The Muse Volume 15 Issue 2

THE

VOLUME XV, ISSUE II, DECEMBER 2017 DREYFOOS SCHOOL OF THE ARTS

SICK AND SILENT Mental illness affects hundreds within the Dreyfoos community, BUT FEW ARE SPEAKING UP Page 26

s the days become shorter and winter holiday television commercials become more frequent, we are pressed with excitement for the upcoming season. For Dreyfoos students, the weeks leading up to winter break consist of both juries and exams, while seniors are simultaneously hit by the first wave of their college decisions, cumulating in a not so “wonderful time of the year” for many.

This issue is a heavier one, , as it is eight pages longer than Issue 1, but the stories included are as well; ranging from sexual assault, gun violence, and ultimately to our cover story on mental health.

Our cover story focuses on students suffering through mental health problems and remaining silent. This generation has been proven to be the most anxious and depressed, and as long as that remains an elephant in the room, the amount of young adults diagnosed will only increase.

We have focused on the stigma around these NSFD (not safe for dinner) issues and hope to start a conversation about what we can do to ensure that everyone feels safe in their bodies and in their environment.

EDITORIALPOLICY The Muse is a student publication produced by Journalism IV, V, and VI classes at A. 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 (1-102) or submitted to themusedsoa@gmail.com.

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. To produce parts of this issue, some sources requested anonymity. To establish journalistic integrity, these names will remain anonymous, protecting the identities of the individuals quoted.

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 2013. The Muse has also won a Silver Crown from the Columbia Scholastic Press Association (CSPA) in 2011 and 2013. The Muse won a CSPA Hybrid Gold Crown award in 2015, which recognized the best print edition and website (themuseatdreyfoos.com) in the nation. The Muse is a finalist for the Hybrid Gold Crown in 2017. The Muse has also won The Palm Beach Post General Excellence - Newspaper Award in 2012, 2014, 2016, and 2017. This publication is completely funded and created by its staff, advertisers, and donors. Over 1,400 students and a multitude of subscribers receive copies of the magazine annually. All aspects of the magazine are written and designed by the students. There are 53 staffers, grades 10-12, from the communications department and some from other art areas, including cartoonists from the visual department, who 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 this staff.

CORRECTIONS

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In Issue 1 of The Muse, Anamaria Navarrete’s name was spelled incorrectly. Also in Issue 1, a graphic was attributed to Chloe Girod; it was created by Dani Esquenazi.

@themuseatdsoa @themuseatdsoa @themuseatdsoa

Photo illustration by Natalie Bergeron

THE STAFF 2017-2018 Editors-in-Chief: Marianna Kaimakliotis,

Photo Staff: Rachel Jeune, Shelby Rabin,

Ruby Rosenthal

Baldinger, Noa Kroyter, Carly Schwamm Online Content Editor: Danielle Cuestas Social Media Editor: Haley Johnston Multimedia Editor: Eliza Baker Multimedia Staff: Valerie Betts, Priscila Fernandez Design Editor: Jenevieve Norton

Destiny Robinson, Sydney Walsh, Sydney Webb Business Editor: Elizabeth White Business Staff: Ally McGivney Cover Story Editors: Carleigh Dickinson, Danelle Eugene, Morgan Scott Opinion Editor: Cody Baez Opinion Staff: Tommy McCabe, Ariana Richter News Editor: Zoe Romano

Design Staff: Sofia Grosso, Lily Gumbinner,

News Staff: Sebastian Fernandez, Lila

Joel Soto

Goldstein, Maddy Rubin Arts Editor: Jennifer Jia

Managing Editor: Alex Gordon Assistant Managing Editors: Emma

Photo Editor: Natalie Bergeron Cover photo illustration by Natalie Bergeron

Arts Staff: Kate McNamara, Sasha Monaco Sports Editor: Shane McVan Sports Staff: Lilly Randolph, Taryn Reagan Features Editor: Jordan Johnson Features Staff: Ali Hussain, Heather Rollins Lifestyle Editor: Alexa Pope Lifestyle Staff: Dani Esquenazi, Mira Rudensky

Entertainment Editor: Chloe Girod Entertainment Staff: Rebecca Boss, Anamaria Navarrete

Cartoonists: B. Amico, Jill Rooney Adviser: Carly Gates

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Illustrationby B. Amico

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Photo by Carleigh Dickinson

Photo by Natalie Bergeron

Illustrationby B. Amico

Illustration by Chloe Girod

CONTENTS OPINION Affirmative Action | Tommy McCabe & Ariana Richter Pg. 8 Photo by Natalie Bergeron

Photo by Sydney Webb

NEWS Jefferson Jubilee | Lila Goldstein Pg. 13

ARTS Arts Index | Jennifer Jia, Kate McNamara, & Sasha Monaco Pg. 20

COVER Sick and Silent | Morgan Scott Pg. 26

FEATURES The Roots: Dance | Ali Hussain Pg. 34

SPORTS Boys’ Soccer | Taryn Reagan Pg. 39

LIFESTYLE Photo illustration by Natalie Bergeron

Self Love | Alexa Pope Pg. 47

ENTERTAINMENT Analyzing Ableism | Anamaria Navarrete Pg. 58

EXPOSURE Hailey Kennedy | Sasha Monaco Pg. 62 Photo courtesy of Hailey Kennedy

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Illustration by Jill Rooney

STAFFEDITORIAL

After a series of mass shootings, America must face gun violence head on

By The Muse Staff n 2007, America said it would never forget Virginia Tech. In 2016, America said it would never forget Pulse Nightclub. And now in 2017, America has once again said it will never forget Las Vegas. It seems the U.S. cannot stop outdoing itself when it comes to forgetting mass shootings. Each year, another massacre breaks the record for how many people are killed, yet nothing changes. Our country’s obsession with guns has left a path of countless lives lost in its wake that isn’t projected to change any time soon.

According to The New York Times, since the Pulse Nightclub shooting in 2016, there have been 521 mass shootings in the U.S. over the course of 477 days. The violence has culminated in the worst act of gun violence in U.S. history, with 58 people killed at a country music concert in Las Vegas. The country was again plunged into a heated debate over whether gun control needed to be strengthened to protect more lives from being lost. It is alarming that this pattern has been the same for at least the past decade, and it seems conditions are only staying the same, if not getting worse.

2016 broke a record for the number of guns sold in the country in a single year, with almost 25 million background checks performed for the transaction of firearms, according to the FBI’s National Instant Criminal Background Check System (NICS). 2017 is already outpacing last year’s rate to break this record yet again. Alarmingly, there are an average of 12,000 gun homicides in America each year, nearly 25 times the average of other developed countries.

When the shooting at Columbine High School took place in 1999, the nation was shaken at the fact that an act of violence to that extent could ever take place. Now, 18 years later, people have become so desensitized to that same violence that occurs more frequently. Each time there is a mass shooting, the news cycle focuses on it for a few days before moving on to the next headline story. While the media loses focus very quickly, so does the average American. Most are not as outraged each successive time a shooting takes place, even though the opposite should be happening.

The problem isn’t American citizens having guns in the first place, but the lack of regulation over who is getting their hands on them. Regulations on background checks have been rolled back by the Trump administration, even going as far as making it easier for people with mental health issues to purchase firearms. These kinds of actions are counterproductive to making any sort of meaningful progress, and remove any sort of common ground politicians may find on the issue.

We as students must find a way to push back against a culture that has made us so accustomed to someone committing mass murder with the use of a gun. If we are to never forget the tragedies of the past, then we must never forget what caused these tragedies in the first place.

Contributor: Cody Baez

OPINION 7

REACTIONS TO

AFFIRMATIVE ACTION Point

By Tommy McCabe

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n fall of 2017, over 20 million students were expected to attend American colleges and universities, according to the National Center for Education Statistics. Today’s high school students work incredibly hard to maintain their GPAs, balance their extracurricular activities, and volunteer for community service hours, all in order to appeal to college admissions offices. But, even with all of their hard work and dedication, students aren’t treated equally with the implementation of affirmative action.

