynote and testimonies from members of the club, the assembly concluded by bringing the student body together with the customary signing of a pledge. This year’s pledge contained the traditional promise to stop the use of the R-word, but also emphasized the importance of uniting in the movement for respect for all individuals. “It was a great turnout and I loved seeing how many of my peers came out. I didn’t expect it and it was really
nice to see,” “The New and furthere returning to want to be tr Lancers who understandin show respec
Skakeboardi of Best Budd
lancer express, volume 26, issue 6
e,” sophomore Shannon Oh said. ew R-Word” assembly expanded its focus red the minds of many young people by to a simple message. Treat others the way you treated--a lesson that applies to everyone. ho attended the assembly left with a greater ding of one another and what it means to ect.
ding legend Tony Hawk poses with a member ddies after the Ban the R-word assembly.
Meet the Buddies
Indira Rodway & Marisa Boerun
Lancer Express: What is the importance of banning the R-word? Indira Rodway (left): Banning it is important because it’s not fair to people who actually have disabilities , and at best buddies we want to see them as people. Marisa Boerun (right): The R-word is not a good idea. LE: Was this year a good turnout for the assembly? IR: Yeah! I think typically we have about this big a turnout every single year, and just each person who’s spreading the word around, you know, I try to tell my family, like when I hear them using the r-word I tell them to stop. And so if everyone here does the same thing, I think then it can make a big difference.
Evan Sardarian & Abby Laidermann
Lancer Express: What did you think of the assembly? Abby Laidermann (right): I liked the assembly because of Tony Hawk. Evan Sardarian (left): I think the assembly will definitely help. The turnout alone shows how many people are willing to help the movement. LE: How important is Best Buddies to you? AL: I think that I wouldn’t have as many friends without Best Buddies. ES: I like being able to interact with people, like Abby, who I wouldn’t have been able to reach out to without Best Buddies. After getting to know Abby and the other buddies, I’ve found that we have a lot in common.
soapbox
ture
13
As a Best Buddies club member, why do you feel it is important to “End the R-word?”
“It’s not respectful for people who have these disabilities and have to live on day to day basis to have people using their disability as a derogatory statement.”
Lynnette Belsky senior
“The goal is still the same, but we’re broadening the message in hopes that it will hit home for more people.”
Shannon Rohring sophomore
“We’re trying to get the word out of the English language and out of common usage and also emphasize the value of respect.”
Henry Gardner junior
“They deserve our respect just as much, if not more, because they go through so much and yet they have this amazing attitude.They never judge us, so we shouldn’t judge them.”
Priscilla Ibrahim senior
14profile
april 2013
When in Rome, do as the AP Euro students do shannon casey
M
editor-in-chief
ost field trips take place within a 10 mile radius of campus. Only one transports students nearly 7,000 miles across the world. Over spring break, 19 CHS students had the opportunity to explore five major cities across three European countries. Former AP European history teacher Rebecca Wentland organized an 11 day trip through Rome, Florence, Paris, Normandy and London using EF Educational Tours. “My students last year asked if I would bring them on
a trip to Europe. I used to bring students to Europe every year before I had my own children, but ever since then I have just always travelled with my family,” Wentland said. “I really enjoyed my students last year; and when my family all volunteered to help take care of my kids, I was on board. It is always fun to take students to Europe and see them experience so many of the things we learned about in class.” The AP European tour crafted by EF Tours guides students through famous landmarks studied in the yearlong course with guided and walking tours. Some highlights of the trip include St. Peter’s Basilica, the Louvre, the Eiffel Tower, the Colosseum and Big Ben.
The trip marked many students’ first time in Europe, a cultural experience very different from that of the Americas...and one they hope to revisit in the future. “Obviously a huge difference is that in America we don’t have anything old. Everything there has so much history, and I feel like it’s not like that here. Here stuff only dates back to the 18th century; but when you go to Rome, you see things from the 15th century,” junior Bridget McGowan said. “It’s crazy to actually see history. We went into the churches; and you can go underground, and you could see layers and layers [of history]. So you could walk into a 19th century church and then be in a medieval church by going downstairs.”
