The Muse Issue 1 Vol. 12 by The Muse at Dreyfoos

the the Volume 12

Issue 1

October 2014

RIGHTSREVEALED Students do not leave their rights at the Dreyfoos gates.

19-21

Alexander W. Dreyfoos School of the Arts 1

TABLE

CONTENTS

IN PRINT

OP ED Dreyfoos free-for-all

The staff editorial explores the unique freedoms Dreyfoos offers that cannot be found at other schools.

NEWS Club Rush chaos

COVERSTORY The school of the free

The cover story educates students on the rights they may not know they had on campus.

ON THE COVER

In the weeks leading up to Club Rush, students scramble to secure sponsors due to a new school policy.

FEATURES Small screen success

Theatre freshman Zoe Burger has the career that many students dream of: working on a Nickelodeon TV show.

ARTS Art as an outlet

Visual junior Thomas Cody channels his emotions into his art to help him cope with the difficult experiences in his life.

Graphic by Israel Fontoura

In this issue, The Muse explores student rights and how they are applicable on campus. Students have many rights, some of which they may not even know about.

SPORTS Going for the gold

Three Dreyfoos athletes competed in the prestigious Junior Olympics.

www.themuseatdreyfoos.com

Photo by Julia Horneck

Proudly advertising Key Club, piano senior Rudy Veiga moves through the Club Rush crowd. The club got 243 sign ups that day.

WELLNESS Stress fest

This story breaks down stress by grade level and guides how to manage it in the upcoming school year.

ENTERTAINMENT Halloween horror

Universal Studios turns into “The Walking Dead” for the third time in its most horrifying year yet.

ON THE WEB

Photo by Amanda Chaplin

This piece of art was created by digital media senior Amanda Chaplin over the summer. She combines the elements of multiple cities to create new worlds.

BLOG Monday Playlist

Weekly collections of notable advice and assorted music by the staff for every occasion.

This is a QR code. Scan it with your smart phone and it will take you directly to The Muse website.

NEWS Fast lane to slow connection

Find out about the rights to a free Internet.

Illustration by Adrain Cassanova

STAFFEDITORIAL DON’T ‘STICK TO THE STATUS QUO’ Student privileges are unlike any other in the county by MuseStaff

ocks don’t exist here, and if they do, they’re less attractive Troy Boltons. Breaking out into expressive song and dance in the hallway is an actual thing (Wildcats and Jaguars are one in the same). We don’t have violent fistfights like the ones on World Star Hip Hop: instead; we have concerto competitions. Dreyfoos is unlike any other high school in the area, and so are the unique freedoms that its students are afforded. From CityPlace lunch to a flexible dress code, its students boast incredible autonomy. But when does this freedom go too far? At Dreyfoos, responsibility is not explicitly taught. Instead, it is expected. The freedom we are given demands a reciprocal sense of responsibility. High school is a steppingstone to adulthood, and while the accompanying, newfound freedom may be overwhelming at first, trust is integral to this crucial stage of development. Lately, the buzz about this freedom has revolved around our dress code which, for awhile, was joked to be nonexistent. If we want, we can wear pink on Wednesdays or

dye our hair like the Hawaiian Punch mascot’s instead of adopting cookie cutter school uniforms like some of our private school peers. That doesn’t mean our relatively lenient dress code should be abused. Short shorts and crop tops are cute but when both are too short, students look less like future Juilliard students and more like Winnie the Pooh. Consider CityPlace lunch: in the span of 45 minutes, seniors are allowed to leave and dine at a plethora of restaurants in the middle of an outdoor shopping complex. From a non-Dreyfoos student’s perspective, that’s absurd and unheard of. But at Dreyfoos, it’s just another normal privilege granted to the seniors, who over their four-year experience at Dreyfoos, have developed a mature sense of responsibility. Even Dreyfoos’ arts programs allow students an unparalleled sense of independence. In the music and theatre departments, students have the option to use the practice rooms independently before, during and after school. Visual, communications and digital media students

are also given a berth of freedom in working on their art, whether working alone or using the publications’ press pass system or even using an expensive 3D printer, respectively. It’s not uncommon to see students roaming the halls during class, holding video cameras or drumsticks. Whether or not students are actively producing art (or socializing) in these scenarios, the students are still using their time in their own manner. It’s this method of instruction that instills responsibility, and it’s this method of instruction that prepares students for college, where they are the masters of their own schedules, between academics, extracurricular clubs and art. Ultimately, the freedom we earn in school is more than just an educational technique: it’s a privilege, and one that is earned by following the invisible rules of respect. The sooner we learn this, the sooner we establish the trust in balancing our freedom with responsibility. Keep this in mind, and we’ll bop (or dance or sing or paint or whatever) our way to the top. g

Contributor: Felipe Bomeny

OP ED

THE

MILLENNIAL DILEMMA commentary by JuanRamirez

uch has been said about the selfie. Professed to be the watermark of the Millennial Generation’s extreme narcissism and self-entitlement, its nature has been the subject of both pseudointellectual analysis and widespread debate. A highly discussed cover story published in TIME last year proclaimed it to be the single most telling feature of the predictable demise of today’s youth—a demise brought about by a disregard for others and an unprecedented sense of robotic disconnect. Other think pieces, while written by accredited authors, all share the common trait of being by-adultsfor-adults, never bothering to include its scrutinized subjects in the discussion. These efforts attempt to establish that uselessness runs rampant among today’s youth and that this generation will single-handedly bring down our long lived society. Not so fast, midlifers. It has become easy for social commentators to pick on us so called Millennials, saying we’re worth our weight in retweets and Instagram posts. Are we supposed to be ashamed of finding some sort of enjoyment in sharing our lives with anyone willing to watch? My grandparents would show me travel photographs until I forced some sort of smile and they got their desired reaction; is it that strange for me to do the same via Instagram, where my followers aren’t held against their will and can choose whether and how to react? In the pursuit of attracting attention, the players haven’t changed, nor has the game: just the pieces. As with every preceding generation, we are the product of our parents and of our parents actions. We are the generation that, from the start, was given unprecedented access to an unimaginable level of social technology. We didn’t question the advent of Twitter, Facebook, Instagram or the selfie extravaganza known as Snapchat; we accepted and integrated them into our lives. At some point along the line, this became a

OP ED

Why our generation is not as self-absorbed as it seems

global crisis for adults, who, in their typical introduced, touristy adults have been the ones antiquated ways, misunderstood the whole involved in this ridiculous practice, posting point. We don’t tweet about wanting food them on Facebook in vain hopes of once again because we think the universe will conspire being considered hip. in our favor. We don’t upload pictures of Since the ‘60s, our culture has moved ourselves at the beach in hopes of winning further and further towards the youth’s a National Geographic prize. We do these interests. We have finally arrived at a time things simply because we can. when it seems teenagers could actually rule Any statistic about the use of social media the world, or at least the Internet. Our tech will inform you that today’s youth spends savvy ways aren’t a disability. They don’t a record number of hours online. But when mean we are dumb, or useless or going compared to the whopping zero hours our nowhere. They don’t mean we won’t be parents generation spent online, any number graduating from whatever universities we seems monumental. Besides, the cliché attend or scoring well paying jobs; someone image of a dumb teenager mindlessly texting has to achieve those whether selfies are away might have been funny in 2004, but involved or not. These abilities are nothing go to any public assembly and you will see but our generation’s way of self expression. very different results. If you’ve ever been So hold your phone up high, get the right watching a performance, or gathered in any lighting and take that selfie. g sort of group where silence is expected, and Boca ATA proudly sponsors Dreyfoos School of the Arts! suddenly heard the annoying clack of an iPhone piano combined with the blinding light of 100 percent brightness, you almost immediately know an adult is behind that screen. No one else but a cataract-pained adult would lack the ATA TAEKWONDO CLUB OF BOCA RATON technological etiquette to turn their brightness down. In truth, most of the grievances brought CLASSES FOR STUDENTS OF ALL AGES against us seem to be NO CONTRACTS – STUDENT DISCOUNTS more reflective of the VISIT OUR WEBSITE AND GIVE US A CALL TODAY! MENTION THIS AD FOR ONE WEEK FREE adults, who seem to take out their secret interest in Millennial affairs on us by dumping all of their out-of-touch insecurities on us. When was the last Where: time you saw a teenager 7600 NORTH FEDERAL HIGHWAY actually reach out their BOCA RATON, FLORIDA 33487 arm, camera in hand, and (561) 994-8748 take an old-fashioned Visit our website at: WWW.BOCAATA.COM selfie while disrupting the environment around them? Ever since the front-facing camera was

ANDGRIPES

THEISSUE

THESTARS

Should students not be required to participate in reciting the Pledge of Allegiance in school?

Point

Counterpoint

very day, millions of students recite in monotonous unison a pledge of loyalty to a material object. The material object represents a 300-year-old indivisible organization, and the pledge preaches for one nation under one omniscient deity. “One nation under God.” Those controversial words were added not to promote religious unity, but to distinguish the United States of America from its Communist rivals. The United States took the obvious approach as the self-proclaimed leader of the free world, adding the words “under God” in their statist pledge to distance themselves from the atheist Communists. But in trying to make ourselves more American, we violated the very principles upon which we built our country. Many proponents of keeping the Pledge point to Supreme Court decisions, which show that reciting the Pledge isn’t mandatory. However, in my elementary school, kids who didn’t stand for the Pledge were singled out. In school, peer pressure is a strong force. I recite the Pledge every day because it’s habit. The problem is not that the Pledge of Allegiance is terrible and should be abolished—it holds purpose, but it doesn’t belong in the classroom as it is now. The final part of the Pledge says that the Republic is one nation with liberty and justice for all, which is not the case for many Americans today. Our country still grapples with LGBTQ and minority rights, and these Americans do not receive the same fair treatment that those in the majority enjoy. The School District of Palm Beach County’s Student and Family Handbook includes a section specifically addressing the Pledge of Allegiance. Without an excuse in writing by a parent, students “must stand and recite the Pledge of Allegiance.” Also, teachers “cannot single the student in front of the class” for not standing, something that I have experienced multiple times. Most importantly, the school “must post in a conspicuous place a notice stating the students’ right not to stand,” which according to assistant principal Leo Barrett we do not have. Sometimes we must let things go, no matter how long they have existed. It is in America, the free country, where we celebrate differences. It is in America, the melting pot, where aspirations and hard work triumph. It is in America, the home of the brave and the land of the free, where we reject the very notion of the monotheistic state that the pledge describes. What is the purpose of blind or forced patriotism if it violates the very principles of the nation to which we pledge allegiance? g

his summer, I had the opportunity to travel to Walter Reed National Military Medical Center, where I met Daniel. Over baby back ribs and warm cornbread, I learned that he was a 24-year-old Ohio native, and was deployed in the summer of 2011. His dreams of a lifelong career in the United States military were cut short in December of 2013 after he was brought home following severe injuries that resulted in the loss of both his arms. Daniel, an American hero who fought valiantly for the freedoms our flag represents, will never be able to put his hand over his heart to say the pledge again. Those against saying the pledge of allegiance argue it has religious undertones due the phrase “One nation under God.” Congress added the “Under God” to the Pledge in 1954 during the Cold War. Many members of Congress reportedly wanted to emphasize the distinctions between the United States and the officially atheistic Soviet Union. Such additons were not done to make a statement regarding religion, but rather a statement on national security. Seeing as the United States has no official religion, in 2012 an anonymous atheist couple took their grievances against their child’s Massachusetts school district to the state Supreme Court in the case Doe v. ActonBoxborough Regional School District. Ultimately, the court decided the phrase did not discriminate against non-religious students, and while teachers are required to lead the pledge, it is not mandatory for a student to Illustration by Adrian Cassonova recite or even stand showing a sign of respect. Similar Supreme Court cases have also ruled in favor of keeping the pledge in schools. I look around my third hour every day and watch people finish homework, text and even put their heads down while it is being recited. In years past, I’ve been that kind of student too: dismissive of the pledge’s true purpose. Now I am frustrated by the passive patriotism that seems to plague my classmates. Now during the pledge, I remember people like Daniel, and wonder what they would think of the incredible lack of respect for the symbol of national unity. The pledge, like everything has its flaws. Past the questionable phrases or modern day interpretations, those stars and stripes stand for the freedoms, we as Americans are privileged to have. There used to be a time when displaying respect and patriotism was not given a second thought, but in a day and age dedicated to political correctness and avoiding recrimination, students are losing their American pride. While it is important to respect individual student freedoms’, we must remember to respect the history of sacrifices that have been made by countless men and women for people like you and me. g