First created through an executive order signed by President John F. Kennedy in 1961, affirmative action was established to ensure that federal contractors hired people regardless of race, creed, color, or national origin. Today, affirmative action is used by many colleges throughout the U.S., which makes it easier or more difficult for students to get accepted into a university if they are a certain race.

It is important to be taught from a young age to never treat anyone differently or unfairly based on the color of their skin; however, this is exactly how affirmative action is treating students. The idea of this system is to benefit black and Hispanic students, while it does the opposite for those who are white or Asian. Since the key components that make up affirmative action revolve around the ideas based off of a prejudiced racial perspective, the system itself could very well be considered racist.

Assuming that all black and Hispanic students are poor and will need extra help getting into college is not fair for the white student whose family struggles to make ends meet. The playing field should be based on economic status, as opposed to race. That way, those who couldn’t necessarily afford an SAT tutor or the necessary school supplies would get their chance to get into college as well. According to TIME, the average cost of a broadband connection to the internet in 2015 was $50 per month, which isn’t necessarily affordable for all families.

The Harvard Law Record studied the 2011-2012 school year and discovered that while the white population at the University of California at Berkeley would usually be between 50 and 60 percent, it decreased to 27 percent with race-blind admissions.

A study done by The New York Times found that “even after decades of affirmative action, black and Hispanic students are more underrepresented at the nation’s top colleges and universities than they were 35 years ago,” proving how inadequate this system really is.

Affirmative action was put in place to ensure diversity exists in colleges, but it can appear to be doing the exact opposite. As a result, many are questioning why it is still in effect. Built to reject racist and prejudicial viewpoints, today’s society should be pushing to eliminate affirmative action. If a system for American colleges is going to be put in place at all, it should be based on economics, not the color of a student’s skin.

OPINION

THE ISSUE:

IS AFFIRMATIVE ACTION AN UNFAIR OR NECESSARY ADVANTAGE TO UPHOLD IN THE COLLEGE APPLICATION PROCESS? Counterpoint

By Ariana Richter

Illustration by B. Amico

rom 200 years of slavery to 90 years of Jim Crow, the legacy of almost 300 years of institutionalized racism did not disappear once the laws were changed. Race has been thoroughly etched in American society, causing racism to continually mutate in social practices. Beginning with the Civil Rights Act of 1964 and continuing through the election of Barack Obama in 2008, America has progressed immensely in terms of equality for all; however, every generation needs to evolve in its understanding of racism and advocate for social justice. Affirmative action was created as a means to remedy systemic discrimination towards people of color and this program is still necessary in today’s society.

Over 50 years have passed since the Brown v. Board of Education Supreme Court decision outlawed segregation in educational institutions and allowed Ruby Bridges admission to an all-white elementary school. Yet, black students continue to receive a far worse public school education. According to comprehensive data released in 2017 by the U.S. Department of Education’s Office of Civil Rights, “More than 70 percent of white students attend schools that offer a full range of math and science courses, just over half of all black students have access to those courses.”

College admission systems should not pursue the “color-blind” option until students of all race, color, and creed receive an equitable education. These programs are intended to facilitate the integration and tolerance of minorities by fostering diversity in the educational and professional institutions. This ultimately aids the innovation, growth, and progress of our society.

Despite this, there continues to be a misconception that affirmative action discriminates. According to The Washington Post, “Black students are more than four times as likely as white students — and Latino students are twice as likely — to attend schools where one out of every five teachers does not meet all state teaching requirements.” Affirmative action secures that educational institutions, workplaces, and other establishments reflect the American diversity.

According to The New York Times, there continues to be a major income gap between whites and minorities. Affirmative action is responsible for the middle class income growth in communities of color over the past 30 years that has somewhat closed the income gap.

Access to higher education goes a long way in aiding the end of cycles of racism. When any student, regardless of race, is granted admission to a university, this calls for celebration, not a court case.

America can one day celebrate the day when everyone has equal access to opportunities for advancement and equitable treatment.

But today is not that day.

OPINION 9

SKIPPING OUT ON TARDIES

A new tardy policy has presented challenges for students and brought an apparent loophole to the surface

By Carly Schwamm ix tardies in two weeks. Traveling on I-95, traffic can delay students’ commutes almost 30 minutes. Although out of their control, students have to make a decision: skip class or take the detention.

The new tardy policy has presented an apparent loophole and has resulted in new challenges for students. This loophole unintentionally encourages students to skip classes by punishing tardy students. Since the new tardy policy has been implemented this year, regulations have become stricter on mandating consequences for tardies.

“THE OLD POLICY WAS CHANGED TO ADDRESS EXCESSIVE TARDIES, BUT THE NEW POLICY PUTS A BLANKET SOLUTION ON A SITUATION THAT COULD BE ADDRESSED ON A CASE-BY-CASE BASIS.”

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OPINION

The new tardy policy, outlined in the Standard Operation Procedure, states that “there will no longer be a difference between excused and unexcused tardies.”

Additionally, “tardies will be calculated by semester and will not accrue between semesters.” The new protocol for consequence breakdown states that tardies one through five will not result in a consequence. However, a sixth tardy results in a Wednesday detention and parent contact. Upon receiving tardies seven through nine, students will receive a Saturday detention. Tardy number 10 will result in a Behavior Contract and an in-person parent conference. Finally, on tardy number 11, a discipline referral will be given and another in-person parent conference will take place. Students who receive their eleventh tardy will lose privileges including CityPlace lunch and honor society memberships.

As with any new policy, this tardy system set the foundation for a multitude of concerns from students. This also meant that administration had some intention behind creating this policy in the first place. According to Assistant Principal Corey Ferrera, Dreyfoos has a committee where teachers “can bring issues to the principal and address concerns.” In recent years, teachers have become “increasingly frustrated with the amount of tardies that students had been receiving.”

In wake of these presented frustrations, administration took action to reduce the number of tardies students were receiving by changing the tardy policy. The intention behind creating the

G

Graphic by B. Amico

Illustration by B. Amico

new policy was completely justified. However, it has brought complications to the surface. Even if students come to class two or three minutes after class begins, students can receive a tardy.

Despite some occasions of excusing students for major traffic jams, daily traffic that may be encountered after long drives from Boca Raton and Jupiter are typically not excused.

On a weekly basis, students can face two to three tardies without intention. These tardies are not excused and already account for almost half of their chances before receiving a detention. The old policy was changed to address excessive tardies, but the new policy puts a blanket solution on a situation that could and should be addressed on a case-by-case basis.

For students of all majors, it can be difficult to make it to every class exactly on time for each period. From completing surveys for publications, changing after dance, or finishing rehearsals, many students will rush to class and still not make it on time. Teachers will no longer accept a pass from a teach-

er as excusing a tardy. Even when finishing a test or wrapping up a performance, these occasions still count toward the overall amount of tardies a student receives. After realizing that students could receive a detention for being a few minutes late, many just choose to skip the class to avoid facing the consequences.

The intention of the policy was to crack down on students with excessive tardies. However, the unintended consequences of punishing students who rarely receive tardies is frustrating. For students who rarely receive detentions or are rarely late to class, the policy harms them. The question still remains of whether to skip class or receive the detention, and the new tardy policy means that this question would remain unanswered. When looking at the new tardy policy, it is clear that it essentially punishes students for going to class late without a viable excuse, and it unintentionally encourages skipping class.

Opinion

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JEFFERSON JUBILEE

By Lila Goldstein

The A.R.T.S Club hosted their annual Jefferson Jubilee on Dec. 6, where club members gave holiday gifts and performed music for disadvantaged children. Named after former Dreyfoos teacher Leah Jefferson who passed away over two years ago, the Jefferson Jubilee has been a charitable way for students to honor the woman who helped make the A.R.T.S Club what it is today.