London
“The driving is really different. I almost got hit by a car several times. Especially in London--the driving there is crazy. Obviously, driving on opposites sides of the road is different, but the actual way people drive is different, too.” —Bridget McGowan, junior Left: Outside the Leaky Cauldron, London, England
Normandy
Florence
“The American Cemetery at Omaha Beach was a powerful experience that really brought home the sacrifice of our soldiers during WWII, and of course made us think about the sacrifices of all our servicemen and women. Looking down the cliffs to the beach and thinking of those boys running toward enemy fire weighed down with 80 pounds of gear and slowed by the water was sobering. We were all pretty quiet and emotional.” —Ms.Wentland
“My favorite thing [about the trip] was probably going to Florence. It was smaller than Rome, so it was less busy, but it still had the Italian vibe. There was great food there; the food was probably my favorite part of the trip.” —Andrew Bertotti, junior Above: Ponte Vecchio Bridge, Florence, Italy photo by Bridget McGowan
Paris:
“Being at the top of the Eiffel Tower was hilarious. It was 30 degrees, very windy and everybody was whining their heads off. Everyone bunched together like penguins in the Antarctic and acted a little crazy, but the view was beautiful and well worth it.” —Ms. Wentland “I liked when we went to Versailles, the estate of the French monarchy. We rented bikes and rode all through Versailles and it was super fun. A group of the girls did it; the boys were all in the museum because we had different tour times. It was super big and really pretty, and it was fun to ride bikes. The Louvre was really fun. It was really cool because it’s so huge. We were in there for probably two hours and you only get to see ten percent of it. And we were going—we walked the entire time. It’s impossible to see the whole thing. We got to see the Mona Lisa and other famous works. It was cool because it was everything we learned about in school.” —Bridget McGowan, junior Left: Eiffel Tower, Paris, France
Rome
“In Rome, we were given a lot of free time to walk around and explore on our own. I thought it was really cool to be able to go around on our own and see all the different things and explore Rome for ourselves.” —Joe Behun, junior Above: Roman Forum, Rome, Italy photos courtesy of Rebecca Wentland
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arts & entertainment17
lancer express, volume 26, issue 5
Film Academy: taking a look behind the scenes julie ambo trina kim
staff writers
I
n the search for success, students walk the stressful path of rigorous classes and late nights filled with their life-saving cup of coffee--often
forgetting that it doesn’t have to be that way. Whether you’re interested in an career regarding film or want to have an memorable class, juniors and seniors can look forward to enrolling in the Film Academy, specifically designed for students striving for an academic challenge while having fun. For students who want to qualify for the filmmaking class senior year, they must take English
3 Film or English 3 AP Film and Film History or AP U.S History. To sign up for Film Academy, students must submit an application and either a response to the given prompt or an artwork of their own creation. Applications are in front of room 3101 and must be submitted to Mr. Brandmeyer no later than Friday, April 19.
English 3 Film
photo by omar ortega Film History teacher Mr. Jones uses a film and a lecture on the Cold War to teach his class. Juniors Jenny Simpson and Jake McCullough take notes to prepare for the upcoming skills test.
Film History
Five years ago, Mr. Jones’ room echoed with the routine lectures about the Civil War; but ever since joining the Film Academy, the room has heard more than its fair share of the voices of film stars. “Instead of doing a lot of activities where you’re using current events, primary resources or the book to tell the story, we use a lot of movies because it’s part of the Film Academy,” Film History teacher Mr. Jones said. Film History follows the same 10 units as a regular U.S History class while incorporating 25 films, lessons on director’s tools, two film series and a different testing form. “They take the skills test which is where they will be watching five movie clips, and they’ll have to analyze the movies based on what they learned,” Jones said.