Commentary by MichaelWang

Commentary by MorgaanJessell

OP ED

SHAMING THE NAME GAME

The sociocultural consequences and contexts of a name commentary by ClaudiaZamora

am a river in Ecuador, a city in Mexico. I am a province of Spain, a municipality in Venezuela. Much like José Zamora, the MexicanAmerican man who was routinely denied jobs until he renamed himself Joe, the last name Zamora, in part, defines me. I am a secondgeneration CubanAmerican. Although I may not have been born in Cuba like my grandparents and father, I have been raised to respect my heritage. My brown hair, dusted with blonde undertones, and pasty complexion may deceive—while I may not appear a girl of Latina color, I take pride in knowing that my father and his family have led fruitful lives as Cuban immigrants and made my 17 years of education possible. I have contemplated José’s story. I initially came across the article after a distant friend tagged me in her shared post on Facebook. I’ve always viewed a name as an aspect that is central to one’s identity. For me,

it seems nearly impossible to think of acquaintances’ names without immediately visualizing wallet-sized images of their portraits and personalities. A name is an opportunity to heighten the life and the vibrancy of a person. A name should not devalue an individual, such as in José Zamora’s case. By generalizing both first and last names we lose an identity, a personality, idiosyncrasies that make us who we are. Names should not be cultural labels. José Zamora took his job search through Los Angeles, the same setting for psychologists Adrian Carpusor and William Loges’ 2006 study on ethnicity in names. Carpusor and Loges sent 1,115 identical emails to landlords in California suggesting interest in purchasing property. The notes were signed with either the pseudonym Patrick McDougall, Said Al-Rahman or Tyrell Jackson. The results concluded the nature of discrimination based on name titles—89 percent of the emails from “Patrick McDougall” received positive replies, while only 66 percent of the emails from “Said Al-Rahman” received responses suggesting interest. Even less, only 56 percent of the emails signed “Tyrell Jackson” received

favorable responses. If we continue to make assumptions based on names, we will always find a way to discriminate. The media has portrayed José’s case as if dropping the letter “s” can change his destiny—a simple transformation from José to Joe is all that he needed to succeed in modern-day America. What we fail to recognize, however, is the significance of losing the accent above the “e” that brings the cultural pride to José’s identity as a MexicanAmerican man. By rearranging his name, José not only lost a letter of the Spanish language, he lost a part of himself. José’s struggle with adversity continues to confuse me. I never thought that having a Hispanic last name like Zamora could possibly affect my chances of being successful in the workforce. In the past, I was encouraged to represent my second-generation CubanAmerican culture by embracing my last name, making it a part of who I am. I will never substitute, rearrange or replace any of the letters in my name to appease. g

ICE WATER AND NOT-NICE WARLORDS

ALS awareness just another 'slacktivist' fad commentary by FelipeBomeny

ow do you catch an African warlord? That’s the question we all asked ourselves two years ago, when Facebook users suddenly became ardent, unofficial Amnesty International spokespeople in calling for the arrest of Joseph Kony. But after Jason Russell, who started Kony 2012, was caught in a public breakdown, the campaign fizzled. Now it’s 2014, Kony is probably roaming through the bushlands of the Central African Republic and piano vigilantes already found the latest feel-good case to pretend to care about. The dying ALS Ice Bucket challenge, which thrived over the summer as millions (including me) found a creative way to beat the heat and raise awareness for ALS, temporarily filled this gap. The most shocking aspect about the challenge (along with the chilling sensation

OP ED

of trickling ice water) was the immense and gross ignorance surrounding ALS. For example, Governors Bobby Jindal, R-LA and Nikki Haley,R-SC, both passionate opponents of abortion, participated in an ALS awareness meme, when research for the disease depends on embryonic stem cells. Several ice bucket videos littered throughout my Twitter feed failed to even mention ALS, what it is or even what the acronym stands for (Amyotrophic Lateral Sclerosis). Even so, despite its shortcomings and magnetic Illustration by Jose Castillo attraction for slacktivists, the movement made and continues to make positive progress. And, unlike the viral Kony fiasco, the Ice Bucket challenge crucially generated quantifiable success, in the form of $100 million in donations.

Admittedly, the money cannot be expected to flow at this rate. Such is the lifespan of the meme. The question of how much money will be donated to advertising in a world where people have abandoned ALS awareness for the latest fad is also worrisome. But for a brief moment, we united, beautifully, to take down a horrid disease that affects around 30,000 Americans. We shared a few raucous laughs and mild chuckles along the way, but we fought for a cause. We also deluded ourselves. We used the logic that paying a little extra for a bottle of Ethos water at Starbucks or a red iPod will magically purify African water sources or singlehandedly eliminate HIV/ AIDS, respectively. Then, we applied this idea to a viral craze, which existed only briefly, intensely and fleetingly. But for all my cynicism, the ALS Association continues to enjoy donations that may help provide a cure through research. Let’s just hope this progress comes quicker than other awareness memes. After all, Kony is probably feeling a little lonely. g

News

RUSHING FOR

SPONSORS Students swarm the gym to sign up for clubs while club members swarm for sponsors

Photo by Krystal Sundar

Vocal seniors (L-R) Matthew Pennestri, Daya Desai and Craig Carrier attract new members to the club that they are a part of. A Prom to Remember : Operation Dreyfoos is a club that supports an organization that works to give kids with cancer the ultimate prom experience.

by TaylorRich

o help ease the organization of student run clubs this school year, a new policy allowing teachers to sponsor only one club has been implemented and has caused a lot of stress on both pre-existing and new clubs. The rule was imposed by Assistant Principal George Miller. “For three or four years, some teachers have been sponsoring multiple clubs, and I give them credit because they wanted to help out the [students],” Mr. Miller said. “However, what would happen is that the teachers would sponsor so many clubs, and not sponsor them well.” The lack of efficiency among some club sponsors brought out complaints from students and even parents about problems

IN THIS SECTION:

8 10 11

Read about the controversy of one student's artwork that was taken down from the Building 9 summer art gallery. See how English teacher Geoffrey Johnston integrates the importance of art into his academic curriculum. Find out more about the transition from FCAT to AIR, Dreyfoos' new faculty, the issue of Common Core and the new cell phone restrictions.

within their clubs. After considering what to do about the problem, Mr. Miller decided to create the new rule for all clubs at Dreyfoos. “There are over 100 faculty members. Why do we always have the same faculty members sponsor the clubs?” Mr. Miller said. “This rule makes it so teachers can only do one club that they can concentrate on and sponsor well. Is it better to do one [club] really well, or five [clubs] mediocre?” This new rule and the quest for sponsorship caused stress for many clubs, including some of the most popular at Dreyfoos, such as ThinkPINK and Key Club. With their original sponsors having other things on their schedules that needed to be prioritized or other clubs they already commit to, the hunt for new club sponsors was frantic. “The problem with the logic behind the new rule is that teachers that weren’t willing to sponsor any clubs last year also weren’t willing to sponsor any this year,” strings senior and ThinkPINK president Fabiola Plaza said. “It was stressful because all of the larger clubs continued on page 8

Photo by Caroline Webb

Visual senior Brianna Speer sports her Arts Camp shirt while advertising for the club during Club Rush.

NEWS

CLUB RUSH continued from page 7 and the clubs that have been around for longer were left without a sponsor due to this rule. Essentially, it was ‘The Hunger Games’ for club sponsors.” The fight for sponsorship put a lot at risk for Key Club because they are part of an international community with many chapters around the world. If Dreyfoos’ chapter didn’t get a sponsor, this global community would be affected. “Key Club has over 100 members and was left without a sponsor due to this rule. It was difficult to find a new sponsor because all of the teachers either sponsored another club already or didn’t have the time to do it,” Key Club president and communications senior Claudia Zamora said. “I felt like it was my personal responsibility to find Key Club a new sponsor or else a huge part of the Key Club international community would be taken away, and it puts the position of our international officers at risk. There was a lot on the line.” Despite the new rule causing clubs distress in finding a new sponsor, Club Rush successfully occurred during lunch on Sept. 11 with 64 clubs. This year, several new clubs were introduced at Dreyfoos, such as Girls Learn International, a club that enables girls in developimg countries to receive an education by raising money and awareness for girls’ education. “Club Rush was great. We had a ton of sign ups,” said Girls Learn International vice president and digital media junior Beatrice Hood. “It was fun to inform everyone about Girls Learn International. I think that [Club Rush] was fun for everyone, even if you weren’t running a club.” Despite the new staff sponsorship rule setting clubs back and causing conflict, the filled sign-up sheets and endless amount of candy wrappers indicated a successful Club Rush. “It’s not like we didn’t have the manpower here to accommodate all of the clubs, because now we have 64 clubs and we have 64 sponsors,” Mr. Miller said. “It works out perfectly.” g

NEWS

CENSOR NO EVIL

Student has art taken down due to content that is seen as controversial

Photo courtesy of Emily Fore

Pictured above is the artwork that was censored. Digital media junior Emily Fore expresses the common saying ''Hear no evil, see no evil, speak no evil'' by having a student pose with a cigarette to show the ''evils.''

by MaryRasura and LexiMarcellino

hen digital media junior Emily Fore walked down the stairs of Building 9 to take a photo of her summer piece, she was surprised to find a note in its place. Administration took Fore’s art down because it did not comply with district guidelines. The piece in question was a hockney, a collection of three manually assembled collages, each depicting a young man smoking. In one collage the subject had sunglasses on, in the other headphones and in the third his hand covered the majority of his mouth. The piece had been removed from the Summer Art Show by administration under the pretense that it promoted underage smoking. “It was brought to my attention by an administrator,” visual dean Jenny Gifford said. “The three of us, two art teachers and an administrator, made the decision.” However, Fore states that was not her intention. “The piece is ‘hear no evil, see no evil, speak no evil’ so what I’m saying is that [the pieces’ subject] is doing the evil, because my concentration is irony,” Fore said. “They won’t let me put the piece up because they’re saying I’m promoting teen smoking, but in reality I’m not at all.” Ms. Gifford sees the intent behind the piece, but thought people visiting the show would not. “She can submit it to scholastic, keep it in her portfolio, but we made the decision that we couldn’t show it in a public school show,” Ms. Gifford said. From Fore’s understanding, there was no official rule telling her that her piece would have been inappropriate. Andy Fore, Emily Fore’s father, echoes this sentiment.

“What’s most upsetting was that there were no guidelines given. How do you know you’re violating a guideline if they don’t give you any? They could have flat out said ‘no cigarettes,’” Mr. Fore said. Though there were guidelines for the visual department, students in the digital department were not informed. “For the visual students we have a list of subjects to avoid. One is to avoid photos with faux drinking and smoking,” Ms. Gifford said. “It said to avoid; it didn’t say you couldn’t, so granted I’ll change the wording next year. It didn’t go out to her since she’s in a different department and we’ll look into changing that for next year.” Assistant Principal Corey Ferrera understands the work that Fore had put into her piece. “We are an arts school, so we do not want to limit artistic expression, but we are also a public school, so we need to follow the School District,” Ms. Ferrera said. Fore dislikes how her piece was taken down and would have preferred that the staff took alternative methods. “I would have rather them come up to me and said ‘we’re very sorry but we have to ask you to take it down,’ and maybe if they had said ‘there are other things you could do like cover up the cigarette or put a piece under it that said ‘this isn’t promoting teen smoking,’” Fore said. Ms. Gifford hopes to change directions for future assignments in order to prevent similar situations in the future. “I think it’s raised a very healthy discussion among our faculty about clarifying our guidelines for students and their assignments,” Ms. Gifford said. g

TEACHINGWITH by RileyFreese

iscussions about attitude, impression and movement of an art piece can pass over the heads of even the most finicky art connoisseurs. But in english teacher Geoffrey Johnston’s classes, these are regular topics of discussion among students. Mr. Johnston teaches a unique version of the course AP Language and Composition, implementing themes from art and film. Students who are taking a film class are eligible for this specific class of AP Language and Composition, which aims to compliment a film or photography class. “The purpose is to infuse the traditional class, which is AP Language and Composition, and support [it] with visual work. [Then use] the visual work as an argument including documentaries and visual rhetoric,” Mr. Johnston said. Even students who are not enrolled in a film class are immersed in this art and academic fusion. Mr. Johnston implements some level of the thematic principles of film and photography into all of the classes he teaches. “My fourth period is comprised of many different majors, [but] I still bring [this curriculum] into my other classes,” Mr. Johnston said. Mr. Johnston brought his students to the

Teachers implement the arts into their teaching styles

Summer Art Show in Building 9 as preparation for a project on visual rhetoric. The focus of these presentations was on the purpose and meaning of the pieces students viewed at the

Photo by Rowan Bennetti

English teacher Geoffrey Johnston explains the importance of intertextualization in rhetoric to his AP Language and Composition class.

gallery. Students stood up in front of the class and connected brush strokes on a canvas to theme analysis. “We were to choose two pieces of art of different mediums from the art show,” strings junior Christina Rodriguez said. “We had to synthesize [the art] into five categories and analyze it.” The relationship between art, primarily film and photography, combined with thematic elements of literature is what makes the class so successful. Stemming from an obvious passion for art within the student body, inductive reasoning is taught through analysis. Mr. Johnston focuses on bringing general or unclear themes in literature into light by using easily identifiable evidence through the text. This skill is practiced using art where the purpose or meaning of a piece is indirect, but can only be decided through the use of quantifiable facts of the piece. “[This] contributes to thinking about something in the abstract realm and supporting it with something concrete,” Mr. Johnston said. “That’s what I’m looking for because it can also be used in literary analysis. [In literature] a theme is not always directly stated.” By using art as a way for students to analyze text, Mr. Johnston creates a distinctive link between the arts and academics. g