“The Jefferson Jubilee embodies the spirit of Dreyfoos,” digital media senior and A.R.T.S Club co-president Isaac Acosta said. “We love to give [the kids] a taste of the holiday season and shower them with compassion.”

Photo by Shelby Rabin

NEWS RECAP

FALL FESTIVAL

By Lila Goldstein

On Oct. 31, students and faculty packed the gymnasium to watch student representatives from every grade play Halloween-themed games, continuing in Fall Festival tradition. Participating students bobbed for apples, took part in a pie-eating contest, competed in a costume contest, and “mummified” their teachers with toilet paper, all while candy was thrown into the crowds and Halloween music played in the background during the Student Government Association-sponsored event.

“It was really funny and amusing,” dance freshman Kaylee Frost said. “I would go again next year.”

Photo by Natalie Bergeron

NEWS 13

NATIONAL HONOR SOCIETY: $25 $25 MATH HONOR SOCIETY: HISTORY HONOR SOCIETY: $10 ENGLISH HONOR SOCIETY: $10 STRINGS SENIOR RAY JIA’S BILL: $70 “I think there is nothing wrong with societies collecting money, as they need it to run,” Jia said. “But, the dues from each of them can quickly stack up.”

PAYING IT FORWARD The cost of clubs and honor societies is becoming a burden for students’ pockets

By Maddy Rubin here are over 80 unique clubs and honor societies at Dreyfoos. What if a student were to be involved in every single one?

The answer is that for some students, this would be impossible—and not just due to the amount of work and time club and honor society membership often entails, but due to the increasing financial burden that participation in these organizations can place on students and their families.

Dance senior Victoria Volpe is in four Dreyfoos honor societies: National Honor Society ($25 dues), Spanish Honor Society ($25 dues), National English Honor Society ($10 dues), and National Dance Honor Society ($25 dues for returning members). In total, Volpe paid $80 in fees for this year alone.

“In all honesty, I’m not 100 percent sure where the fees come from, especially if these are honor societies and their sole purpose is to give back to the community,” Volpe said.

A commonly overlooked aspect of membership, various fees required by clubs and honor societies have been on the rise in recent years. According to the 2016 Backpack Index, the average annual cost of extracurricular activities and other school-related expenses, the price of high school-sanctioned sports, clubs, and other activities

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NEWS

was expected to jump 10 percent in 2016. The Backpack Index also estimated that, on average, parents of high school students would pay around $1,124 in extracurricular activity expenses in one school year.

The financial burden of these fees can often deter students from being involved in certain activities within the Dreyfoos community.

“There have been multiple incidents where my parents didn’t feel comfortable paying a certain amount for a club fee, which caused me to take a step back and evaluate whether or not the club is something I’d actually be active in,” communications sophomore Faith Tirtarahardja said.

Tirtarahardja is not the only Dreyfoos student to feel intimidated by a club membership fee—in a survey of 158 Dreyfoos students across all grades and majors, The Muse found that 19.5 percent of those surveyed have decided not to join a club or honor society because of the member fee required. Still, many of these clubs and honor societies rely upon membership dues to provide a start-up fund for the year.

“I believe a fee is necessary because it serves as the primary foundation of funding that keeps the club up and running,” theatre senior and Spanish Honor Society (SHS) co-president Zoey Burger said. “[The SHS fee is] $25 and it covers the bus payments for transportation to the elementary school we visit four times annually, as well

as expenses regarding activities [and] goodies given to the children. The fees also cover senior honor cords and the SHS induction.”

Oftentimes, the question of what membership dues are paying for determines their importance in the minds of students. Dues that fund charity events or fundraising activities for the year are more likely to be supported and validated by students than are dues used for unnecessary spending.

“In my opinion, whether or not to collect member dues is completely dependent on the organization,” digital media senior and A Prom to Remember (APTR) president Olivia Monaco said. “In A Prom to Remember’s case, member fees are definitely beneficial, being that we put the funds to good use by promoting APTR through fundraisers. In other cases, member dues are collected for the sake of providing food at meetings, which I find to be counterproductive.”

Regardless of how fees are spent by a school organization, a financial burden on families across the nation remains. According to the University of Michigan’s C.S. Mott Children’s Hospital National Poll on Children’s Health, 27 percent of parents from households bringing in less than $60,000 annually cited cost as the reason their child was less involved with school activities. However, Dreyfoos students have the opportunity to apply for different financial aid programs sponsored by the School of the Arts Foundation (SOAFI), which can cover various Dreyfoos-specific costs.

“Presently, 20 percent of Dreyfoos’ student population has applied and qualified for free-and-reduced lunches,” SOAFI Director of Development Stefani Kochanski said. “The Dreyfoos School of the Arts Foundation offers student support through our Ray of Light and Amy’s Light Programs, [which] offer financial support to students who qualify for the Federal Free and Reduced-Price Lunch Program or have extenuating family situations.”

Kochanski further explained that these two programs specifically can “provide funding for travel assistance for school related activities; music, voice, and dance lessons; school supplies such as art materials, computers, laptops, cameras, ballet slippers, tap shoes, music instruments; and scholarships for summer study.” While club membership and honor society fees and dues are not covered directly through these programs, both school counselors and SOAFI can help cover those costs as well.

“We do have various [financial aid] programs for students that are on [the Federal Free and Reduced-Price Lunch Program], that get it for SAT/ACT waivers, college application waivers, senior fees, prom fees,” guidance director Georgia Mounce said. “[For club membership fees] I know you should work with the club sponsors to notify them of your situation, and they’ll be able to work with you.”

Many clubs and honor societies at Dreyfoos do have options for students with specific financial situations. Key Club sponsor and math teacher Ellen Reilly said that if there was a student experiencing issues paying the Key Club fee, she “certainly would cover it.” Both Burger and Monaco said that the Spanish Honor Society and A Prom to Remember would work with members who had any financial issues paying dues.

Because both assistance with organization membership fees and SOAFI-sponsored financial aid programs for students exist, the problem often lies in a lack of student awareness of the available opportunities. Throughout the 2016-2017 school year, SOAFI provided aid totaling $50,000 to about 70 students, according to Ms. Kochanski, but they rely completely on Dreyfoos faculty and students to spread the word and make others aware of all that they have to offer.

“We say that [students should talk to their counselors] in the beginning of the year, but I don’t really think that students listen,” Ms. Mounce said.

“Sometimes people are ashamed to come forward. I think the biggest message to get out there for students is that there is help, and we will find ways.”

The Muse conducted a survey in November 2017 regarding how students felt about club and society dues.There were 158 responses from the student body.

20% OF STUDENTS SAID THEY DID NOT JOIN A CLUB/HONOR SOCIETY BECAUSE OF THE DUES.

57% SAID THEY FELT

PRESSURED TO PAY A FEE OR DONATE TO A SPECIFIC CLASS

77% SAID THEY HAD 2 OR

MORE CLASSES REQUESTING A FEE OR DONATION

HOW MUCH SHOULD CLUB OR SOCIETY DUES BE?

30% No Dues 21% $5 27% $10 22% $11+ Graphics by Marianna Kaimakliotis

NEWS 15

Miss Lucy’s 3 Day Dollhouse Party See what happens when renowned artists create original art for a local family’s dollhouses! d ec emb e r 1 4 , 2 01 7 – f e b r ua ry 4 , 2 01 8

Tuesday–Sunday noon / 5 pm Thursdays open late ! / 9 pm

Organized by the Norton Museum of Art. Support for this exhibition is provided by The Milton and Sheila Fine Endowment for Contemporary Art.

www.norton.org 16

1451 S. Olive Avenue West Palm Beach

Donald Baechler (American, born 1956). The Rose, 1993.