Filmmaking
From a glance in room 3103, an observer can almost feel the utter concentration of the students who study the video clips playing upon their computer screens. A symphony of mouse-clicking and keyboard-clacking consumes the aspiring filmmakers wholly, until a wave of satisfaction washes over their exhausted faces. As a result of Mrs. Parr’s influence, Film Academy has greatly evolved since its creation. “Mr. Beauvais, who retired several years ago, taught this film class of 30 handpicked kids, but Mr. Brandmeyer, Mr. Jones and I wanted to make Film Academy available to more kids,” Parr said. Using projects such as silent movies, music videos and 80’s teen movies, Parr challenges her film-making students to channel their imagination and skills into two to ten-minute movie clips. “We write our own scripts, make our own storyboards, shoot everything, edit everything and then show the films,” Parr said. “We make six films in a year, and we have a film festival in May.” Sit in Parr’s classroom for a day, and one discovers that the agenda varies in six-week intervals; this time period consists of the entire filmmaking process. “If we’re in pre-production, we’re in here working on the premise and the treatment, the
If considering English 3 Film as a future possibility, students who are not particularly fond of books have reason to celebrate: the course assigns a mere three novels, and 20 movies. “During first semester, students analyze films of a particular filmmaker or film genre and write a response to every film we watch,” English 3 Film teacher Mr. Brandmeyer said. “During second semester, we do a research project on a filmmaker.” Mr. Brandmeyer recognizes that in addition to being undeniably captivating, movies offer a more relatable subject for scrutiny than text does. “With film, because we watch it in class and we’re sophisticated in what we watch, we get the vocabulary of film almost instinctively. Everyone can write and talk about it in a more natural and coherent way,” Brandmeyer said. English 3 Film teacher Mr. Brandmeyer and his students analyze The Great Gatsby, one of the three novels they read. photo by jared cohn
script, the storyboard or the shooting schedule,” Parr said. “If we’re in production, you’d walk in here and see nobody because they’re out shooting. If we’re in post-production, you’d see people on the editing stations on the computers, editing and putting films together and importing their music.” The student-made films are then showcased in the grand finale, the Film Festival, which demonstrates the knowledge and skills students have acquired over the two years. Not only does the curriculum’s focus differs from other English classes, but the program fosters a unique interaction between the teacher and the students. “Film is all about the students,” Parr said. “I really like watching people create things. I like that I get to be there with the students instead of really teaching, like in English, which I love to do, but is very intense.” Current freshmen and sophomores should consider Film Academy as a possible class for junior year. As previous film students state, the experience changes one’s perspective regarding film, and in the process, one may create lifelong friends. “Film is a creation, a piece of art, like anything else,” Parr said. “If you like working with people to create nifty stuff, then it’s a good class to take.”
photo by sierra gomperts English 3 AP teacher Mrs. Fanning reads out loud to her class and later on, will host an analytic discussion.
English 3 AP Film
Time becomes every AP teacher’s enemy, considering the difficult material and the quickly approaching May test date. Despite this, English 3 AP Film teachers Mrs. Fanning and Mr. Spanier have both taken on an AP course, and on top of that, incorporate film analysis. “Our primary goal is to pass the AP exam and to learn the required college-level reading and writing skills,” Mr. Spanier said. “We bring in documentaries to back up what we’re covering.” Mr. Spanier admits it is impossible to make everyone a lifelong reader but that people will always watch films. Although extremely demanding, the rhetoric class, in return, gives students freedom. “There’s very little lecture,” Spanier said. “For students who have been dying to have their own style, to break away from formulas and to create their own voice, it’s finally that time.”
photo by seannie bryan Seniors Kaitlin Large and Tyler Grove discuss the next project that Filmmaking teacher Mrs. Parr assigned while sharing some laughs with friends.
18 arts & entertainment
april 2013
Shining the light on Carlsbad’s filmmakers julie ambo trina kim
D
staff writer
efine impossible. A couple centuries ago, the very idea of moving pictures was nonexistent. Today though, our daily lives are consumed by what people once thought were unattainable creations -- think 3-dimensional movies and computer-generated imagery. Film offers a limitless number of possibilities. In room 3103, Mrs. Parr’s filmmakers recognize, and appreciate, what today’s technology has to offer, and they utilize it to create films of their own.
Of Film Academy’s many talented filmmakers, seniors Kelli Vaupel and Brad Streicher, in particular, stand out, as they possess the talent and drive necessary to survive in and influence the movie industry. They describe the impact filmmaking has made on their lives and rave about the countless types of editing techniques, camera shots and plot ideas film has to offer. Because nothing about filmmaking is impossible.