RUNNING FOR NEW REQUIREMENTS by AlexisPinchuk

ver the past few years, upperclassmen rushed to complete their gym requirements before graduation. As a result, students are now expected to complete their physical education courses by the end of their sophomore year. Students need a year of physical education or a half credit of personal fitness and one half credit of physical education activity elective. While students were previously allotted four years to meet this requirement, there were issues with students completing their gym credits in time. To avoid unfulfilled physical education credits, the new rule ensures that students complete them before junior year. If they do not do this, they are placed in a gym class at school during their junior year. “We’re taking action to guarantee you

graduate on time,” Assistant Principal George Miller said. Not every student thinks that this new requirement is a helpful tool to keep students on track. “I don’t think people will be so happy [about the new rule] because a lot of people are dedicated to their art and would rather take their [art] classes [instead of physical education],” communications freshman Morgan Scott said. Most students have turned to completing this requirement online. Florida Virtual School allows students to complete their half credit of Personal Fitness and half credit of physical education known as Fitness Lifestyle Design activity elective online. This also fulfills the required online credit. “It gives [students] an easy option. They can take it really easy and fast without having

to relinquish a class,” said strings sophomore Keeth Smith, who took physical education on FLVS over the summer. “I didn’t want to sacrifice a class and I didn’t have a class to sacrifice. My electives took it up.” Students who take Personal Fitness through FLVS must purchase a MOVband, which tracks their movements. The students record this information and submit it for their class to prove that they have been active. Faculty prefers students taking physical education in school rather than through FLVS. “How did I know he did it [took the course honestly]? There’s no security. That’s not just for P.E. but for any FLVS course,” Mr. Miller said. Whenever and however students choose to take physical fitness, students need to complete it in order to graduate. “Either you take it today or you take it tomorrow. If you take it today, you get it out of the way,” Mr. Miller said. g

NEWS

the

BRIEFS

PHONE POLICIES

a collection of bite-size, noteworthy stories

by LexiMarcellino

he inappropriate use of technology in classrooms has become an issue for many teachers. According to some teachers, students continue to have a smart phone, tablet or laptop out in class when they are not supposed to. When asked about the increase of the distraction in class, most teachers seem to agree on the same motto: “out of sight out of mind.” “I have cell phone holders in my class room, but students can keep their phones in their backpacks,” communications dean Angela Weber said. “I’ve had students come up to me and tell me it helps them stay focused.” g

NEW TEACHERS by UmaRaja

T Photo by Julia Bonavita

English teacher Theresa Beermann explains to her students' parents the course's curriculum. Open House was hosted Sept. 23. Parents followed their childrens' schedule to learn about their classes and teachers. Her projector displayed 'tearable puns', a flyer made by communications senior Mackenzie White.

NEW PLANS FOR LTMs by UmaRaja

o students, LTM days mean sleeping, browsing social media and procrastinating. For teachers, LTMs, or learning team meetings, are starting to mean something new. This year LTMs have started to utilize a program that will help teachers assist students. “LTMs are [now] comprised of training sessions and workshops focused on Marzano,” communications dean Angela Weber said. “Marzano is an evaluation system used to [assess] teachers. The strategy is to use Marzano principles to be [successful] teachers.” According to the Marzano website, Marzano is a teaching program that focuses on student achievement and proper teaching methods. The model helps teachers plan and teach rigorous lessons, reflect on their progress, collaborate with other teachers and monitor their students for positive results in a healthy environment. “A Marzano trainer leads the workshop,” Ms. Weber said. “There are PowerPoints and video clips that show [Marzano] models. We

work in small groups to come up with ideas and share them.” The meetings occur before school starts on LTM days. They are a school-wide effort that the entire Dreyfoos faculty collaborates on. “All teachers at Dreyfoos attend the meeting. All faculty, administrators and guidance,” Ms. Weber said. “Normal LTMs are two to three hours. However, Dreyfoos is longer, around three to five hours. We’re considered [to be] a demonstration school [because of our advanced LTMs].” Dreyfoos LTMs are based off a thick packet called the “Marzano Center Essentials for Achieving Rigor.” The website states that the packet includes strategies to teach students college and career readiness standards. “We’re learning more about recommended strategies to use in our classrooms,” social studies teacher John Bauer said. “It’s good to get together as a staff and share ideas.” g

he start of the school year brings in many new faces. There are 13 new teachers and staffers spanning the math, social studies, digital, visual, communications, dance and foreign language departments. There are also two new guidance counselors, Mark Carson and Olga Middleton. Anthony Bethel is a new police aide. Julie Craver is the new ESE coordinator who helps students with special needs. g

COMMON CORE by AlexisPinchuk

ee County, one of Florida’s largest school districts, voted to opt out of the Common Core standardized end-of-course exams, but soon after withdrew its vote to do so. Frustration with standardized testing and guidelines led to the original vote to opt out of Common Core, which the Common Core States initiative said “are based on what students should know and be able to do in each grade level.” g

FROM FCAT TO AIR by MackenzieWhite

lorida’s Education Commissioner Pam Stewart has decided to change the state’s standardized tests from the FCAT for the first time since 1998. Five companies including ACT, the American Institutes for Research, McCann Associates, Pearson and CTB/ McGraw-Hill submitted ideas for the newest exam. The American Institutes for Research, or AIR, secured the position along with a $220 million contract with the state of Florida. AIR is now designing a test to replace the FCAT as Florida public schools’ annual standardized test. g

Features

CASTING CALLS AND SPELLS Dreyfoos student pursues an early career on Nickelodeon television show 'Every Witch Way' by TomKapitulnik and RileyO’Connor

ot many students can say they have experienced being on national television. Even fewer students have had the honor of starring on a hit Nickelodeon show. Theatre freshman Zoey Burger is an exception to both of these standards as she currently plays the role of Gigi Rueda on the cast of “Every Witch Way.” Burger’s theatre career started when she was relatively young. Her friend persuaded her to join an acting class when she was 8years-old. “I thought, ‘I’ll give this a try,’ and I loved it,” Burger said. “It’s been amazing.” In 2012, at the beginning of the audition process, Burger read for the roles of Maddie and Katie, but when called back, she was asked to read for the part of Gigi Rueda. In January 2013, Burger found out that she had booked the part of Gigi. “It was the most amazing feeling,” Burger said. “I walked into the car and there were tissues everywhere because I had told [my mom], ‘if I get this part I’m going to cry so hard.’ It was an amazing feeling of accomplishment. “ Nearly two years later, “Every Witch Way” is filming its third season and has been nominated for Favorite International Program at the 2014 Argentina Kid’s Choice Awards. Being a star has been an adjustment not only for Burger, but also for her family. On top of pursuing a full-time acting career, Burger must also juggle her schoolwork. “My parents are insanely supportive,” Burger said. “There’s no way I’d be where I am now without them. [My mom] runs my scenes with me, helps me out and drives me to set. There’s really no way I could do it

without her.” Aside from acting, Burger spends her free time as an active part of different social initiative programs that concern issues like bullying and illiteracy. “My cast is like my family and I’ve been able to do some great things with [them],” Burger said. “[We] go to an elementary school and teach kids the importance of learning about grammar and reading because all of that plays into acting.” In March 2014, the cast of “Every Witch Way” was invited to attend the Kid’s Choice Awards as guests.

“It was so much fun. The ‘Dance Moms’ cast came up to our cast and asked for a picture and it was the craziest thing because I love ‘Dance Moms’,” Burger said. For the next three months, she will be filming part time in the Nickelodeon studio in Miami. After this show, she is unsure what the next step will be. “I have no idea what’s going to happen [in the future], but I’m hoping for the best,” Burger said. “[Acting is] really hard to do. I know that time management is a big thing and so is determination.” g

IN THIS SECTION:

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Check out the interesting photos that students took during their summer adventures. Visual students get head starts on careers in the fashion industry by creating eclectic and unique designs. Guidance counselor Georgia Mounce stays strong through her husband's battle with cancer.

Photo courtesy of Zoey Burger

Theatre freshman Zoey Burger stands on set, ready to shoot a scene on the set of the hit Nickelodeon show ''Every Witch Way''.

FEATURES

AROUND THE WORLD IN ONE PAGE

Photo by Jordyn Rasku

Jordyn Rasku traveled to Ensenada, Mexico with her church to volunteer at the local orphanage that houses children who have been taken from their families by the government. The children at Pequenos Hermanos played soccer and painted nails with Rasku. Photos by Lauren Bates

Lauren Bates' adventures in Bali and Java included visiting the Prambanan Temple Complex, a Hindu temple (right), and visiting a Balinese school (below). Bates also had the chance to see a short puppet show during her trip. Puppeteering is a large part of the Balinese culture. Balinese will often perform puppet shows for as long as three and a half hours.

Awestruck by the proximity of the wild giraffes, digital media junior Samii Stoloff captures a once in a life time moment of the immense animals roaming in their natural habitat.

Photo by Chelsea Beckton

Chelsea Beckton experienced a whole new side to Jamaica when she moved in with family for 11 days. ''I learned what they eat, their love for football, and what they referred to each other as,'' Beckton said. ''For instance, everyone in a Jamaican family refers to a person two or more generations ahead of them as 'Aunt.'''

Studentsâ&#x20AC;&#x2122; summer travels by JadeLenkersdorf

ummertime is the perfect opportunity for students to travel. Vocal junior Lauren Bates traveled to Bali and Java, digital media senior Chelsea Beckton ventured to Jamaica and digital media senior Jordyn Rasku volunteered in Ensenada, Mexico. Batesâ&#x20AC;&#x2122; adventures included visiting a Balinese school and religious monuments. Beckton lived with her

FEATURES

family in Jamaica for 11 days and immersed herself within the culture. Her experience taught her what it means to be a true Jamaican. Rasku went to Mexico with an organization called YUGO and volunteered at the local orphanage. Although the language barrier was wide, the bond between Rasku and the kids stood strong. g

FASHIONING A

FUTURE

Visual seniors begin to pursue their passions for fashion by StarrCourakos

isual senior Camila Gonzalez was inspired by her mother to begin designing. Visual senior Emily Gerstein was inspired by a designer to start her own clothing line. Gonzalez designs elegant garments from repurposed materials. Gerstein creates tee shirts out of her original prints. Although Gonzalez and Gerstein are pursuing different avenues in the fashion industry, these two young artists are paving their paths in the world by taking their passion for fashion to a whole new level. Gonzalez’s mother taught her to sew and Gonzalez started designing at age 7, creating dresses for her toy dolls. Gonzalez decided Photo by Camila Gonzalez

Digital senior Kendra Martin models Gonzalez's one-of- a-kind garbage bag and soda tab dress.

Photo by Emily Gerstein

The Emily Jordan blouse is styled here with Gerstein's great grandmother's necklace, vintage Levi's shorts and Jeffrey Campbell shoes.

to turn her passion from a pass time into a career in the eighth grade. Over the years, she has continued pursuing her hobby and even added an eco-friendly twist to her creations by using repurposed materials. “I like to make a lot of clothes out of recycled materials or just random things that can be repurposed into something more elegant, like dresses,” Gonzalez said. The young fashion designer has made many dresses and garments, but there is one that has always stuck out in her mind. “My favorite dress that I’ve made is out of black garbage bags. I kind of just picked a random material that I thought looked cool. For the garbage bag dress, I used just plain, black garbage bags and wove soda tabs through them,” Gonzalez said. Gerstein began her fashion journey not at home, but in an office. “I did an internship two summers ago with local handbag designer Jennifer Haley and this summer I was an employee for her,” Gerstein said. “Haley’s designed bags for celebrities such as Heidi Klum, Halle Berry and Selena Gomez.”

Working for such a distinguished designer two years in a row really motivated Gerstein and fueled the fire she already had for fashion and business. “She was just such an inspiration because every day I got to see how her designs improved from start to finish. It really inspired me to start my own business,” Gerstein said. Since returning from her internship, Gerstein’s business has taken off. She began the plans and preparations a year ago and formally launched her website, shopemilyjordan.com, in late July. “My business is revolved around original prints I’ve made, which are a tech style,” Gerstein said. “They’re simple garments with a twist of print.” In transferring her designs from her sketchbook to the clothing rack, Gerstein must undergo a complicated process. After hand drawing her prints, Gerstein then scans them into the computer where she multiplies and manipulates her artwork. After that, the prints are put onto fabric which she then designs into simple, yet unique garments. g

Photo by Emily Gerstein

Visual senior Emily Gerstein displayed her work in the Summer Art Show. Gerstein's original blouse feature her self-named Emily Jordan print..