Mixed media. 8 x 6 in. (20.3 x 15.24 cm). Collection Douglas B. Andrews. Courtesy Anthony Meier Fine Arts, San Francisco, California

EARLY BIRDS

Twice as many seniors applied to college with early deadlines

By Lila Goldstein

Number of Early applications by Year

arly decision (ED) and early action (EA) options for admission to colleges are now utilized by Dreyfoos students more than ever. Since these application deadlines fall in October and November, ahead of most regular decision deadlines, the college application timeline has advanced for many seniors.

“Last year, we had 182 applications for EA, that’s either on Oct. 15 or Nov. 1, and this year we had over 375 applications,” guidance director Georgia Mounce said. “A big struggle for us was the senior skip day. I got an influx of emails from seniors who skipped while they were completing their college applications on that day.”

EA and ED are alternative plans in which students apply to colleges early and can be accepted sooner. This system has become a favorite of many colleges, prompting students to apply early and to more schools. EA is non-binding, meaning the the student is not forced to commit to the school if they are accepted; ED, on the other hand, is binding. If students applied ED, and are accepted, they are obligated to attend that school. Due to the increased amount of applications with earlier deadlines, competition has both increased and intensified.

“Applying early definitely has its perks,” communications senior Ariel Gordon said. “Espe375 cially because some schools have ED acceptance rates that are higher than their regular decision acceptance rates.”

Proper time management is necessary in order to meet these deadlines. Components of the application process include standardized testing, teacher recommen-

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2017 Graphic by Lily Gumbinner

dations, essay writing, and resume building. For many visual, digital media, or music students, auditions or portfolio reviews may also be required.

“We have seen an influx of students struggling with organization, extracurriculars, art areas, and their college applications,” Mrs. Mounce said. “They do take a solid chunk of time out of a student’s schedule. A lot of students struggle with how to get transcripts and recommendations, and there are multiple essays you need to write. It is not just copying and pasting.”

While these applications can seem daunting, many seniors work hard to ensure that all of their application-related responsibilities are fulfilled.

“It was really simple,” theatre senior Azure Kordick said. “I’m only taking one academic class this year, so my course load is really low. The only time it was stressful was at the deadline since I waited until last minute.”

Kordick urges rising seniors to start looking at schools now, get their GPA on track, and organize all of their materials.

Similarly, prior planning and dedication was the key to piano senior Joshua Boss’s lack of anxiety about his applications. Boss is the National Honor Society President and has a rigorous course load, but is not worried about the stress of applying.

“I find time to do both my schoolwork and applications,” Boss said. “Especially when you do things in advance, and when you have an hour here or there, you can use that time.”

While the rapid developments in the college application process and added stress of ED and EA deadlines pose several challenges to current and rising seniors, through planning and outside assistance, they can be managed.

“I didn’t do a very good job managing my stress [for] my EA deadlines. In fact, I would say I single handedly inflated my stress to levels unbeknownst to mankind,” communications senior Zachary Stoloff said. “I waited until the very last minute to turn in my apps, so I really didn’t manage [my stress] at all. But hey, it eventually got done.”

For most seniors, the hardest part of the application process is waiting for the results. For early deadlines, the outcomes are often released in December, while for regular decision deadlines, the acceptances come out in the spring.

“I’m not too worried about these acceptances though, not because I’m arrogant and think I’ll get in anywhere I apply, but because I know there’s nothing I can do about it anymore,” Stoloff said.

“Stress? I barely know her!”

“I DIDN’T DO A VERY GOOD JOB MANAGING MY STRESS OF EARLY ACTION DEADLINES. IN FACT, I SINGLEHANDEDLY INFLATED [MY STRESS], ” STOLOFF SAID.

2016 News 17

TOO JUUL FOR SCHOOL AS THE USE OF FLAVORED E-CIGARETTE AND VAPING DEVICES RISES IN THE ADOLESCENT COMMUNITY, MANY ARE UNAWARE OF WHAT THEY ARE AND WHAT THEIR TRUE IMPLICATIONS CAN BE

By Sebastian Fernandez *Names changed to protect identity

ACCORDING TO THE NATIONAL INSTITUTE ON DRUG ABUSE, TWICE AS MANY BOYS USE E-CIGARETTES THAN GIRLS.

ACCORDING TO THE NATIONAL INSTITUTE ON DRUG ABUSE, ALMOST 87% OF STUDENTS DON’T KNOW THAT JUULS CONTAIN NICOTINE.

Graphics by Joel Soto and Noa Kroyter

18 News

n just one quick breath, the JUUL, a popular vaporizer, leaves you with an “intensely satisfying” taste and a nicotine buzz, according to JUUL Labs.

This new e-cigarette device, which is small enough to be hidden in your pocket, gained popularity among students due to its easy accessibility and inconspicuous appearance, often being confused for a flash drive. Measuring fewer than four inches long, the JUUL has a rechargeable battery (via USB) which powers a heater that boils a flavored solution (such as mango and mint) each time the user inhales. According to the JUUL Vapor website, the device was designed as an easy alternative for smokers.

“By accommodating cigarette-like nicotine levels, JUUL provides satisfaction to meet the standards of smokers looking to switch from smoking cigarettes,” the online product description said.

Although it was crafted for smokers, student interest in the JUUL has grown as more individuals try it for the first time.

“Everyone else around me was doing it,” senior Shelby Holland* said. “I thought, ‘Why don’t I just go with it?’”

JUULs are easily purchased, either on the JUUL Vapor website, personal sales from friends, or at one of the 23 locations that sell JUULs within a 10 mile radius of Dreyfoos. Sophomore Evan Daniels* said that he purchased it for only $40 online.

The starter kits, which are sold online and include the device, the USB charger, and four JUULpods, simply ask for confirmation that the buyer is above the age of 21. JUUL lab spokesperson Christine Castro said to the New York Post, “We use industry-leading ID match and age verification technology to ensure that customers attempting to purchase on JUUL.com are age 21 and over. Our system requires customers to submit their IDs to a public record search, where information is verified against multiple databases.

“None of those things are regulated,” Assistant Principal Corey Ferrera said.

“These kids are buying it or partaking in [vaping] without really truly understanding the repercussions that can come from it.”

Some students fail to recognize the risks associated with using the JUUL, while others ignore the dangers completely. Many misconceptions have been spread regarding the implications of the JUUL.

“I don’t think it’s very harmful because heating liquid up to a vapor is a lot safer than inhaling smoke,” junior Elijah Alvarez* said.

In the case of the JUUL, the liquid that becomes vaporized includes many synthetic chemicals, from propylene glycol to nicotine. Although each JUULpod consists of only 5 percent nicotine, that amounts to 59 milligrams, the same amount as a full pack of cigarettes. The product, designed to help individuals stop smoking, presents just as addictive effects to students.

“Inhaling anything other than the air around you is always bad, no matter the form,” school nurse Kristen Winner, R.N. said. “Whether it’s a tiny amount of nicotine or a large amount of nicotine, it can be bad. Nicotine is nicotine.”

In fact, nicotine exposure can harm adolescent brain development and affect learning abilities, according to the Center for Disease Control. Despite the negative health risks, the U.S. Department of Health and Human Services (HHS) found that one in six high school students reported having used an e-cigarette device within the past month in 2015, and since, those numbers have only increased.

“I feel like this is like the next fad,” Ms. Ferrera said. “It’s popular to have the JUUL right now.”

This increased popularity could potentially pose problems in the classroom and disturb the learning environment. “[JUULs] would cause disruptions,” math teacher Christopher Coombs said. “I think students will snicker or laugh at it.”

In an effort to prevent an increase in such class disruptions, Dreyfoos administration has begun to educate all faculty members on the devices.

Many were not aware that the device was a vaporizer before administration informed them.

“I had no idea how deceptive these [devices are],” English teacher Carmen Gallardo said. “You couldn’t even tell what they were.”

After widespread education, teachers were able to recognize the device in their classroom and take action. When

BREAKING IT DOWN: MOUTHPIECE CHIMNEY COIL & WICK OUTER SHELL

DEVICE

THE JUUL

a teacher or member of the faculty encounters such a device on school grounds, a member of the administration is contacted to handle the situation.