Starring: Kelli Vaupel Lancer Express: Describe the filmmaking process. Kelli Vaupel: First, Mrs. Parr gives us an idea. We write a prompt, a one-page description of what we want our movie to be like. Once we write the script, we make a storyboard. Then, we make a calendar to organize our two weeks of filming. After we finish filming, we download and edit it. LE: What films have you created so far? KV: Our silent movie was about a girl who had a ginormous lunch, and she had to keep it away from her hungry friends. For our music video, we interpreted “Little Black Submarine” by the Black Keys as a soldier who was having post-traumatic stress. Our photograph was of shoes in the middle of a street. In our film, the main character finds these shoes on a crime scene. LE: Were you interested in filmmaking before joining Film Academy? KV: On my own, just for fun, I’d take my siblings out and make home videos. My buddy, Andrew Gilmore, was always into film, and he wants to go into it as a career. I’d make my own movies, but I’d also be in his, so I’d see how he organizes his movies. Now that we’re in Film Academy, we get to see different people’s creations and their interpretations. LE: How have the students in Film Academy bonded over the past two years? KV: Last year, we got closer because the classes were narrowed down. This year, having everyone
in the same class is awesome. Mrs. Parr makes sure we split up the groups so that not everyone is in the same group every time. We get to make friends with people we don’t really talk to. LE: What lessons has Film Academy taught you? KV: Film Academy has taught me to keep my options open because nothing ever goes as planned. In our music video based on a soldier, we had many scenes of people dying. We didn’t have enough people, so we had the same person die four times. You would never know because of the different angles of the shots. We also lost what we were going to use as fake blood, so we filled up water balloons with paint and threw them. Film is about using you surroundings and figuring out how to maneuver what you have. LE: Do you plan on using film in your future? KV: I’m going into business marketing for college, but I think I can definitely use what I learned in Film Academy. Because we make short films no longer than nine minutes, I can make advertisements and commercials. LE: Why would you recommend Film Academy to next year’s juniors? KV: I would recommend Film Academy to anyone who is creative, who likes writing and who likes photography because you can incorporate all of that. You’re with a group of 60 kids who you know and love, and you get to do whatever you want.
Starring: Brad Streicher
photos by Seannie Bryan
Lancer Express: What was your favorite project of the year and why? Brad Streicher: My most favorite project has been the music video because we could go all out artistically-speaking. We took all of the different elements we learned from film, combined them with a great song and learned how to do something different from the normal film. LE: What was the most challenging aspect of the project? BS: The timing. If you’re even a second over the amount of minutes you have, it’s not going to work because you have to meet at exactly the end of the song. Other than that, it’s the editing. Probably the other hardest part was just coming up with an idea. LE: Why did you decide to be editor for this project? BS: You get into your groups and from there, you decide collaboratively who’s going to work on what job. Mrs. Parr really encourages that everybody moves around. She really wants to give everyone the opportunity to work in different positions and
to experience all aspects of the film industry. So combined with my CHSTV knowledge on how to edit, we decided editor was the best place for me. LE: What are your future plans? BS: My plan is to go to college and major in broadcasting/journalism, but film is definitely an option. Being in the Film Academy has only helped me. Whether I major in film, go on TV or do broadcasting, the experiences I have gotten from Mrs. Parr are going to last me a lifetime. LE: Why should students join Film Academy? BS: When you’re in your junior year, you get to go in classes that are different than the regular English classes. In that sense, even though you’re in English 3 AP or regular English 3, you’re learning a little more about filmmaking. It’s just a unique style of learning. As far as why students should take the film class in senior year, it’s the perfect senior class. You get to do something that’s super fun, that you love and while you do it, you get to make products that you are proud of.
“Scholarships are available and information is easily accessible. The college does what it can to help students find affordable ways to attend college. And the free tutoring is a wonderful resource! � Kelsy Schwarz
MiraCosta College Student Ambassador and Miss San Diego, plans to transfer to Cal State San Marcos
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sports
lancer express, volume 26, issue 6
21
photos by Alice Pecoraro Left: Junior Joe Behun prepares to take off for a backstroke race during a swim meet. Below: Senior Emma Rudolph dives off the board during practice, preparing for an upcoming meet.
Swim and dive teams look forward to successful season haley spanier staff writer
A
s the spring sports season comes around, so does swim and dive. As expected from the beach town of Carlsbad, many students hit the pool to practice their aquatics. Both teams have had a strong season so far and have high hopes for the future.