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TECHNOLOGY IS TRACKING THE ‘TROUBLE’ New apps on the iPhone allow parents to keep tabs on students commentary by NateLeonard

here used to be a time when the words “parent” and “technology” would be paired together and a laugh track would sound in the background. In this time, parents would have enforced traditional stereotypes, fumbling with the computer, Internet or new phone they were unable to operate. However, in this technologically advanced age, no longer can a sitcom play the technologically inept Nate Leonard parent card. In fact, that card could be considered obsolete due to an increase in parents becoming proficient with this new technology. For many people, technology is an avenue towards simplifying and alleviating the stresses of everyday life. Parents are no exception to this phenomenon. However, controversy arises when parents chose to alleviate their daily stresses by utilizing technology to monitor their teens. Armed with a modern front, parents are now taking advantage of the technological advances and using iPhone apps to keep their teens on

tighter leashes. Phone applications such as MinorMonitor, TimeAway and Life360 facilitate parental involvement as they allow parents to track their teens by monitoring their computers, phones and observing their car movements. These applications often sponsor easy user interphase, making them more appealing to an older generation. For theatre senior Lucas Albano, the endorsement of these applications captured the attention of his parents. “[My parents] use an iPhone application called Life360,” Albano said. “They got it because they were having some trust issues. I lied to them a couple of times because I wanted to see my girlfriend and sometimes they would make it difficult.” The Life360 application monitors location through GPS tracking, showing the live location of any members attached to an account. Despite such thorough monitoring, Albano has managed to find the positive of the situation. “Way back in the beginning I looked at it as ‘these people are awful. Why can’t they just trust me?’ I told them I would not lie anymore,” Albano said. “In the long run, I know that [Life360] is beneficial to me

I USED

HASHTAGS BEFORE THEY

WERE COOL #4TURKEYTOM

FEATURES

because it eases my parents so they can trust me.” Albano’s experience mirrors many teenagers’ initial reaction to their parents’ monitoring. With time and understanding, however, teens are able to process their parents’ perspective. “All teens think it’s a violation of privacy. I know I thought it was,” vocal junior Alisha Bryant said. “I’m turning 17 next month and I’ve barely gained any privacy. Now since I’ve gained their trust, it doesn’t bother me [anymore].” Monitoring location and scoping through text messages is one thing, but impeding upon a student’s driving rights is another. Communications senior Gianna Delgado’s parents track not only her location, but are able to isolate areas and receive alerts when she leaves or enters them. They also monitor how fast she is driving. “I understand [my parents’] intentions and, to be honest, it’s not that hindering,” Delgado said. “My parents paid for my car. If they want to make sure I’m using it for the right reasons and not lying to them about where I am, I understand.” g

FIGHT FOR

LOVE LIFE FIGHT FOR

LIVES

Guidance counselor Georgia Mounce supports sick husband by RileyFreese

s a guidance counselor, the word “average” is not in Georgia Mounce’s vocabulary. She is busy from the moment she arrives to school until the moment she leaves, catering to the wide range of problems that arise for 10-12 grade dance and theatre students. On any given day, Mrs. Mounce can go from answering phone calls and emails to planning college visits. The spring break of last year, Mrs. Mounce stopped changing schedules and meeting with students to make an investment in her own future. Mrs. Mounce married her long time friend Paul Mounce at the Jupiter Beach Light House. “I have known my husband since middle school and we used to carpool to Florida State,” Mrs. Mounce said. “We became friends first, and it was never our timing until after college.” In 2011, on their one year anniversary as a couple, Mr. Mounce was diagnosed with brain cancer. Tumors caused Mr. Mounce to experience hydrocephalus, which is the accumulation of cerebrospinal fluid, a clear liquid surrounding the spinal cord and brain. This results in unfavorable pressure put on cerebral tissue and widening of spaces within the brain called ventricles. “He almost died from hydrocephalus in the brain since the tumor was [so] large,” Mrs. Mounce said. “Paul had to undergo three brain surgeries [and] radiation.” It took major adjustments for Mrs. Mounce to juggle her everyday life with an upcoming wedding and her husband’s health. “Through all of this I was still attending graduate school and working full time. There were days I wanted to give up and just cry, but Paul was there for me during his time of need,” Mrs. Mounce said. “He always supported me and pushed me to still finish

Photo courtesy of Georgia Mounce

After knowing each other for many years, Georgia and Paul Mounce were married during spring break,. The wedding was at the Jupiter Beach Light House.

my goals. He didn’t want me to take a year off from school.” Mr. Mounce is now cancer free, but the day after their wedding, the newlyweds were opening gifts when Mr. Mounce appeared to be having a stroke. They ended up spending their honeymoon at St. Mary’s Medical Center, canceling their originally scheduled trip to Antigua. “I remember breaking down, crying and [being] scared, because the vows, ‘in sickness and health’ were true,” Mrs. Mounce said. The “stroke” Mr. Mounce experienced after the wedding was a seizure due to his past hydrocephalus. After making it through the school year, the couple finally got a chance to spend some time celebrating their marriage.

Mrs. Mounce and her husband went on their honeymoon this summer when they took a cruise to Alaska. “We lost our money from Antigua since it was non-refundable, even with travel insurance,” Mrs. Mounce said. “Our cruise was our first vacation ever together.” The trip allowed Mr. and Mrs. Mounce to think about their future while reflecting on their journey together. “Being married truly means two becoming one and being there for your partner no matter what obstacle is thrown. Love is selfless,” Mrs. Mounce said. Since her marriage in March, Mrs. Mounce has continued to dedicate her time toward helping students. This year, the guidance department plans on holding more one-onone meetings with students. These meeting will help students remain proactive when it comes to preparing for graduation and applying for colleges. “My favorite part of my job is getting to know my students personally,” Mrs. Mounce said. “I feel invested in my students’ success when I truly know them for who they are. I enjoy seeing my students succeed academically and artistically.” g

FEATURES

THE INVISIBLE ILLNESS Student forms club to raise awareness for lupus disease by UmaRaja

ot knowing if her own mother will be able to get out of bed is the everyday reality for communications sophomore Brianna Steidle. Steidle struggles with a problem bigger than pop quizzes and getting grounded—her mom has lupus. “It hurts to see someone you love in pain,” Steidle said. “One day my mom is fine, although she always has pain, but the next day she can’t get out of bed. You never know what you’ll wake up to.” Brianna’s mom, Fredda Steidle, was diagnosed with lupus when she was 23 years old. “Lupus is frightening,” Mrs. Steidle said. “It’s something I’ve lived with for so long; it’s a part of me, yet I try not to make it my life.” Lupus is an autoimmune disease where the immune system attacks the rest of the body. In patients with lupus, the immune system cannot differentiate between harmful antigens and helpful antibodies. This leads the immune system to direct antibodies against healthy tissue. “[Lupus] can affect any part of your body. Symptoms [can] include heart attacks, stroke, kidney failure and [even] death. On a daily basis, lupus can cause swelling, fatigue, pain and headaches,” Steidle said. “[It] is called an invisible illness. Just because you can’t see it, doesn’t mean that it’s not there. It’s frustrating not to see the effects.” The cause of lupus is unknown and there is no cure. It affects over 1.5 million Americans. “When I was a kid, I would sit on my mom’s bed and play games when she was too

sick to leave,” Steidle said. “She was too sick to do many activities. She couldn’t open toothpaste and she couldn’t climb the stairs. It took too much energy.” Steidle has been participating in charity walks for lupus since she was a baby. When she was 10 years old, she organized her first walk team. Along with charity walks, Steidle helps at the Lupus Foundation of America Florida Chapter, where her mom works. She designs flyers and event posters for the foundation. At seminars she holds discussions on how lupus influences her, and how her family deals with its effects. When Steidle Photo courtesy of Brianna Steidle is older she wants to be a Steidle works at a booth for the Lupus Foundation of America, Florida lupus support facilitator like Chapter.. Steidle and her dog both participated in the annual Walk to End Lupus Now. her mother. “Brianna is caring and mom. She has a lot thrust upon her—I look directed,” Mrs. Steidle said. “I feel honored up to her.” [by] Brianna’s dedication. She has taken The club will assist with funding, research something that and education. Steidle and Winters believe could’ve been difficult that starting the club and getting the word out and put a positive spin will be another step closer to finding a cure. on it.” “Lupus is not something people suffer This year Steidle from. It’s something they live through, is starting a Lupus something they battle every day,” Winters Awareness Club at said. “[Lupus patients] don’t have a voice Dreyfoos with strings because people don’t know what lupus is. We sophomore Emily need to give [lupus patients] hope.” Winters, who also has Steidle will continue to assist her mom a relative with lupus. and other lupus patients in any way possible. “We made the club because Brianna’s “If I learned anything from my mom, it’s mom and my aunt have lupus. After finding this: you have to be there for people, even out more about [lupus] and seeing my aunt’s though it’s hard,” Steidle said. “We need to [condition], I thought that we should do help people. Why be here if we’re not making something to raise awareness,” Winters said. a difference?” g “Brianna does a great job supporting her

Student Shortlist

“Ms. Kass. She’s very put together so I’d want to see what she looked like in high school.”

by NateLeonard

Which teacher’s high school photo would you like to see?

FEATURES

Maia Kaimakliotis dance junior

“Ms. Beermann because she’s really elegant. I love [Beermann].”

Gelila Hawthorne theatre senior

WE THE

STUDENTSOF

Y F E O R O D S

COVERSTORY 19

THE

RIGHT YOUR TO KNOW

by TiffanyAbreu student clutches her purse close as she rushes through the halls. She has yearbook money and doesn’t want to lose it. A teacher notices and deems it suspicious. He stops her under the pretense of a random search. The student panics at the thought of him rummaging through her personal items. She wants to refuse. How should she respond? A young woman makes the shift into a young man and changes his name accordingly. Despite this, his teacher insists on calling him his given name. The action makes him uncomfortable. He wants to correct her, but fears he doesn’t have the right. Who can he go to? A boy is pulled out of class and scolded for missing his detention. He tries to explain it was either attend detention or catch his bus. His teacher accuses of him of making excuses and gives him a suspension. He doesn’t believe he deserves it, but doesn’t know how to fight it. What can he do? “I don’t think schools do a very good job of educating students on what their rights are and why they’re important,” Professor Mark Goodman, a medial law professor at Kent University said. Knowing your rights can be the difference between incarceration and compensation. Students have the right to appeal suspensions, or refuse to participate in a search, yet to exercise those rights students first need to know and understand them. It’s vital for students to know their rights if they want to use and protect them. Here are the top five to know.

Search and Seizure: Personal Property In 1985, the laws for search and seizure were established when a vice principal caught

a freshman in New Jersey smoking in the bathroom. She was brought to the principal’s office and denied the accusation. The principal ordered a search of her purse that revealed cigarettes, rolling papers, plastic bags, a large sum of money, marijuana, a list of those in debt to her and letters implicating the student as a drug dealer. The freshman, known anonymously as T.L.O., was expelled and fined $100 by the school. She sued the school in protest, declaring the search was an invasion of her privacy. The Supreme Court ruled a students’ personal property could be searched, but only with a reasonable suspicion by administration to do so. The vagueness of the term “reasonable” is still debated today. In T.L.O.’s case, when the principal searched for cigarettes, the rolling papers were in plain view. The papers are strongly associated with marijuana, so the principal had reasonable suspicion to continue searching T.L.O.’s bag. The court ruling for school search and seizure contrasted with private property search and seizure laws of citizens, where not only is a warrant needed, but the police must be searching for specific evidence. Whereas the school administration can search by reasonable suspicion, police officers in the school need probable cause. On the Dreyfoos campus, Officer James O’Sullivan adheres to the law of warrants and directed search. “An example of probable cause is if I see someone rolling a joint,” O’Sullivan said. “I see it, I smell it. I can go up to them and say ‘Can I see what you have in your pocket?’ Now if something is in a locked case, I don’t have the right.” O’Sullivan also has to be searching for a specific piece of evidence, like a weapon. “If [I’m searching for a weapon], I’m allowed to tap the pockets,” O’Sullivan said. “Now, if I’m called for a robbery and

Student Shortlist Which right do you exercise the most at school?

20 COVERSTORY

RIGHTS I’m tapping pockets, I’m only searching for a weapon. But if I tap and find a bag of marijuana, I don’t have the right to go and pull [the marijuana] out. I’m not looking for that, I’m looking for a gun.” In case of a search and seizure by a school official, students reserve the right to refuse to be searched until provided with a reason for the search and evidence against them. If Officer O’Sullivan requests a search, the student should ask what he is searching for, and why the search is being conducted. As for lockers, they are subject to search with reasonable suspicion as well. The district handbook states there should be signs posted explaining this to students. Moreover, if a school official questions and suspects a student of a crime, the student reserves the right to refuse to answer.

Censorship in Print and Speech Students reserve the right to publish, and say, almost anything, as long as it is truthful. The spreading of hurtful lies in publication (libel) or by mouth (slander) are federal offenses. That being said, students have the right to pedal publications of their own making through the school, such as pamphlets and fliers, given that they will not disrupt the learning environment schools strive to provide. “It’s true [students] cannot express themselves in ways that will cause a substantial disruption,” Goodman said. “But that usually means a physical invasion. The school will frequently try to interfere with the students’ right to speak freely, but students usually have the right to [speak].” The student has the right to speak freely, as any other citizen may, as long as

“The right to wear whatever I want. Dreyfoos is pretty relaxed on dress code.”

Nina Marchell digital media junior

Megan Walsch communications senior

“I exercise freedom of speech most at school. I believe that this country was founded on the right to express yourself, so I always take the advantage of letting others hear my opinion.”

their message does not detract from the educational system. “The right I believe is most important is to raise questions and speak out.” Goodman said. “To engage and debate, within their school and outside it, about manners that concern their environment.

LGBTQ Rights All students have the right to be treated equally regardless of sexual preference. Students have the right to be “out” on campus, and the right to keep their sexuality private. Teachers are not allowed to forcibly “out” students. Likewise, students have the right to bring up LGBTQ issues on campus, and access information on computers about these issues. Same-sex couples may attend prom. Bias on the issue of LGBTQ rights is not allowed in the classroom, and teachers should not be afraid to bring it up. The Alliance, the LGBTQ support club, has met little resistance by administration since its formation last year. “Administration was on board with [the Alliance],” English teacher Martha Warwick said. The Alliance provides an open environment for students to discuss what struggles they face and how they can help one another. The club offers an unconditional acceptance that some students may not know elsewhere. “I think it gives them a safe place to come and talk about issues.” Ms. Warwick said. “If they haven’t come out to their parents because they don’t think they would approve.”