“If a student is found with this device on campus it is the same as if they were caught with a tobacco product,” Ms. Ferrera said. “It’s considered to be a Level 2 on the disciplinary matrix.”

“INHALING ANYTHING OTHER THAN THE AIR AROUND YOU IS ALWAYS BAD, NO MATTER THE FORM. WHETHER IT’S A TINY AMOUNT OF NICOTINE OR A LARGE AMOUNT OF NICOTINE, IT CAN BE BAD. NICOTINE IS NICOTINE,” WINNER SAID. If it is the student’s first infraction, the student will be suspended for five days due to possession of a tobacco product. The student also runs the risk of the JUUL being tested for THC, the chemical found in marijuana, and if THC is present, receiving a 10-day suspension for possession of marijuana. This is a Level 4 offense that results in immediate expulsion from Dreyfoos.

Each preventative and disciplinary measure taken by administration serves to bring an end to the use of the JUULs and to further prevent students from making decisions that could harm both their academic performance and health.

“We take these situations very seriously,” Ms. Ferrera said. “We care about the safety and well-being of our kids.”

News 19

ARTS INDEX ARTS INDEX

By Jennifer Jia, Kate McNamara, and Sasha Monaco

In a collaborative effort, dance majors rehearsed choreography for the winter concert on Dec. 10 In a collaborativeineffort, rehearsed choreography Meyerdance Hall.majors Students were able to showcasefor the winter concert on Dec. 10 inperformances Meyer Hall. Students to holiday-themed to friendswere and able family, showcase holiday-themed to friends and holiday family, prepreparingperformances everyone for the upcoming season. paring everyone “My for the upcoming season.is“My favorite favorite part holiday of the concert being able topart of the concert is being present dances I’ve been working presentable thetodances I’vethebeen working one for the past on for the past few fewmonths,” months,”dance dancesophomore sophomoreNicolas NicolasOpourov Opourovsaid.

Photo by Natalie Bergeron said.

Photo by Natalie Bergeron

In addition to preparing for semester juries, all visual and digital media students submitted at least one piece each to the 2018 Scholastics Art and Writing Awards competition.

Photo by Sydney Webb

Instruments ranging from xylophones to drums were a main component in creating the program at the annual Prism concert on Nov. 29. Many unique instruments which are not frequently featured in solo ensembles decorated the stage of the Kravis Center.

Photo by Sydney Webb

20 Arts

The piano department featured lively duets, and collaborated with band and strings students at the annual Prism Concert. Afterward, musicians began preparation and rehearsals for the Klavier 1 Piano Recital on Jan. 26 in the Brandt Black Box Theater.

Photo by Rachel Jeune

The band department performed at the Jazz Combos Concert in Meyer Hall on Dec. 15. Following their annual performance at Prism, the department underwent extensive rehearsals toward Chamber Winds Concert on Dec. 14 in the Brandt Black Box Theatre. The Chamber Winds Concert is a series of music ensembles, featuring instruments form the tenor saxophone to the bass trombone.

Photo by Rachel Jeune

Vocal students contributed to Prism by arranging holiday selections to supplement the compositions of their peers. Students are hand-selected each year to perform at the Kravis Center, where family and friends are invited to enjoy a night of festive music. Additionally, vocal students prepared for the Holiday Chorus Concert on Dec. 16 in Meyer Hall. Photo by Natalie Bergeron

Strings students performed at the annual Prism concert on Nov. 29 at the Kravis Center. Embracing the holiday spirit, musicians curated a festive atmosphere by playing traditional collectional pieces such as “The Nutcracker” composed by Pyotr Tchaikovsky. The winter Philharmonic Concert was held on Dec. 6 in Meyer Hall.

Photo by Natalie Bergeron After the curtains closed on “Kiss Me Kate” and “All My Sons,” the theatre department began preparing for their upcoming spring show: “The Caucasian Chalk Circle.” Dreyfoos’ International Thespian Society (ITS) troupe, Troupe 4990, competed at the ITS District Festival, where students perform in a multitude of events including individual monologues, costume design, and duet singing.The Hairy Details Improv Troupe performed their second show in the Brandt Black Box Theater on Dec. 15, which included audience participation and interactive games.

Photo by Rachel Jeune

At The Palm Beach Post’s annual workshop for high school journalists, students were able to hear from Pulitzer Prize-winning journalists and learn about different styles of journalistic writing, multimedia, and photography. Seeds held its first Open Mic Night of the year at Harold’s Coffee Lounge on Oct. 25. The next Open Mic Night will be held in February, and Seeds is also planning to hold in-school opportunities as well.

Photo courtesy of Kyla Baal

Arts

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CONTROVERSIES IN CONCERT ATTIRE Graphic by Jennifer Jia

22 arts

Students question the appropriateness of traditional, genderspecific concert attire

By Jennifer Jia The Baltimore Symphony Orchestra, along with other promdorned in black pleated tuxedos and minimalis- inent professional music ensembles, has addressed the downtic floor-length dresses, music students wear dis- sides of traditional concert attire by designing contemporary tinctive, gender-specific dresses and suits during clothing that is not only gender-inclusive, but also enhances the performances. Individuals who fall beyond the collective appearance of the orchestra. gender binary, however, face discrimination when it comes to “The concert attire is essentially that girls wear a black, long concert attire because they are confined to options that do not dress with three-fourth length sleeves, while boys wear a black fit their gender identity. Driven by the relatively open atmo- tuxedo,” music teacher Wendell Simmons said. “I had a female sphere curated at Dreyfoos, an increasing number of students student a while ago who wore a tuxedo, not particularly because are questioning the traditional, gendered tuxedos and dresses. she was transgender, but simply that she was more comfortable “I believe that students should be able to wear what they wearing it. When these students go through a lot already, why feel most comfortable in,” strings junior Leonelly Guerra said. tell them what they can or can’t wear for concerts?”

“Discomfort or possible artistic limitation can be brought upon With the new generation of vocalists, musicians, and perby this silly limitation in concert attire. Dreyfoos is about the formers, conventional uniforms enforced in concerts have becreation, not about [limitations on] whether come more lenient. As a result, it is more “WHEN IT COMES TO or not the artist wears a suit or a dress.” common to see performers onstage dressed The universal standard for concert attire CONCERT ATTIRE, in non-traditional accessories, such as festive used in professional productions rose with AS LONG AS THE reindeer headpieces during holiday concerts. the appearance of classical music orches- [CLOTHING] MATCHES Meanwhile, gender norms and stereotypes tras and ensembles nearly 400 years ago to created through concert attires have yet to THE REST OF THE preserve unity among the aesthetic of the be addressed. orchestra. Now, in the 21st century, many ENSEMBLE, STUDENTS “I think that performers should be able recognize the rigidity in gender stereotyping SHOULD GET THE to wear either a dress or tuxedo regardless of through concert attire.

CHOICE IN CHOOSING gender, but only to a limit,” Ferguson said.