Swim
Having a junior varsity and varsity team for both boys and girls allows the CHS swim team to carry around 50 team members total. From club swimmers to water polo players to beginners, the swim team offers opportunities for many students. Senior Lexie Domingo, for example, is on the water polo team as well as the swim team. “For water polo you are required to take swim,” Domingo said. “That way it’s not hard to get back into shape.” With so many students on the team, CHS aquatics program continues to grow. “If you have more people on the team you can have a wider variety of events,” sophomore Sage Homer said. “Having a big team takes the independent part of swimming and turns it into a group experience.” The team aspect comes into full effect during the swim meets. While at the meets, swimmers can show their spirit,
“Keep up the school spirit,” Kulberg support their team and take part in their said. “It’s not only football games, it’s events as well. swimming.” “Coming to meets shows a lot of team spirit. It’s a new sport to experience and a new environment, but it’s still a social event,” freshman Kameryn Carbone said. While practicing throughout the Carlsbad High School’s dive team week, the team’s skill level grows, as does started off the season strong. Four girls on the team spirit, allowing the swimmers the team have begun diving for their first to perform to their best ability in year and have allowed the team to focus on competitions. working on the fundamentals. “Our spirit is one of the best aspects “We have a great team this year, and of the team. We are always their for with only one senior on the team, we’ll each other and helping each other,” said have a great team next year.” Dive Coach freshman Grant Kulberg. “Every swim Don Cashmore said. meet we are there cheering each other on The team, made up of ten members, whether its at the strives to starting line or the improve with finishing line.” every meet. Swimming has “We all many different support each events to offer, other and from longhelp each distance, middleother with Grant Kulberg distance and our dives,” sprints to styles sophomore such as butterfly, Michaela backstroke, breaststroke and freestyle. The Gacnik said. “The Coaches, juniors and shortest event is a 50 freestyle and the seniors really help us.” longest is a 500 freestyle. The dive team is allowed junior “You train for a specific stroke, and varsity, varsity and exhibition divers. once you train for it you never stop An exhibition diver is someone who working on it,” freshman Getsemani gets scored on their dive, but the points Mendez said. “They all have their own are not counted toward the final score unique technique and that’s what makes it of the meet. The only male on the team, great.” sophomore Luis Herrera, is an example of The swim team encourages students to an exhibition diver. come and watch their meets. “I wanted to practice and learn the
Dive
“
Our Spirit is one of the best aspects of the team. We are always there for each other and helping each other.
”
dives, then compete next year,” Herrera said. “It helps me because I can learn from the other divers and they can teach me different dives and techniques. I’ve learned a lot. At first I was nervous but now I’m getting the hang of it and really liking it.” Diving requires focus, determination and a lot of practice. The dive team works out six times a week, with meets every Fridays and optional practices on Sundays. “Typically, we get into the pool with our basic warm-ups,” junior Nicole Walker said. “We practice our dives, and sometimes, we do dry land workouts with abs and legs.” Having these practices has allowed the team to perfect the technique of their dives. At the high school level, divers jump off of a one meter board into the water. They receive a score from zero to ten, ten being the highest. “Some people think diving is just a somersault off of a board, but it’s a lot more than that,” Gacnik said. There are five different categories for dives: Forward, Backward, Inward, Reverse and Twister. Each diver does six dives per meet. However, during league championships leading up to CIFs, divers do a total of eleven dives each. “We are going to be really successful this year if we continue to work hard,” senior and captain Emma Rudolph said. The Carlsbad Dive team continues to be successful and has a bright outlook for the season.
22sports
april 2013
riley hoffman staff writer
Walk-up songs hit the right pitch
photo by Jared Cohn Junior Matthew Wezniak swings for the fences and exceeds his mark with a solo home run in a home game against Vista on April 8. After Wezniak also got the start on pitching, Senior Miles Anthony came stepped onto the mound in the final inning to close out the game with a save.
riley hoffman
B
staff writer
aseball. The game that defines America. Sure basketball and football are great sports, and we Americans also love the two greatly, but picking one of the other two over baseball would simply be sacrilege. Even those who consider baseball slow and boring can vouch for how essential the game is in our national culture. Many things seem to define the baseball experience; peanuts and crackerjacks, little league, the seventh inning stretch. While these memories stay fresh throughout our lives, many people tend to disregard one of the essential aspects of the game; the walk up song. Everyone can to recall an afternoon they spent down at the local ballpark catching a game with their folks, drinking lemonade and just having a dandy time, but why do we as people ignore the music when it’s so essential to the experience. Whether it be your favorite player swaggering up to the plate while Eminem blares throughout the ballpark, or former Padres’ closer Trevor Hoffman sprinting to the mound while “Hell’s Bells” echoes through the stands, the music sets the mood and becomes necessary at a ballgame. On Carlsbad’s own baseball team, each player has
his own walk up song, and all of the players seem to recognize the effect it has on the game. “My song is ‘Turn My Swag On’ by Soulja Boy,” Senior Nathan Mann said. “I wanted to pick a song that characterizes me as a person and a player, and the song just seemed to fit the mold.” “It get you ready,” Senior Chris Lutz said. “It ges you in the right mindset to play ball and do work.” Due to the demanding nature of the game of baseball l, the song tends to be one of few ways for players to show their personality. “Hitting is 90 percent mental,” Junior Matthew Wezniak said. “With such a personal experience, the choice of song has become sort of an art, as it helps to just calm you down and put you in the right mood. By the time I get up there it just becomes the pitcher, the bat, the ball, and me.” “I like to play the game with a lot of style,” Mann said. “The song gives me a nice aura, and the pitcher has to expect the best after my walk up.” While the walk up can be an intense experience, some players choose a type of song that simply puts them in a good mood for whatever happens at the plate. “My walk up song is ‘The Circle of Life’ from ‘The Lion King,’” Senior Slater Lee said. “The intro to the song just puts me into this great, relaxed mood, and I can’t resist getting in the zone.”