Off Campus Punishment Can a student be punished for actions that didn’t occur on campus? The jury is still out on this one. In 2012, two of teenage girls from Santaluces High School made a video showcasing their racist comments about other students at the school. Their video was aimed at black students specifically, and taunted them over “how ghetto they are” and the use of “weaves”, before ending with a cheerful, “Peace and love!”

The girls were punished for their actions by the school, but due to being minors, many of the details were kept secret from the press. “Punishing students off campus for expression they engage in exclusively outside of school [is a hot issue right now],” Professor Kent said. “The courts are in disagreement about that. Some say they have authority, others say they have none and the responsibility lies on the police, parents and the community.” With the induction of technology and the cyberbullying that comes with technology, this is an issue that will have to be explained. It is becoming easier and easier for the problems created off campus to follow students on campus. At Dreyfoos, assistant principal George Miller believes in the power of the community. “[Punishing a student off-campus is] a parent’s responsibility.” Mr. Miller said. In the case of the Santaluces students, there were cries from the public to have the two tried for a hate crime that went unanswered. The girls did not go to court to appeal whatever punishment was dealt to them by the school.

Appealing Punishments In the School District of Palm Beach County Handbook, students maintain the right to appeal to the school district and principal if they feel their punishment, specifically in the cases of suspension or expulsion, was unjustified. The results of a successful appeal could be removal of the punishment from the students records or a repeal of the action altogether. T.L.O, for example, exercised this right, albeit unsuccessfully. But in the case of the Santaluces girls, there was no case, and no law established. Most of these rights provide freedom given “the learning environment is not disrupted.” At the end of the day, student rights are still protecting the work of a student, a scholar, with the right to learn. g

“Independance to get things done by your own means.”

Maicie Ramirez communicarions senior

“My freedom to use my cellphone and iPod in the hallway.”

FIVE

RIGHTS YOU SHOULD

KNOW

1 2 3 4 5

Rights ask for reasonable suspicion before agreeing to a search Right to free speech

Right to use preferred gender identity

Right to appeal to suspensions

Right to learn

Rachel Rabinowitz visual senior

COVERSTORY

Arts

In his short film, ''Missing Piece,'' visual junior Thomas Cody tells his story of living without a father.

Photo byBrandon McMillan

CODY’S MISSING PIECE by GerniseGregiore

hen it comes to dealing with a personal issue outside of school, many students keep their feelings bottled up. Visual junior Thomas Cody does the opposite. After five years of living without a father, Cody is sharing his story with the world. With poetry and film as stress outlets, he is able to express his emotions. “I feel like the most important part in the poem was the very end where I said ‘although, I may have a look on my face of dismay / I speak to you today,” Cody said, “With pain in my voice but with relief I say / you could’ve thought of me / a mother/ a brother / heck even a son / or a daughter. But the only thing I ever needed in my life / the only thing I ever wanted / was a father.” As a middle school student, his parents struggled financially. Without warning, feeling that it was the best option for his family, Cody’s father moved to upstate New York. “The moment I found out he left, my perspective completely changed around 360

IN THIS SECTION:

24 25 26

ARTS

Theatre students take on drastic change to the way they audition for plays and prepare for the production of Anne Frank.” An innovative new way to teach classes has made its way to Dreyfoos in the form of an outdoor classroom. Arts Index: A guide to what’s going on in each department.

degrees,” Cody said. “Not only for me but for my mom and older brother. Problems on top of problems slowly built up and I pretty much asked myself, ‘why should I be angry like this?’ It’s not doing anything good for me.” This past summer, Cody realized that with the help of his church youth group, he could express his thoughts through poetry. Primarily, he was convinced to write about his Christian faith. After presenting the poem to an audience, he received many compliments for having such a powerful voice. It gave him the strength to speak up about the feelings he had been dealing with, his life without a father. “At the moment in my head, I just wanted to send a message or testimony, to spread my point of view, dealing without a father figure. Basically I kind of wanted to let go of what has emotionally kept me bottled up, rather than trying to get help,” Cody said. “It’s like I have chains on me that I’m lifting slowly off, kind of inching to that last point where there will be no chains.” Expressing his thoughts was not as easy as he imagined it would have been. “The spoken word [I performed] got taped,” Cody said. “After seeing myself, out on the stage expressing how I felt, I showed it to my friend. He asked me if I wanted to do another spoken word, but on divorce.” Along with the help and persistence of digital media senior Brandon McMillan, the four-minute-long poem entitled “Missing Piece,” expresses his personal life experience. “I had an idea in the back of my head that I wanted to do a movie on a family but in

this case, a father leaving a family and how it affects a child. I’ve known Thomas Cody for a while, and it happened to him,” McMillan said. “I personally asked him, ‘If it’s ok with you, I’d like to make a short film about this.’ It took time to convince him but finally, he was actually really into it.” It took Cody and McMillan two to three weeks to perfect the poem, then filmed and edited during their spare time over the summer of 2014. “I recently started making videos but not like this one,” McMillan said. “It gave me, but Thomas especially, a personal feel that was touching. In the finalized short film, Cody recites his poem exactly how McMillan had imagined. Coming directly from the heart, Cody uses hand gestures and facial expressions to accompany each line. “At first, it was more of a testimony for my church,” Cody said. “But I knew I had my own [story]. You can have an entire sermon, you can have an entire poem, an entire rap, but your story is what will always stick with you or the spectator.” g

''Missing Piece'' can be found on The Muse website.

INSIDE THEATRE

INTO THE ANNEX

In preparation for 'Anne Frank,' theatre students brush up on their history

by BrittanyMcKenzie

he fall play this year is “The Diary of Anne Frank,” a stage adaption of the famous holocaust story. It uniquely requires all eight of the cast members to be on stage for the duration of the show. This challenging circumstance has been an intense learning experience for the cast and crew. “It is hard for the actors because we are constantly involved and we cannot leave the world of the play,” said theatre junior Sarah Linares who will play the role of Anne. The actors are not the only ones who have had to make significant changes in their normal preparation for the show. The lighting crew will integrate special spotlight cues in order to focus the audience toward the actor leading the scene, in addition to the unique staging. “The change of lighting should direct the audience’s attention to that area but the other actors will still be on stage doing subtle movements, so the action will never stop,” theatre senior and set designer Jessica Baldinger said.

Photo by Julia Horneck

Theatre sophomore Tess Gaynor works on the ''Anne Frank'' play set..

The actors have to focus on the flow of the play, and if not, they could possibly miss cues because all eight actors are in one room at the same time. “We might not have lines for three to four pages and we have to be constantly aware of what is going on around us while in character,” Linares said. “We have to know how our characters would react even where the script doesn’t give us directions.” The actors are also facing difficulty with the blocking since the space is small, with all

of the actors there at once. “It’s hard to have everyone on stage because the stage is small and we are constantly running into each other, literally,” Linares said. Linares has been preparing for the lead part by extensively researching Anne Frank and her family. “Anne was such a real person and you cannot fake it; I want to get that right,” Linares said. “We are trying to find interviews and [are] reading her diary. You learn a lot from someone’s diary.” Theatre teacher and director Bradley Barfield chose the word “change,” as the theme for the set and Baldinger further developed the concept of the cocoon. “I came up with the idea of a butterfly cocoon. So when choosing colors I chose colors resembling and inspiring butterflies,” Baldinger said. “We also did historical research concerning the Franks and the annex.” The play will premiere on Oct. 31. g

HOLOCAUST STORIES OF SURVIVAL by JuanRamirez

ctors can often find themselves struggling to relate to the material at hand, not sure how to approach their characters. A problem like this only intensifies when an actor must tackle a subject as emotionally complex as the Holocaust, or, as this year’s theater students have found out, a play like The Diary of Anne Frank. In an effort to help his cast better understand their delicate roles in bringing such a story to life, theatre teacher Bradley Barfield collaborated with the Alpert Jewish Family & Children’s Service to have 10 Holocaust survivors speak about their experiences. The unique experience, which took place in Meyer Hall on Sept. 11, brought an air of sophistication and preparedness to the rehearsals. Students were briefed prior to meeting the survivors by program coordinator Eva Weiss.

“They’re not here to make you feel bad for their suffering, even though you probably will,” Weiss said. “They want to help make a better world [and] have you not live through what they lived through.” Seated in pairs at five different tables, ten guests spent 30-minute rotating sessions with small groups of students. The survivors, who by now have become a close-knit family, spoke earnestly about their struggles and the hardships they faced during the Nazi regime. Most were in their early teens, or even younger, when the atrocities started, something the students found both professionally useful and heartbreakingly relatable. Listening intently to their words, students inquired about the survivors’ feelings throughout the Holocaust, asking how it impacted them emotionally, so as to gain insight into their characters in the play. “It really helped me understand the weight of the situation,” theatre sophomore Joey Morfogen said. “I had understood the Holocaust...but I never really knew how seriously it affected people.” Aiming to impart some wisdom on the students, survivors like

Sandor Tambor also spoke about the dangers of ignorance and the role today’s youth must take in being aware. “When you go to school, learn as much as you can,” Tambor said. “Because it is the only thing that can never be taken away from you… We did not have anything, we did not have clothing. The only thing we has was what we learned.” After thanking their guests, students had a chance to discuss their reactions and talk about how they might use what they had learned in the performance. “I think we’ll be able to take their emotions and apply them to what we’re doing onstage,” theatre junior Mia Patz said. “It’s not something out of a history book, they’re real lives that were changed.”g

Photo by Juan Ramirez

Survivors Helen and Herbert Mai show theatre junior Rachael Labes, theatre sophomore Hannah Ostrov, theatre junior Jamie Salinger and theatre junior Sarah Linares his story.

ARTS

Arts Index A guide to what's going on in the art area classes

Vocal C

heck out the vocal departmentâ&#x20AC;&#x2122;s success at the Llangollen International Musical Eisteddfod in Wales this summer on our website.

www.themuseatdreyfoos.com

Photo by Julia Horneck

Theatre sophomore Nicholas Pollock works to build the set of the fall play, ''The Diary of Anne Frank'',.

Band and Strings

he students in the band department are in preparation for their concert on Oct. 2. It will be a performance by the Symphonic Band and Wind Ensemble. After hearing a recording of a previous band performance, the president of the Florida Band Masters Association has selected the Dreyfoos band to play at the opening performance at the Florida Music Educators Association conference. After the completion of their first concert of the year, band students will begin selecting pieces to play at the event. The strings Philharmonic Concert is to be held in Meyer Hall on Oct. 1. g

24 ARTS

Communications

he communications department is welcoming back a familiar face to the film department. Christine Tieche will be returning to teach two days a week as an artist in residence. With the departure of film teacher Andy Hernandez, film teacher Ancil Deluz will be taking back the reigns of the video announcements. Graphic design teacher Kaleb Durocher will be taking Mr. Hernandezâ&#x20AC;&#x2122; place, helping students execute films quickly and effectively even in the midst of so much change. Seeds Literary Magazine is now accepting submissions of all kinds for their upcoming issue. g

Theatre T

he theatre department is currently beginning the rehearsal process for “The Diary of Anne Frank” and the musical “Thoroughly Modern Millie,” coming this spring. This school year, the way students audition for plays has changed where they not only audition for one play two weeks into the school year they audition for a season. This includes two plays and a musical. The department will be performing “The Diary of Anne Frank”, and the “Ugly Ugly Duckling.” “Anne Frank” is already in production. The theatre department’s Open Mic night was held on Sept. 19. This year the department also has created department-specific hashtags chosen by theatre teacher Brittany Smoliak: #blackboxkids and #choosejoy. g

Dance T

he students in the dance department have just finished a performance at The Breakers. Currently, classes and rehearsals are taking place in preparation for their first concert on Oct. 2. “We work really hard in rehearsals and we are excited to show how it pays off in the actual concert,” dance sophomore Madison O’Connor said. The department’s upcoming concert will showcase brand new dances and they will be hosting professional dancer Christopher Huggins as a guest teacher who will assist with general choreography and classes. g

Photo by Jade Lenkersdorf

Visual students showcase the work they created over the summer in the gallery of Building 9 for the Summer Art Show.

Visual and Digital T

he visual and digital media departments had their Summer Art Show on Sept. 3 where students were able to showcase their two required summer projects. Each student created a 20 page minimum sketchbook to be turned in with his or her two pieces. The pieces were to have 15 to 20 hours of research behind them along with the time it took to create each work. Various art colleges will be sending representatives to Dreyfoos, giving visual and digital media students the opportunity to sign up for individual portfolio reviews. Both departments are in the process of coordinating their annual New York City and Boston trips. However, the Boston trip was recently cancelled. g

Piano T

he annual piano concert, Impromp2^2, will be on Oct. 9- 11 in the Brandt Black Box. The concert is a twist on the classical piano concerts; students will be playing their renditions of popular songs. “A big part of the show is making it a ‘had to be there’ kind of experience,” piano junior Michael O’Connor said. The concert will be filled with movie soundtracks, a few Disney pieces and a lot of specific artists’ mixes, medleys of a single artist and their biggest hits. The concert is meant to be a surprise for all those in attendance and has become increasingly popular throughout its existence. The piano department is also getting ready to embark on its trip to New York City on Oct. 16. They will be touring various arts colleges and attending Broadway shows. g

ARTS

Photo by Bailey Van Putten Vink

Theatre sophomores (L-R) Malory Oates, Christopher Zarcadoolas, Isabel Block, Tess Gaynor and Cameron Wright sit outside working in the new classroom.