“The amount of gender stereotyping de- WHAT TO WEAR,” “I think a kid should have a meeting with a pends,” band junior Sam Goldstein said. “If guidance counselor or assistant principal. I GUERRA SAID. somebody gets to choose which attire they believe that it is the right thing to let kids wear, then [there is no gender stereotyping]. But if they are express their true identity, as long as the situation is confirmed required to wear either a dress or a suit based on ‘gender,’ then to be serious and not a joke, so that the situation doesn’t get [there is gender stereotyping] because it puts them into a box of out of hand.” how they are ‘supposed to look’ based on their gender assigned Students at Dreyfoos are able to express themselves by wearat birth. It doesn’t at all take into account somebody’s true gen- ing a dress or tuxedo, regardless of gender. In turn, many studer identity, or even their security and comfort in general.” dents hope to see future strides in the removal of gender-speBeyond gender stereotyping, students also argue that con- cific concert attire within the piano, band, strings, and vocal ventional concert attire can limit self-expression by enforcing departments. strict regulations in the way that musicians dress. Others, how“I feel like Dreyfoos is accommodating to many of the genever, promote the idea of professionalism in the music industry der fluid or gender non-specific students,” Guerra said. “When through the physical presentation of performers. it comes to concert attire, as long as the dress or suit match“I personally believe that gender-specific concert attires do es the rest of the ensemble or is appropriate according to the not limit self expression,” vocal freshman Cade Ferguson said. event, I believe that students should get the choice in choosing “Kids can express themselves throughout school and in public, what to wear.” but concert attires are meant to show formality and show that a group is professional.”

arts

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TURNING DAYDREAMS INTO REALITY

By Kate McNamara hen Jonathan Tilkin first bought tickets for the 2014 Jingle Ball tour, the idea of being a pop star had never even crossed the Dreyfoos alumnus’ mind.

After the show, Aaron Hagan, a close friend of Tilkin and Ariana Grande’s former voice technician, approached him and proposed that he pursue music as a career. Hagan’s words planted the seed of an idea that would ultimately blossom into Tilkin’s lifelong passion. “[Hagan] said to me, ‘You have a unique voice, you’ve got the drive to do it, and if Shawn Mendes can do it, you definitely can too,’” Tilkin said. “I don’t know why, but it kind of struck something in me. I had done theatre for so long, and I was looking for something new to try.”

Tilkin, a former theatre major at Dreyfoos, was enrolled

in the drama program at Florida State University (FSU), in addition to working at a local theatre company on the side. At the time, Tilkin’s entire world revolved around the stage, but Hagan’s career advice ultimately convinced him to give up theatre and jump into the unfamiliar world of music.

“Everyday I was waking up hoping that I wasn’t called for rehearsal, so I could sit at home and practice guitar instead,” Tilkin said. “In the middle of my sophomore year at FSU, I dropped out of the program and studied music for the last year and a half.”

As graduation approached, Tilkin applied for an internship with Rock and Roll Hall of Fame inductee and record producer Quincy Jones. The day after the ceremony, he received a call from Jones’ agency informing him that he had been chosen for the internship; in less than a week, Tilkin packed up his life in Florida and set off to begin a new one in Los Angeles.

“The internship was for artist management, so I was working with the artists that Quincy Jones was handpicking,” Tilkin said. “They didn’t know I was a singer; I wanted to be treated how I was supposed to be treated so that I could absorb what I wanted and see where it all went.”

Tilkin acquired skills during the internship that he applied to his fledgling career. One of these abilities included the use of Instagram as a promotional tactic. That summer, he began to post a cappella covers of popular songs, and the videos quickly gained traction on the platform. Additionally, the covers brought him to the attention of talent agents in Los Angeles, which marked the beginning of his big break.

“The only way that I got Ryan Colton as my manager was having the Instagram numbers, the followers,” Tilkin said.

“He was like ‘I see the engagement, the followers are here, the fans are here, they want you.’”

With Colton by his side, Tilkin released his debut single, “Daydreamin,” on Aug. 17, which has reached over one million plays on Spotify. Following the launch, Spotify added “Daydreamin” to their specially curated playlists for new artists including “Release Radar” and “Discover Weekly.”

This generated far more consumer interest in the song than Tilkin’s team originally expected.

“They are trying to make sure that new artists can have a voice, most [songs by] people my size don’t break more than 100,000 to 200,000 plays,” Tilkin said. “I got a shout out from

Photo Courtesy of Jonathan Tilkin

Former student debuts single: “Daydreamin” Alexis and Carlos PenaVega [of Spy Kids and Big Time Rush], and that drilled a ton of traffic to my song. That’s what got [the song] enough momentum for Spotify to pay attention.”

Most recently, Tilkin and Colton have been meeting with various producers and agencies to plan the future of his career, one of which includes Quincy Jones’ team—the same group that Tilkin interned with after college. While most of his meetings have gone smoothly, Tilkin believes that the hardest obstacle so far has been making people understand his vision for his music.

“It’s hard to convince people to hear what you hear in your head and to make people see what you see in your head,” Tilkin said. “It’s been going really well so far, but at every [meeting] you start from ground zero. You can’t go to a new guy and say, ‘Well the last guy liked me, so you should like me, too.’ Everyone is an individual sale.”

While Tilkin isn’t interested in acting anymore, he still recalls the skills he learned as a theatre major. His years as an actor taught him the fundamentals of public speaking, as well as how to make himself seem appealing to the music producers he has to meet with regularly. Without the intensive training of the theatre department at Dreyfoos, Tilkin says, he wouldn’t be where he is today.

“Theatre is a sales job every single day,” Tilkin said. “I remember it was like, ‘Can I get this scene memorized in two days? Can I remember the blocking? Can I land this role?’ Everything about that sets you up perfectly for life, including job interviews and selling yourself to a company. All of these [abilities] came from Dreyfoos, from selling yourself on camera to selling yourself on stage.”

After graduating Dreyfoos in 2012, Tilkin continued to use and enhance the skills he gained as a theatre major. His one word of advice to students entering the music industry is to try not to take rejection personally.

“It’s a struggle because when someone says, ‘I don’t like your song,’ you’re like ‘No that’s my baby, that means you don’t like me,’” Tilkin said. “But in the same breath, they’re going to say, ‘we like your voice, we like one of your other songs.’ The biggest advice I can give is learn to be so confident in yourself that no amount of no’s can shake who you are. Know yourself so well and believe in yourself that you don’t have to worry about that.”

Listen to “Daydreamin” on Jonathan Tilkin’s Spotify

Q&A Q:

If you had to create a different genre of music, what would it be?

A genre that is all light saber sounds, like orchestral laser beams. When I get really stressed at the end of my day, I like to laugh. It made me laugh, the idea of laser beams as a giant orchestral piece, just taking itself so seriously that it would be funny.

Q:

What was your most memorable experience at Dreyfoos?

During my junior year, people were literally running around slapping each other with paint [during Spirit Week].

I think it was the year that I was red.

We were tagging people with paint territorially [by grade], and after that day I’m pretty sure they forbid paint forever.

Q:

How do you want people to feel when they listen to your music?

I think that more than ever, people need something that they can just enjoy. It all has depth, but it doesn’t demand the listener to sit down and pay close attention. I want to make music that people can blast in the car and listen to on the beach with their friends. I want people to smile when they hear it.

Arts 25

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SICK AND SILENT 138 174 189 464

Dreyfoos students have been diagnosed with depression. frequently have self-harming or suicidal thoughts.

Dreyfoos students have been diagnosed with ANXIETY. have been told that they are overreacting about their mental health.

These were the findings from The Muse’s survey conducted between Oct. 24 to 27 of 1171 students regarding mental health.

By morgan scott

COVER 27

Mental illness affects hundreds within the Dreyfoos community.

Many who suffer compare their experiences to the sensation of drowning, of fighting against the current, but each wave is an unanswered call for help. Negative stigmas attached to mental health and a lack of education on mental illness have created a bleak reality: society is sick and silent.

M

*Names changed to protect identity

ental illness has a long history of not being understood in our society, which is crazy when you think that one in every five people struggle with mental illness,” psychologist Dr. Kelly Patterson* said. “We blame so much of the world’s problems on mental illness and still do little to educate the public. It is something that frightens us because we can’t see it, so we try and ignore it and hope the issue goes away. We need more education in schools and our communities.”

Every public school is required by the federal government to provide aid for students struggling with mental illness to help in their success, but it is at each school’s discretion as to how these students should be helped. According to the survey, 11.7 percent of Dreyfoos students report to having been professionally diagnosed with depression, and 16.1 percent reported that they have been diagnosed with anxiety.

Students who have been diagnosed with specific disorders obtain assistance through an Individualized Education Program (IEP) and working with the school district psychologist, Marcela Lemos.