The song might even have a purpose of simply scaring the opposing team in anticipation for an at bat. “I picked my song (As I Em by Asher Roth) because it just gets me pumped up,” Wezniak said. “I want it to give off the vibe that I don’t care who you are or what you do, I’m going come into this arena and be total domination.” This intimidation can even be utilized in a more light-hearted manner. “My song is ‘Goldie’ by A$AP Rocky,” Senior Brian Thompson said. “I picked it because it says ‘In the presence of greatness’ and I want the pitcher to think they’re going up against the greatest player who ever lived, regardless of how I am hitting that day.” A walk up song is also a good way for the player to recognize the situation he is in and what he has to do at the plate. “The song really helps when the pressure is on,” Mann said. “It helps get me down to earth and adapt to how I need to hit, whether it be the everyday hit, or a moment where I need to clutch up.” Most of all the walk up song gives players freedom their own freedom on the field. “It’s the one part of the that’s all you,” Lee said. “No one can tell you what to do with it, and it always leaves a lasting impression.
sports highlights 23
lancer express, volume 26, issue 6
Spring sports athletes come into bloom john hankforth staff writer
A
s the weather gets hotter and hotter, athletes warm up for the new spring season. With the advent of spring comes new sports from swim and dive to lacrosse and volleyball to men’s golf and baseball. Carlsbad athletes are excelling this spring season. Track athlete Christian Freeman
shattered the Carlsbad two-mile record at Arcadia Invitational. Baseball took the win in the 3 game series against Vista. Men’s Volleyball beat Escondido on April 10. Lacrosse has a winning record of 6-3. April has been a good month for CHS Spring Sports.
Right: Junior Matt Wezniak showcases the talent that Carlsbad High School has to offer. Mon., April 8, Wezniak gets a home run giving CHS it's first run in their game against Vista with the score of 9-2. Later in the game, Wezniak transitions into the role of a pitcher for 6 innings and 2/3rds of another. He gave up two runs on seven hits on the way to a 4-2 Lancer victory. Last Friday, the Carlsbad team played a televised consolation game against Vista again.
photo by Jared Cohn photo byAlice Pecoraro Above: Junior Deja Sanders diving off a one meter spring board during practice doing a reverse pike dive. Sanders has been diving since freshman year. This year, she has qualified for CIF. Dive practices occurs five days a week in order to be prepared for the meets. Almost every friday--divers are asked to compete under the leaership of their team captain senior Emma Rudolph.
Right: Freshman Mani Mendez is one of the few freshman on Varsity swim. During her race against El Camino, Mani swam butterfly stroke and placed in the top three. Swim team season began late February, meaning dedicated practice 5 days a week from all athletes and meets on Fridays right after dive goes. The varsity swim team remains undefeated.
photo by Sierra Gomperts
24photojournalism
april 2013
Backstage: Happenin’ Hands jared cohn
photographer Everyone has heard of the annual fall and spring ASL shows, but many of us don’t know the effort that goes into each production. The show is a combination of ASL 3 and 4 classes which dedicate time both in and out of school to the production of the show. Months before the premiere, the ASL classes try out each of their song choices, and the top 30 make it into the show. After the final list of songs is posted, students spend class time practicing with their group. The show is made up of songs and skits that entertain audiences. The show is just like any other--practice makes perfect. They take two nights to go through tech and dress rehearsal before the show. It is a mad dash behind the scenes, but the organized chaos always comes together during each performance and the classes become an even stronger family than before.
Top left: Students scramble to the master list to see who performs next. Top: ASL period two students Germaine Germundson and Brittany Bilek sign their song "car wash" as the rest of their group hides behind the "car." Above: Kevin Moyer, Shane Nowak and classmates ascend to the dressing rooms. Left: Colleen Oh and Charlene Macky perform the opening song, "Let's Get it Started". On stage they are dressed as show hosts for the mock dance show.