NEW OUTDOOR CLASSROOM BREAKS GROUND by ElliotHacker

new kind of classroom has made an appearance on the Dreyfoos campus, where staff members and students both have a new opportunity to participate in class outdoors. To be known as “Oasis” (Outdoor Area Suitable for Instructional Support), this teaching experiment challenges the traditional indoor classroom structure. “This new classroom gives students the opportunity to get out of artificial lighting and into real settings so they can learn and observe more easily,” visual senior Rachel Rabinowitz said. The concept behind this new classroom is simple. Rather than having visual students confined to an indoor four wall setting, the outdoor classroom is designed to relax and inspire students to think “out of the box.”

“The original idea, or the inspiration, was keltic earth mound and land art or earth work, and also the inspiration for originally doing it was instigated by Mr. John Griffin, the sculpture teacher who retired last year. He had the kids designing this project for 10 years. He got it approved to be built and then I took over the initiative to finish it after he retired,” visual teacher Jade Henderson said. It took one semester to complete the construction of the classroom. The learning process will be completely different from an indoor classroom. The teachers will use their surroundings to teach the students. “I think students will like the feeling of being outside and getting out of the environment they have been in every period of every day,” Rabinowitz said. Although an interesting and new idea, there are a few concerns. An outdoor

classroom is subject to various weather conditions that could interfere with class sessions. “Obviously weather is a factor outside, the heat will be brutal but there is some shade, trees right next to it and then rain of course we must be careful of but worst case scenario we go back into the indoor classroom,” Mr. Henderson said. If the classroom works, there could be chances of the construction of more outdoor classrooms around the school using this innovation and progressive thinking as the model for advances in learning. “There is definitely a possibility of having more outdoor classrooms, in all majors. Every major could use a little area where teachers could go outside and teach in their own little sector,” Mr. Henderson said. g

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26 ARTS

Sports

OLYMPIANS DREYFOOS Students receive the ultimate recognition within their sport by qualifying for the Junior Olympics “[Swimming is] 80 percent mental. Just commitment and the right attitude will make you excel,” Rahrig said. Rahrig hopes to continue to pursue swimming at the collegiate level. He has received positive responses from Florida Atlantic University, Nova Southeastern University and State University of New York in Oswego.

by AdamNir and JackYan

he Junior Olympics, or JO’s, is a biannual competition that young athletes, 15 and under, must train their hardest to qualify for. To qualify, one must race in an event and complete it by or under the qualifying time standard. The Junior Olympics has seen three students from Dreyfoos come and compete. Communications senior Keeth Smith Michael Rahrig William Michael Rahrig, strings Between the ages of 8 and 14, sophomore Keeth Smith and band freshman William Kennedy have all competed Rahrig was chosen to compete in swimming at the Junior Olympics. To make it, in the swimming portion of the Junior he trained with the Lake Lytal Lightning swim Olympics. club. Michael Rahrig “I train with [Lake Lytal Lighting] every Since the age of 3, Michael single day. [We practice six days a week] and Rahrig has been an avid swimmer. two days a week [practice is] at 5 a.m. On Saturdays, we also have practice,” Rahrig said. Rahrig now continues to compete on the Dreyfoos swim team, and has been a member since his freshman year. He is one of the leading members of the team and has competed at states since freshman year. “Junior Olympics is the top most Photo by RowanBennetti competitive meet Band freshman William Kennedy practices his breaststroke at the swim team practice at Gaines Park. a 14- year-old and under can go to. In high school there are districts, counties, regionals and then states,” Rahrig said. “High school at the state level would [be the equivalent of ] the Junior Read about one Dreyfoos student's Olympics.” experience at a high school football game. Rahrig continues to train with the Lake Lytal Lightning, practicing up to 7,000 Find out how difficult it is to start a yards of swimming a day. His dedication to team here at Dreyfoos. swimming was inspired by his role models, coach Mike Horgan and sister Adrianna Rahrig. These role models taught Rahrig that Check out a quick blurb on what is happening in each of Dreyfoos' sports swimming requires mental as well as physical and how their season is progressing. effort.

IN THIS SECTION:

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Kennedy

Keeth Smith

Keeth Smith participated in his first Junior Olympics when he was 9 years old. Smith did very well at the JO’s, finishing in division AA, the highest division to finish in. Due to his intensive practice for the JO’s, the transition between personal and school competition has been easy. “Swimming at [Dreyfoos] is very relaxed. At North Palm Beach [Country Club] where I used to swim, [practice] was much more intense,” Smith said. Smith had to give up swimming individually due to an increased amount of work, but nonetheless will compete his hardest for Dreyfoos. “I’m trying to get back to where I was,” Smith said.

William Kennedy

William Kennedy has attended every Junior Olympics twice a year since he was 12 years old. Kennedy loved the experiences he had at the JO’s as it was a chance for him to demonstrate his hard work and skill. “I liked them, the meets were big and I love to swim, the only problem was traffic,” Kennedy said. The freshman trained intensely for each of these meets in order to keep up with the competition, you must be prepared. “You realize how fast other people are and you want to be better than them; it makes you train harder,” Kennedy said. Learning from his experiences, Kennedy plans on getting past the district competition as a freshman. “I plan on getting to regionals this year,” Kennedy said. “[In the future], I plan on getting to states.” g

SPORTS 27

COACH’S CORNER: CRAIG ADAMS by AlanaGomez

s the 2014 fall sports time by only a couple of season began, the Dreyfoos seconds. cross country team welcomed “Cross country allows new coach and math teacher you to persevere through Craig Adams with open arms. [failure and doubt]. It Although a first time coach, Mr. allows you to go past your Adams is far from foreign to the walls and limitations,” Mr. sport. Adams said. In high school, Mr. Adams Adams encourages hard received a varsity letter for work, dedication and good cross country. Before coming to sportsmanship. Dreyfoos, Mr. Adams coached “I try and help them baseball at a high school in New to realize that yes, cross Jersey and ultimate frisbee at county is about the team the University of Florida. By and we want to win as a incorporating basic principles team, but the only way is from his previous coaching, to improve yourself, and Mr. Adams has been able to support the improvement introduce similar skills and of others too,” Mr. Adams abilities to his new players. said. “Win or loss, Mr. Photo by Julia Horneck “The goal I have for most Adams teaches his players Mr. Adams gives the cross country a pep talk during practice. This year Mr. Adams hopes to instill of my athletes is that they to never stop running. determination and a strong work ethic in his players. [continually] improve on Mr. Adams said, “The Mr. Adams’ main objective for his players where they started from in the beginning biggest thing you can learn from cross is progression. He wants to instill in his team of September to the end of the season in country is the idea of not being able to say ‘I that there is always room for improvement, November,” Mr. Adams said. quit, I can’t and I have failed’.” g even if that means improving your running

The School District of Palm Beach County Presents the 18th Annual

Showcase of Schools Tuesday, October 21, 2014 4:00-8:00 PM Free Admission

Expo Center at the South Florida Fairgrounds The School District of Palm Beach County invites all parents/guardians and students to attend the18th Annual “Showcase of Schools” on Tuesday, October 21, 2014 at the Expo Center at the South Florida Fairgrounds. The “Showcase of Schools” will feature Choice and CTE Programs available throughout the District. Representatives from Dreyfoos and other schools will be available to discuss the educational opportunities offered by the District.

28SPORTS

SPORTS FOR DUMMIES: FOOTBALL FROM AN UNDEFEATED SCHOOL’S PERSPECTIVE

Graphic by Remi Lederman

commentary by JackReagan

he bleachers were still wet from the rain that occurred minutes earlier, areas around the football field were blocked off due to flooding and after a few minutes, it began to rain again. Usually under these circumstances, the fans decide that watching the game is not worth having to sit in the cold rain. However, at Palm Beach Jack Reagan Central High school, all the students and faculty cared about was supporting their football team. Here at Dreyfoos, we are given every opportunity we could possibly imagine, except one, a chance to participate in “America’s new past-time:” football. A football team is what unifies a high school, bringing students, teachers and even parents to the bleachers.

This kind of spirit was made obvious at PBC’s game against Boca Raton High School on Friday, Sept. 19, in which the stands were filled, leaving just the right amount of room for an occasional celebration dance. You would think the number of people who attended this game would be low since the PBC Broncos hadn’t won a game since the football season started back in late August. However, this just goes to show you how football affects a school, no matter the ranking or record of the team. It was this game that truly counted for the Broncos, not only because they wanted to break their losing streak at a home game, but also because it was their homecoming game. Being ahead by seven points after scoring in the first quarter, the Broncos felt confident as halftime approached. The second half of the game started with a rally from the Boca Raton Bobcats as they scored a touchdown, tying the game. With the Broncos feeling threatened, they had to make

a quick comeback. In the third quarter, the game was 14-7. The team and the crowd got comfortable as the score did not change for most of the fourth quarter, but it was the last possession that really made everyone’s heart beat out of their chest. The Bobcats had the ball for the final three minutes and every play caused the crowd to sit on the edge of their seat. The Broncos defense was able to hold off the tough Bobcat offense and the Broncos obtained a win for their school, showing the true power of homecoming spirit. It is this spirit that we lack here at Dreyfoos as we try to celebrate our homecoming with a team from a completely different sport. Lacking a football team causes us to lack in school spirit and passion for our sports teams. While other schools focus on their football team, we remain a school of sports dummies. g

SPORTS 29

THE

TROUBLE WITH TITLE IX

by TomasCabezas

o you remember how well the boys lacrosse team did last year, or how the football team won last Friday against Palm Beach Central? No? Neither do I. Sports at Dreyfoos are a bit unorthodox considering we do not have a football team or baseball team. Even the sports that we do have are not available Tomas Cabezas for both genders. For example, there is a boys basketball team, but where is the girls basketball team? We have a strong girls volleyball team, but we seem to be missing a boys volleyball team “The most difficult part of starting a team is [getting] actual student interest and participation. All the time students come up to me and say, ‘we should start a team because I know a bunch of people that want to do it.’ Well, when the time actually comes, the bunch of people [that want to start the team] usually [don’t] pan out to be enough people,” boys golf coach, athletic director and math teacher Christopher Burns said. “It starts out with, do we have enough students, and becomes do we have enough students for the future to continue playing the sport.” Finding a coach for the new sport is another problem. Some teachers have trouble balancing their coaching and teaching responsibilities. “It’s always tricky; I don’t have teachers banging down my door to coach a sport. So even if we do have a sport, getting a coach is another issue and if they’re someone who does not work at school, it is a very complicated process,” Mr. Burns said. Once there is a group of students that is interested in starting a sport comes together, keeping the interest for the sport alive is the most important; there may be strong interest at first, but lack of longevity after the first generation of the students who started the sports is gone. There may not be another group interested in keeping the sport going for years to come. “We always have parent involvement and support, but once that first batch of students [that started the sport] graduates, parent

30 SPORTS

Starting a sports team at Dreyfoos comes with its hurdles

support is usually not as strong,” Mr. Burns outside waiting for me and they each said. wrote a thesis on why basketball should be It is not a requirement for there to be entertained here at Dreyfoos,” Mr. Webb said. a girls and boys team of the same sport. “They were just so glad to be on the court.” However, the Title The interest in basketball IX addition to among these the Education students was Amendment strongly evident. After encourages gender the success of equity. Gender starting a boys equity means basketball having the same team, girls amount of guys and volleyball girls teams. soon followed, “I want equality which achieved among genders. If I gender equity. want to start a girls While students are team, I immediately still having difficulty trying think ‘what do I want to to start the teams that they all start a boys team for?’ I want, achieving a balance between want everyone to have the two genders is a step in the equal opportunity to right direction. g participate [in athletics],” Mr. Burns said. Graphic by Bennett Morgan At Dreyfoos there is not a perfectly balanced male to female ratio, so equity cannot exist in the traditional sense. “Dreyfoos’ population is made up of 70 percent girls and 27 percent guys; it’s going to be harder [to get gender equity],” physical education coach John Webb said. The boys basketball team is a prime example of students coming together and using their with passion to forward their purpose. In 2006, 18 this students wrote a letter coupon to the principal, Ms. Van Arsdale, explaining why Cannot be combined with other specials Dreyfoos should have a for discounts. Expires 10/31/14 TC basketball team. “We talked to the principal and she said ‘we’ll see how many people come out.’ The next morning there were 18 kids standing

15off %

SPORTSGUIDE a play by play of this season's meets, games and tournaments Bowling

FALL

Volleyball

by AdamNir

he bowling team began its season with a loss to Jupiter High School. The bowling team has also tied with Palm Beach Gardens and won against Cardinal Newman. Both the boys and girls teams are filled with many new faces who continue to learn and improve with each game. “I’m thrilled to have so many new bowlers and I’m glad they’re having fun,” bowling coach and science teacher Sherry Little said. “But because [we lack depth], many teams with experienced bowlers score really high points compared to us.” g

by BariBossis

he girls volleyball team is 5-2 and halfway through their season. “I’ve been waiting my entire high school career to be captain of this team,” co-captain and visual senior Rachel Rabinowitz said. “We’ve never had a team this talented before, and so far, I am more than pleased with our sucess.” The girls have beaten Atlantic Christian Academy twice, as well as Somerset Canyon and Palm Bay High School. g

Photos by Rowan Bennetti

Communications senior Bari Bossis, visual freshman Julia Santaniello and vocal freshman Riley Russell (L-R) prepare to defend a serve from Atlantic Christian Academy. The girls volleyball team won the game.