However, attaining an IEP can be a long process with doctor appointments for a diagnosis and paperwork on the families part, and even with one in place, Dreyfoos’ ability to help is limited.

“Here [at Dreyfoos] what we do to help students struggling with different mental illnesses is that we will meet with their families and decide what procedures need to be put in place to help that student be successful,” Exceptional Student Education (ESE) Coordinator Julie Craver said. “Of course there is only so much we can do since the student must be able to perform at the same level as other students to be able to stay here. For example, if a student is unable to come to school due to anxiety, we cannot help out much since they are not here.”

Public schools are also required to have a professional psychologist working with the school for guidance on how to help students, but unfortunately, due to budget cuts, these positions tend to be the first eliminated, causing this role to fall on guidance counselors.

“When I tried to go talk to someone at the school everyone just kept saying ‘go talk to your guidance counselor,’ but when I finally did no one was able to do anything,” senior Sue May* said. “All that happened was that they called my mom and passed on the

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issue. I think the school can do a better job of having someone on campus who is only in charge of these issues. With the way it is now, there are not many people students can talk to. Guidance counselors don’t have the time to take care of academic things and mental ones.”

While the current reality of help available for students on campus appears to be limited, students have the power to change this with their voice. Counselors want students to come to them to try and help them find the proper aid for their specific need. If more people speak up, it is possible more programs will be available based on need.

“A part of [a school counselor’s] job description is to help students get the help and resources that they need to be successful and that includes mental health,” guidance director Georgia Mounce said. “If students don’t come to talk to us, we don’t know what the issue is and can’t do anything to help. For example, if a large group of students came to us saying they were struggling from anxiety, we could hold group sessions for them, but students have to come and vocalize the need.”

Teachers can also find themselves asked to play the role of a psychologist in trying to help their students be successful. While teachers are only made aware of a student’s disorder when it is listed as an IEP, they can be made aware through the student’s work or actions in class.

“Sometimes it is possible to see that students are struggling but

15%

Yes Do you feel that you have seen an increase in mental health issues over the years?

No Graphics by Jenevieve Norton

of students frequently have selfharming or suicidal thoughts The Muse conducted a survey of 34 teachers in November 2017.

MENTAL ILLNESS

Mental illness refers to a wide range of mental health conditions and disorders that affect your mood, thinking, and behavior

DEPRESSION

Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major depressive disorder or clinical depression, it affects how you feel, think, and behave, and can lead to a variety of emotional and physical problems.

ANXIETY

Experiencing occasional anxiety is a normal part of life. However, people with anxiety disorders frequently have intense, excessive, and persistent worry and fear about everyday situations.

STIGMA

This is a mark of disgrace associated with a particular circumstance, quality, or person.

Definitions per Merriam-Webster

9 10

teachers surveyed say Dreyfoos’ environment influences mental health

nothing is ever said. I’m lucky that the nature of my [psychology] classes gets students talking about these hard topics and gives them a place to open up,” social studies teacher Danielle Edwards said. “Sometimes I will have students hang back in my room and try to talk to me about these issues, which is fine, but that just makes me think that students really need to have someone who is professionally trained and able to handle these issues all the time.”

Seeking professional help is one way that students can have a safe space to open up about the state of their mental health and receive advice. The American Psychology Association stated that nearly half of American households have sought therapy or professional help despite insurance costs and stigmas. According to the survey conducted by The Muse, 20.8 percent of students have a therapist or other professional to help their mental well-being, and 24.2 percent of those surveyed feel like they need professional help. Nearly four in 10 students have been told they are overreacting about their mental health.

“I find it interesting, in my work, the amount of clients who come to me just seeking someone to talk to,” psychologist Dr. Amelia Andrews* said. “Society can make people feel bad for not being able to handle something on their own or that if you are sad or stressed to ‘just get over it,’ but there is nothing wrong with seeing someone, especially if that person is truly helping you become healthy. There aren’t many places that people are able to openly talk.”

Desensitization to mental illness is another societal factor that hinders openness. Walking through a high school hallway, it does not take long to find students complaining that school “makes them want to kill themselves” or joking about how depressed they are. Phrases such as these are commonly used in everyday language without a second thought as to what is really being said. This kind of numbness is something that has the potential cause great damage.

“Whenever I overhear people talking so casually about suicide or anxiety or whatever disorder it may be, I wince a little,” Dr. Patterson said.

“These are serious issues in the world; the national suicide average is up 24 percent since the early 2000s and people speak about them in a joking manner. If people stopped and thought about their words, I think they would begin to become less numb to this issue and start to realize that it is a problem.”

The media can help expose people to new information, but it can also perpetuate desensitization. Recent shows like “13 Reasons Why” have attempted to bring mental illness into the spotlight, but they have also been criticized for not explaining mental illness thoroughly and accused of glorifying the issue.

“The media is a tool that can be very effective in informing the public about mental health and how common it really is. Since our world revolves around our smartphones and social media, a great way to start the conversation would be through that platform,” Dr. Andrews said. “The issue with ‘13 Reasons Why’ and other shows similar to it is not that the show romanticized suicide or that it encouraged it, but the fact that the show failed to mention anything about mental illness in any way.

“The problem with this is that people who are not educated at all about mental health can start to make depression, anxiety, or any disorder into something it is not. The amount of jokes and issues that arose in society after ‘13 Reasons Why’ just shows that we are becoming desensitized to mental illness and we keep making jokes to avoid the difficult conversation.”

Another way students become desensitized to the truth of different disorders is through self-diagnosis, when individuals label themselves with a disorder without a professional’s opinion. This form of “self-recognition” can be helpful, but its effects may be detrimental. The best way for a Continued on page 30

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29

“Depression is scary. Drowning is scary, too. When you’re drowning, you’re engulfed in a substance that renders you quiet and unable to do much of anything besides try to get out of a dangerous situation. You can call out for help, but it’s hard for people to hear you. It’s dark, and you lose feelings in your body. That is just like depression: you feel helpless and alone, battling something that you can’t control.”

person to know if they have a disorder and how to treat it is by going to go to a professional.

“Self-diagnosing becomes an issue when students have a misconception of what their specific disorder really entails or when they are misreading themselves and their symptoms,” Dr. Andrews said.” It is very difficult for many people to truly look at themselves and understand they have an issue. Typically a lot of pain is associated with that, so we don’t allow ourselves to feel it. Another major issue is [that] even if you completely understand your [disorder], you are going to need help, and for most cases that help comes from a professional.”

With so many obstacles and mental illness on the rise, it can be hard for students to be able to keep their heads above the waves, but there are organizations that attempt to help students who feel isolated while struggling with serious disorders. Organizations like 211 Helpline in Palm Beach County aid students through a 24-hour system where students can call or text a professional counselor to talk and receive advice.

“There are a lot of organizations that are doing such great work to get the conversation going,” Dr. Patterson said. “In my opinion, the best way to break the silence is through these organizations and to start talking about mental illness in classrooms, in normal conversations, to not be uncomfortable when others mention it, and just have an open viewpoint. We don’t talk about it at all be-

-Communications senior Gina Givens

70%

NH2

of adolescents with depression do not receive sufficient care

NH

HO

LOW LEVELS OF A SEROTONIN BYPRODUCT HAVE BEEN LINKED TO A HIGHER RISK FOR SUICIDE

cause society tells us it’s not normal or that it is something that can be gotten over, but seeking help is not odd or unusual and can really help someone live the best life possible.”

With more awareness, education, and openness, it is possible that these stigmas and stereotypes will slowly begin to evaporate. Ideally, students will feel comfortable having raw and genuine conversations in school, without fear of being judged for struggling with a true disorder. However, nothing will begin to change unless people start to open up and have true conversations. Society may be sick, but that does not mean that anyone has to be silent.