Cross Country by JackYan

he fall season marks a fresh start for the cross country team. The Jaguars received a handful of new runners along with a new coach, math teacher Craig Adams, and a new captain, communications junior Naomi Kelly. ”The season [has] been exciting. We have a lot of new runners and people with a lot of different abilities and skills,” Kelly said. Mr. Adams and the team have positive outlooks for the future. “I do hope to improve our program at Dreyfoos year by year in a way that helps make our students’ athletic achievements on par with that of their arts,” Mr. Adams said. g

Golf by AlanaGomez

he boys golf team started off the season with two losses against Royal Palm Beach High School and Seminole Ridge High School. Digital media junior Bennett Ragan shot, a 41, in the Royal Palm Beach High School match and a 44 at the Seminole Ridge High School match to lead the team. Coming in second was band junior Ryan Hall, who shot a 49 at both matches. g

Swim by TomasCabezas

he boys swim team lost to Santaluces High School 91-77 while the girls had a victory 95-71. The boys and girls swim teams both lost to Oxbridge. The boys lost 97-67 and the girls lost 85-75. The boys swim team won against John I. Leonard 97-55 and Palm Beach Central High School 92-64, but lost to Park Vista 100-64 at a dual meet hosted by Park Vista. The girls swim team won against John I. Leonard 103-63, but lost to Park Vista 119-48 and Palm Beach Central High School 118-49 at the same meet. Communications senior Michael Rahrig placed 1st by two-hundredths of a second in the 200 M finishing in 2:02.27. g

SPORTS 31

Lifestyle

ETBACKS

comes the anticipation of graduation. College applications coupled with the workload of senior year can create ulcer-inducing levels of stress—especially with the competition when it comes to college acceptances. As if classes

Meditation and breathing are some of the best ways to feel more relaxed and less overwhelmed. Meditation has been practiced for centuries and is considered a modern medicine for the mind. During meditation, a deep state of relaxation is achieved and this increases the levels of melatonin, a hormone that helps to create a restful sleep —in the brain. Meditation also allows fatigue students to focus their attention and eliminate the stream of jumbled thoughts that may be causing stress. Taking de a yoga class at a local pre gym or even just sitting ss ion in class and taking a few deep breaths can give off a sense of balance, resulting in an enhanced physical and emotional well-being. A change in diet can school e r also help people live less s u ad ss pre stressful lives. Certain ne ss foods can help cut levels ACT SAT unhappy of stress hormones, which will lower blood pressure and decrease the impact of stress on worry the immune system. A bowl of oatmeal in the mornings can boost levels of serotonin, a calming brain chemical, creating a more relaxed feeling. While simple responsibility carbs, such as sweets and soda aren’t the healthiest option, they are digested quickly leading to a spike in serotonin. Although it is Graphic by Dana Thomas important not to depend on sweets, they are a quick and tasty aren’t time-consuming enough, seniors also way to help cope with stress. Substituting feel the pressure of figuring out their future. coffee with black tea can also help students No matter what grade you are in and recover from stressful situations. Simple what type of stress you are experiencing, it changes, like drinking 3 to 4 cups of tea daily is important to understand how to deal with will lower levels of the stress hormone. g this phenomenon. There are many ways to cope with stress, including exercise and diet change.

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he pressures of daily life are overwhelming on their own. Add the pressures of schoolwork and preparing for the future, and it is no surprise that teens feel more stressed than ever before. According to a study done by the American Psychological Association in 2012, the most stressed generation was between the ages of 18 and 33.The same study came to a new conclusion this year when the data showed that teenagers between the ages of 13 and 19 are the most highly stressed generation. When asked to rank their stress level on a scale of 1 to 10, the adults averaged a score of 5.1 compared to the teens’ average score of 5.8. Stress can be a positive or a negative stimulant. Stress can help people stay alert and motivate them to work harder. Stress becomes negative when individuals are subject to constant challenges without relief or relaxation. These situations cause distress, which leads to major mental, physical and emotional health problems. According to the Mental Health Center, distress can cause headaches, nausea, elevated blood pressure, chest pains and sleeping problems. For students this is especially problematic as a healthy sleeping schedule is imperative in order to concentrate in school and lighten moods. Students that have previously suffered from depression or anxiety are more likely to relapse while under stress. Understanding your stress is the key to controlling, understanding and alleviating it. In each grade level, students experience new conflicts, trials and tribulations. For freshmen, coming to Dreyfoos can be extremely intimidating. The desire to fit in can cause immense stress. Sophomores experience the stress of accumulating a heavier workload as well as learning to drive. The mere mention of the word junior year can cause a breakdown. Considering that the grades and SAT/ACT scores received during this year will be super important in the college admissions program, this year can cause a lot of stress and pressure. With senior year

job

by DanaThomas

The positive and negative effects of something all teenagers are under: stress

TRESSFUL

NEW YEAR,

NEW MILLER 71 pounds down by FrancesLandrum

ven when the benefits outweigh the challenges, losing weight is not an easy task. For some, the idea of adopting a healthy lifestyle includes obsessive exercise and crash dieting. Assistant Principal George Miller proves this is not always the case. “To say that I made a choice to live a healthy lifestyle by losing weight would be a lie,” Mr. Miller said. Mr. Miller woke up one morning last spring and decided that enough was enough. He took the initiative Photo by Krystal Sundar to maintain a healthy Assistant Principal George Miller works on his cardio by lifestyle by joining a local spinning at the LA Fitness in CityPlace. think a lot of people are unsuccessful gym and finding the because they can’t keep to their balance between eating healthy and routine, so I did it differently this occasionally indulging. time.” “When it comes to losing weight, Due to the student behavior at many people are often misguided Dreyfoos, Mr. Miller feels that being with advertisements of weight loss physically fit is not as necessary as it supplements and dietary plans,” would be at others school. Mr. Miller said. “It’s not an ‘all or “I’m competitive. If a man nothing’ diet; I’ve tried that before is benching 200 then I’m going and it doesn’t work.” to [bench] 201,” Mr. Miller said. Lifestyle changes require not “Because of Dreyfoos, I don’t have to only physical energy, but also be that guy anymore. When I worked mental effort. Mr. Miller believes at other schools, the principal and I that motivation is the key to success would go to the gym and lift every and setting goals will lead to self day because when a fight broke out, fulfillment. we were the ones that had to handle “My goal was to start [working it. You could say I was kind of a out] and, once I started, my goal was bouncer.” to hit a certain weight,” Mr. Miller By balancing both his eating and said. “After that, [my next goal was exercise habits, Mr. Miller has been to] maintain that weight.” able to achieve his goals and live As Mr. Miller began his new a more healthy and satisfied life. routine, he had to find work outs So far, he has lost 71 pounds. The that were both comfortable and support from Dreyfoos students fun. While others rely on repetitive and faculty has encouraged him to exercises, Mr. Miller found continue his lifestyle change. that spinning was a successful “The [students] and faculty have alternative. been so supportive of what I’ve “Working out is going to be done,” Mr. Miller said. “No one can tedious and cause boredom after make you [make the change]. It’s all a while,” Mr. Miller said. “When I you.” g don’t spin, I walk five to six miles. I

KALE DIY: CHIPS by GerniseGregoire

hile the idea of a raw, leafy vegetable with a rough texture may not sound appealing, the taste of kale chips may change your mind. When baked and seasoned, kale has recently been discovered to be a tasty and healthy alternative to traditional potato chips. Kale is a rich flavored, green superfood loaded with vitamins K, C, D and calcium. According to a food blog “All Recipes”, kale is the “Queen of Greens.” Kale consumption is correlated with a lower risk of cancer and lower cholesterol. Kale also promotes bone health and normal blood clotting. Belonging to the Brassica family, kale is the superstar among its siblings of cabbage, broccoli and Brussel sprouts. Follow these steps to make home-made kale chips:

Step One: After washing the kale, preheat the oven to 350 degrees.

Step Two: With a knife, carefully remove the thick stems, leaving bite size pieces. Step Three: Bake the kale pieces for ten minutes or until the edges turn brown. Eat with a sprinkle of seasoned salt or a drizzle of olive oil. Step Four: Store the remaining leaves in a plastic zip-lock bag for up to five days. g

Nutrition Facts Serving size 1 cup (3.5 oz)

Servings per container 1

Amount per serving Calories 50

Calories from fat 0

Total fat 1 g Saturated fat 0.1 g Trans fat 0 g Sodium 43 mg Total carbohydrates 10 g Dietary fiber 2 g Sugars 0 g Protein 3 g Potassium Iron

447 mg 2 mg

Vitamin A

769 mg

LIFESTYLE 33

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Entertainment

THE WALKING DEAD HAUNTS HORROR NIGHTS

Graphic by Israel Fontoura

Halloween Horror Nights features 'The Walking Dead' for a third year of horror by RebeccaBullock

rick-or-treaters, costumes and scares galore, the famous Halloween Horror Nights at Universal Studios are back and revamped. Breaking the two-year taboo Universal has for all of its horror brands, “The Walking Dead”, a popular TV series and comic, is running for the third time in a row as Halloween Horror Nights 24 begins. This year, Universal has added changes to “The Walking Dead” haunted house. The haunted houses in Universal Studios Orlando are the main attractions that are filled to the

IN THIS SECTION:

36 37 38

Movie theaters bring their audiences scary flicks. Read about the movies coming to the big screen this fall. The staff members comment on their favorite Halloween films. Students describe the different ways they react to scary films. With the release of new Disney princess films, students question whether the flicks support feminism.

brim with scares. Universal has put all their work into this “Walking Dead” house, using a new, complete soundstage. Halloween Horror Nights has doubled the maze size for this featured house and has also added seven additional stages and a whole new cast of zombies, also known as ‘walkers,’ that will come alive on the set. These changes make the experience more unique to a variety of guests, including the daring few that choose to return to Horror Nights year after year. “I went to Halloween Horror Nights last year, and this’ll be my second year,” band senior Michael Guinaugh said. “I’m going back to Halloween Horror Nights because I like being scared.” Halloween Horror Nights started Sept. 19 and is running through Nov. 1. Visitors are able to walk through the story of American Movie Classics’ “The Walking Dead,” forced to dodge walkers at every turn, in the largest haunted house ever created at Universal Studios Orlando. Guests will begin in the prison where the infection started and journey through the path of the characters

until they reach the maze’s finale: Terminus, a rumored safe-haven against the ongoing infection. In a few rooms, the visitors are completely surrounded by a cast of walkers. With more characters than ever before in a haunted house, anything goes, especially when it comes to scares. “Last year [in ‘The Walking Dead’ House] there was a room that [was] completely open everywhere. All you could see was cloth and you had to walk through it,” said theatre sophomore Arel Sinett, who is going to Horror Nights for his third time this year. “The Walking Dead” is a horror brand that appeals to many types of viewers. However, with popularity comes a lot of stress. The house has become so big that the large maze’s opening and finale will be constructed outside of the structure. Horror Nights’ detailed sets immerse visitors in a world of scares. “[Universal] did [a] pretty good [job]. I definitely felt like I was in the places [of ‘The Walking Dead’],” Sinett said. continued on page 37

ENTERTAINMENT35

FALL FILMS FALL INTO THEATERS This season's most-anticipated films hit the big screen by BriPosner

ith the fall season upon us, the silver screen has an arsenal of movies lined up for release. Several of the upcoming movies are Halloween themed, but those who enjoy film adaptations of novels are excited for the release of the newest installment of “The Hunger Games,” and fans of animated adventures will enjoy “The Book of Life.”

“The Hunger Games: Mockingjay, Part 1” (“Catching Fire” spoilers)

After the box office successes of the “Harry Potter” and “Twilight” series, fans are excited for the first part of the final “Hunger Games” series. Graphics by Amanda Goodman After Katniss fought her way through the arena for the second time, only to be forcefully pulled out by her alcoholic mentor and Game Maker, she must stand as the face of the revolution and lead the Districts against the Capitol. Will Peeta remain under the villainous control of the Capitol and take down The Girl on Fire? Or will Katniss succeed in burning down the unjust empire and save The Boy with the Bread? Find out in theaters on Nov. 21.

“Dracula Untold”

The story of the most infamous vampire in cinematic history has been told once again. Prince Vladimir (based on Vlad the Impaler), played by Luke Evans, is in the midst of leading a Turkish war. In his efforts to save his family, Prince Vladimir seeks out a deal with supernatural forces to give him the strength needed to take down his enemies. Unknowingly, he starts his descent to becoming the monstrous Dracula. While the original Bram Stokers version portrays Dracula as a vengeful, bloodthirsty monster, this recreation paints a more sympathetic picture. Universal Studios must be imagining a box office hit because “Dracula Untold” is a featured haunted house at Universal’s Halloween Horror Nights 24. Uncover the untold story behind Dracula on Oct. 10.

“Ouija”

“Keep telling yourself it’s just a game” is the tagline for this Halloween thriller. After recording herself playing with an ancient Ouija board—or spirit board—Debbie, a teenage girl, mysteriously dies, prompting her close group of friends to investigate. Thinking it’s only a kids game, Debbie’s best friend, played by Olivia Cooke, uses the board in hopes of contacting Debbie. Once they activate the board and connect with the spirit world, they quickly realize they have unleashed an evil force. Facing their fears, these teenagers must confront a demonic entity projecting from the board and play until the end. Join the game on Oct. 24.

Photo courtesy of The Independent

Jennifer Lawrence is Katniss Everdeen in “The Hunger Games: Mockingjay, Part 1,”” which premieres on Nov. 21.

“Annabelle”

Before “The Conjuring,” there was “Annabelle.” As a prequel to the supernatural thriller “The Conjuring,” this new film provides insight to how the wicked porcelain doll named Annabelle came to be inhabited by a dark spirit. Antique porcelain dolls are widely known for their dust-collecting ability in your grandmother’s home. They are also known in mythology and legends to act as homes for wandering or evil spirits. In this supernatural horror film, a vintage porcelain doll is gifted to an expectant mother by her husband. The couple’s home is broken into by a satanic cult that conjures a demonic entity in in their house. Taking up residence in the vacant doll, this malevolent spirit wreaks havoc through the demonic conduit which is Anabelle. See what horrors are in store on Oct. 3 and find out how “The Conjuring” came to life. While October is usually filled with spooks and frights, this animated film is a welcome change. Voiced by Channing Tatum, we follow Manolo, a young man following his heart to change his destiny, through a colorful and fantastical journey. Overflowing with sugar skulls and Dia de los Muertos references, “The Book of Life” reflects Mexican cultures through a sweet-as-candy-corn love story. While fighting for the heart of Maria, voiced by Zoe Saldana, Manolo is poisoned and enters the realm of the dead. Still wanting to win over Maria’s heart, he travels through the land of the dead and the land of the living to find a way back to his world and change his fate. g

Student Shortlist 36 ENTERTAINMENT

“Love them. They bring out the terror and adrenaline most people don’t feel.”

“I can’t stand them! They give me nightmares. I hate them and I can’t stop thinking about them once I watch them.”

by UmaRaja

What do you think of scary movies?

“The Book of Life”

Rachel Greenfeld theatre senior

Amari Garcia communications freshman

HORROR NIGHTS

What is your favorite Halloween special? IsaacOCHOA

Graphics by Israel Fontoura

continued from page 35 Due to the large addition of the house, Universal has cut out many of the things that are usually featured at the Horror Nights. With the new additions to “The Walking Dead” house, the allzombie “scare zones” held on the streets have been discarded. Instead of the zombie scares on the streets, Universal will be focusing all their attention on portraying the story of “The Walking Dead” in the haunted house from start to finish. Other frights will take the place of the zombie scare zones. “The Purge: Anarchy” and the gruesome “MASKerade: Unstitched” ball will have street teams prepared to scare. “The scare zones are okay. [Universal] needs to put more time in the haunted houses, though,” Sinett said. Horror Nights’ prices are based on different factors, such as the night and length of the visit. The general admission for a single night is $100. Florida residents receive a special discount on individual tickets that range from $45 to $73, depending on the night.

Although the excitement of Halloween Horror Nights might encourage visitors to join the fun, no costumes or masks are allowed. For some, Halloween Horror Nights may be too intense, specifically for children under 13. Fans of scares, haunted houses and zombies will enjoy Halloween Horror Nights. That is, only if they are daring enough to walk through the gates. For more information, visit the Halloween Horror Nights website. g

BriPOSNER

High school can become monotonous when every day follows the same routine. But when October rolls around and “Halloweentown High” plays on Disney Channel I can’t help but pretend I have magical powers of my own. Trying to break the spell of boredom, I’ll “practice” off-thePhoto coutesy of Disney wall spells from the movie, such as walking through lockers to enter a secret clubhouse or reciting gibberish chants to make the school clock speed up. My advice is to avoid doing any of this when students or teachers are around to keep judgmental

ErikRIDD

Ever since I was a little kid, I’ve loved watching “Mickey’s House of Villains” on Halloween. This Halloween special always appealed to me, with its combination of classic Halloween-themed Disney shorts and an original story. It manages to capture the scary element of the holiday, the Photo courtesy of Disney supernatural element and the Halloween fun. Although I don’t watch it every day anymore, I still love turning on the DVD and returning to my days of childhood.

RebeccaBULLOCK

Graphic by Israel Fontoura

“I love scary movies! I enjoy them, so I’m not really scared at all.”

Vanessa Creazzo visual freshman

Pumpkins begin to sprout from the ground in your neighbors’ gardens, cheap-looking witches hang from everyone’s entrance and that hot and humid Florida weather is the same as ever. Yes, it’s almost Halloween. Oct. 31 is coming, and unlike most kids and teens, I won’t be going trick-or-treating. If no Photo courtesy of Internet Movie Database one puts a spell on me, I will be enjoying “Hocus Pocus” at home. Hopefully, watching a budding romance on Halloween night will increase my chances of experiencing the same fortune.

“I think they are more annoying than scary. They’re fun to watch with friends, but I avoid them in general.” Anjelica Abraham communications sophomore

Store shelves stacked to the brim with costumes, carved pumpkins, candy and spooky television specials can only mean one thing: Halloween has come around once again. I flip through “The Nightmare Before Christmas” and “Hocus Pocus” until I see one special in particular: “Scary Godmother.” I Photo courtesy of Internet Movie Database love re-watching the crazy antics of the characters partying in a spooky house owned by Scary Godmother herself. She uses her magic to create the perfect Halloween night for Hannah, a young girl who was ditched during tick-or-treating by her older cousin, creating the perfect Halloween movie.

ENTERTAINMENT 37

THE ERA OF THE

ROGRESSIVE RINCESSES

by IsaacOchoa

efore the 1990s, Disney princesses solely represented the European royalty and its perspectives. But with the decay of antiquated social conventions in most nations, Disney is producing diverse and egalitarian movies that cater to its growing international and equalitydriven audience. For 55 years, Disney princesses were fair skinned and culturally similar. Aurora, Snow White and Ariel embody Northern European princesses from Grimm’s Fairy Tales, a compilation of German folktales. In most cases, European ideals entailed princesses acting submissively to find comfort in a man, instead of striving to succeed on their own. “I do not think original Disney movies show enough [empowered women] because in all of them the girl is saved, rescued and helped by this strong prince. When this is shown to little kids it portrays the message that women need men to be successful,” strings sophomore Olivia Perez said. However, Disney’s effort to produce more all-inclusive films has resulted in criticism along with praise. “Aladdin,” the

Disney increases diversity and instills the ideals of women empowerment Graphic by Amanda Goodman

first multicultural film in Disney’s princess category, experienced harsh criticism from the American-Arab Anti-Discrimination Committee due to some controversial lyrics, but the incentive to create a heterogeneous cast in Disney movies started with “Aladdin.” Shortly after, a second generation of films rolled into theatres. Pocahontas, a peaceful Native American fighter, and Mulan, a stubborn Chinese soldier, further changed the Disney cast. Pocahontas mediated interactions between colonists and Native Americans, a rare action in the eyes of Europeans. Yet, Disney preserved the need for a man to guide and inspire her in order for her mission to succeed. With “Pocahontas” and “Mulan,” Disney achieved a milestone in its history by introducing diverse characters that represented cultures found thousands of miles from Europe. On the other hand, producers and screenwriters kept the role of men as the sources of women’s inspirations in “Pocahontas.” Paving the way for independent and diverse characters, “Pocahontas” and ”Mulan” allowed films such as “The Princess and the

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38 ENTERTAINMENT

Frog” and “Frozen” to develop diverse and self-sufficient female characters. Tiana from “The Princess and the Frog” is a young African American woman acquiring contacts and money for her future restaurant, and Elsa, a Norwegian from “Frozen,” rules a kingdom without a man at her side. The progressive protagonists from these new movies appear to be the antithesis of Disney’s original protagonists in the 20th century. With the growing variety of ethnicities and tenacious princesses in Disney’s cast, the problems from the last century seem to be nonexistent today. However, additional issues present themselves in a society that questions the every action of Disney’s social commentaries. “I’ve seen improvement [in] princesses [like] Tiana, Jasmine and Mulan, but they haven’t done much to impress me,” communications sophomore Zoey Schultz said. “There’s always room for more.” In a century of questioning and breaking social paradigms, Disney’s flaws will be in the eyes of its beholder. g

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THESTAFF

EDITORIALPOLICY

Editors-In-Chief Taylor Hendrickson, Remi Lederman, Claudia Zamora Managing Editor Madeleine Fitzgerald Website Editor Maria Grosso Assistant Managing Editors Kayleigh Rubin, Samantha Rose, Ximena Hasbach Layout Editor Jessica Ralph Assistant Layout Editor Morgaan Jessell Layout Staff Carsen Jessell, Chloe Krammel, Daniel Montoya Cover Story Editor Tiffany Abreu Op/Ed Editor Felipe Bomeny Op/Ed Staff Michael Wang News Editor Mackenzie White News Staff Alexa Marcellino, Alexis Pinchuk, Uma Raja Features Editor Starr Courakos Features Staff Frances Landrum, Jade Linkersdorf, Nathaniel Leonard, Karai McLean, Riley Oâ&#x20AC;&#x2122;Connor Arts Editor Michelle Birch Arts Staff Elliot Hacker, Tom Kapitulnik, Brittany McKenzie, Mary Rasura Lifestyle Editor Dana Thomas Lifestyle Staff Gernise Gregoire, Krystal Sundar Sports Editor Tomas Cabezas Sports Staff Alana Gomez, Jack Reagan, Adam Nir, Jack Yan Entertainment Editor Bri Posner Entertainment Staff Rebecca Bullock, Oscar Hamilton, Bennett Morgan, Isaac Ochoa Photo Editor Rowan Bennetti Photo Staff Julia Bonavita, Julia Horneck, Bailey Van Putten Vink Business Manager Marlena Houck Business Staff Delaney Cotton Head Copy Editor Bari Bossis Copy Editors Riley Freese, Ricky Morris, Taylor Rich Graphics Editor Amanda Goodman Blogger Erica Maltz Website Managing Editor Juan Ramirez Assistant Website Editor Erik Ridd Cartoonists Adrian Cassanova, Jose Castillo Adviser Stephen Moore

EDITORLETTER

The Muse is a student publication produced by Journalism IV, V and VI classes at Alexander W. Dreyfoos School of the Arts. Opinion is limited to editorials and columns. We welcome and will print letters to the editors, which should be submitted to the Pressroom (1-305). We reserve the right to edit letters for grammar and space restrictions and will publish no letters that are libelous or defamatory to any staff, students or members of the community. We also accept guest editorials, although we reserve the right to edit or to decline at our discretion. The Muse gratefully accepts advertisements from community businesses as well as donations from interested readers. Yearly subscriptions can be purchased for $35. Please make checks payable to Dreyfoos School of the Arts and send to:

Dreyfoos School of the Arts 501 South Sapodilla Avenue West Palm Beach, FL, 33401 or call (561) 805.6252

ABOUTUS

The Muse is a national award-winning newsmagazine. The publication has won numerous awards from the National Scholastic Press Association (NSPA) including a Pacemaker in 2004, 2008, 2011, 2012 and a Silver Crown from the Columbia Scholastic Press Association and was recently awarded with a 2013 Pacemaker. In 2013, The Muse placed Fifth for the newsmagazine and Second for the website in Best of Show at NSPA . This publication is completely funded and created by its staff, advertisers and donors. Over 1,300 students and a multitude of subscribers receive copies of the magazine annually. All aspects of the magazine from the cover to the Exposure on the back page are written and designed by the students. There are 61 staffers, grades 10-12, from the communications department and some from other art areas, as well, including cartoonists from the visual department, who work during and after school to make this publication possible. We would like to thank the School of the Arts Foundation for their continuous support. Your donations are greatly appreciated by everyone on this staff. Please visit our website at www.themuseatdreyfooos. com. g

ften times, we take our freedoms as students for granted. Our Staff Editorial discusses the privileges we receive at Dreyfoos that we tend to overlook and the Cover Story explains the universal rights we have as students. Throughout the issue, we explore the many things in which Dreyfoos

Photo by Bailey Van Putten Vink

students are lucky to participate. Whether it be an outlet in the arts, the freedom to create clubs or the privilege of CityPlace lunch, the luxuries of Dreyfoos should be cherished by all students. In this new school year, we must be grateful for our rights as students, artists and Americans. g

EXPOSURE ”Warhead”

Bennett Ragan Digital media by TaylorRich

ast school year, the School of Visual Arts (SVA) in Manhattan chose digital media junior Bennett Ragan to receive a scholarship for their summer program. This summer, he traveled to New York City for a 3-week summer photography program titled “The Stylized Image.” The class Ragan took was taught by professional photographer Clay Patrick McBride. Through this class, Ragan further developed his style of photography and came to better understand himself as an artist. “This set of photos was inspired by [digital media teacher] Kenneth Grzymala, who is a graduate of SVA and Dreyfoos,” Ragan said. “For this project, I had classmates eat Warheads sour candy so that I could elicit a reaction which would be unique for each individual.” As a technical photographer, Ragan was able to adapt to a new photography style by doing this project. The SVA summer program enabled him to learn more about his own skills and how he can grow in the field of photography. “The summer program was an experience I will never forget. It has completely changed my artistic future,” Ragan said. “I strongly suggest programs [such as SVA.] They are vital to helping students, and they help students decide if their art is something they want to pursue." g