“If everyone was open and was okay about speaking about their own mental health, I think it is possible to see a decline in mental illness,” Dr. Patterson said. “If your words are all joking about serious issues and hurting those affected, then your words are just as good as silence. The current generation is one of the sickest we have seen due to the rise in the stress levels placed on them, but they are also one of the most open-minded generations yet. That trait may be the very thing that helps this epidemic slowly fade if students begin to talk.”

Contributors: Carleigh Dickinson and Danelle Eugene

According to thinkprogress.org and the Harvard Medical School

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suicide prevention hotline: 1-800-273-8255 family violence prevention center: 1-800-313-1310 National eating disorders association helpline: 1-800-931-2237 palm beach county’s helpline & crisis hotline: 211

Photo illustration by Natalie Bergeron

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Theatre sophomore Gabriel Morales strums his new guitar from the Palm Beach Symphony, given to him at a gifting ceremony inside Building 2. Morales brought the guitar to school ever since, emphasizing his love for music and the guitar itself. “I had a nylon [guitar], a steel string [guitar], and a [Precision] bass [guitar] that I was fixing, but I had to leave that behind,” Morales said. “When the head of the symphony pulled out the giant guitar bag, I was so surprised; tears even welled up in my eyes.”

Photo by Sydney Walsh

GABRIEL MORALES HOW FAR HE’LL GO 32 FEATURES

According to NPR, over 30,000 Puerto Ricans came to Florida due to Hurricane Maria.

One decided to join the Dreyfoos family.

By Heather Rollins n Sept. 19, after experiencing the drastic effects of Hurricane Irma and Hurricane Jose, theatre sophomore Gabriel Morales was preparing to take on yet another storm. In less than 24 hours, Hurricane Maria would reach Puerto Rico and the Morales family had no plausible options for evacuation. With time as his enemy, Morales was gathering his possessions into the safest room in the house, his bedroom, when he heard the news: Delta Airlines was sending an empty plane to Puerto Rico. This would be the last flight able to leave the island before the storm, and tickets were capping off at $199.

“They put [the flight information] on the news and [Delta] said ‘Bring all the luggage you can, it doesn’t matter the weight. Bring your dog, it doesn’t matter if he’s vaccinated or not,’” Morales said.

“We saw it at 3 p.m. By 6 p.m., we were already at the airport and by 8 p.m. we actually left, which was a couple hours before the hurricane first hit Puerto Rico.”

The flight was to Atlanta, GA and Morales’ flight arrived there at midnight on Sept. 20. All Morales had brought with him were the clothes on his back, a bag of clothes, his phone, and the gold chain his parents had given to him as a child. After the flight landed, Morales and his family started their journey to Lantana, FL, where they would share Morales’ cousin’s two-bedroom apartment for the time being.

“I actually couldn’t sleep that day; the pressure was still too high,” Morales said. “So I was just sitting in the car with the news report streaming through the Internet on my mom’s laptop on the dashboard of the car. We got to my cousin’s house at around 11 a.m.”

Once settled down in the apartment, Morales began searching for schools that he could attend. His first thought was G-Star School of the Arts, since he had previously heard of it. However, with a bit more research, Morales found Dreyfoos and was interested in applying for the theatre department.

“The school I’ve been going to ever since seventh grade was an arts school. I honestly did a little bit of everything, but my main focus [was] acting,” Morales said. “So I came [to Dreyfoos] and I was asking if I could please get a chance at this school. They were a bit iffy about it at first, but they decided to give me a chance. It was a Friday and they asked me if I could learn a monologue by Monday, so I told them ‘of course.’ On Monday, I presented the monologue.

They made me do it in a lot of different ways: angry, sad, rushed, slow, lulling a baby to sleep, etcetera. They even made me present it in Spanish, considering I’m from Puerto Rico. That was at 10 a.m., and at 2 p.m. they told me that I was accepted.”

Morales was invited to start attending Dreyfoos the next day.

Though there were a few glitches in his schedule, Morales worked out all the paperwork and classes by the end of the week. Then it came down to making new connections and acquaintances.

“I thought I was just going to go in and be the new kid, the Puerto Rican kid, the ‘Oh, no! The hurricane!’ kid,” Morales said. “I don’t want people to pity me and it’s not because I’m self-righteous or proud or anything, but because I’m actually pretty lucky. Being able to actually get out of the island before the hurricane hit; being able to actually get a chance at Dreyfoos. All of these things.”

After spending all 15 years of his life in Puerto Rico, Morales found himself to be uncharacteristically shy towards the new people he was meeting. With his parents and sister in Puerto Rico assessing damages, and his country disheveled, Morales said that he is still trying to figure everything out when it comes to living and learning in a new place. But Morales believes he has luck on his side.

“I may have gone through a hurricane. I may have lost all my stuff.

I’m living in an apartment with two small kids, [but] I’ve learned here that if something bad happens, don’t think about the bad part, think about the good part. It’s better to count your blessings than to count your curses,” Morales said. “Every time you think something’s going wrong, you don’t have to worry about it because if something’s going wrong, it means that something right is about to happen.”

Photo by Sydney Walsh Morales receives an electric-acoustic guitar gifted to him by the Palm Beach Symphony, meant to suffice for the three guitars he was forced to leave in his Puerto Rican home. “I’m getting blessings left and right and everyone’s been so nice to me,” Morales said. “I’ve learned here that you have to think about the positive, and then the negative isn’t that bad anymore.”

FEATURES

33

THE ROOTS Part Two of a Four-Part Series

A

By Ali Hussain

Dance sophomore Alexa Olivier poses at the end of her practice routine. Olivier has found her inspiriation for dance through her mother, and now hopes to follow her passion in the future. Photo by Sydney Webb

34 FEATURES

light click comes out of dance senior Dylan Amsterdam’s tap shoes as he taps on the ground. More taps follow, creating a rhythm that the audience can bob their heads along.

Years later, those tap shoes became pointe shoes, the metallic clacking became delicate twirls, and the rhythm became a symphony.

Dance majors get their inspiration from a variety of areas: their parents, YouTube videos, their friends, and more.

A dancer’s passion can be traced through their previous experiences: their roots. These past experiences move and flash as the dancer does, and for every jump and twirl, the roots extend and grow.

Amsterdam knew he wanted to dance from a young age.

He remembers his grandmother being a crucial part of his enthusiasm for dance.

“My grandma and I would watch those ‘Happy Feet’ movies, and she would always see me tap on her tiles. She bought me tap shoes as a graduation gift from elementary school, and then she put me into a dance studio,” Amsterdam said. “Back then it was just all for fun. Tap class, hip hop class, and then we would have a ballet class."

Like Amsterdam, dance sophomore Alexa Olivier started dancing for fun at first. Falling in love with dance was easy for Olivier. The passion came to her when she was dancing at a younger age.

“It was just like starting to learn to move," Olivier said.

“It wasn't really anything technical. It was just fun. You weren’t dancing to compete; it was just because you loved it.”

Those days she spent dancing when she was young ignited a spark in Olivier. Dance became something she wanted to pursue in the future.

“Right now I have been doing a lot of videos and stuff through a talent agent," Olivier said. I have been training especially for the commercial side, so when I move to Los Angeles I will be ready.”

She remembers the time before all the competitiveness, when she did dance for herself. For her, dancing itself was her passion, not the adrenaline from winning.

“I think towards middle school, everyone just wanted to be the best, so everyone started to compete with each other," Olivier said. "I was like that for a year, but now I am trying to just have fun with it so it doesn't ruin my love for it.”

TRACING THE ROOTS OF DANCE STUDENTS AND HOW THEY DISCOVERED THEIR PASSION

Olivier has many inspirations in her life, and one of them is her mother. “[My mom] was a dancer up until the end of high school," Olivier said. "She has such a big passion for dance, but she didn't want to pursue dance because she wanted to have a family and she didn't want it to get in the way. It's really fun to be able to dance, and she is always there correcting me, so it feels like she is dancing, too. We have a very strong connection through dance, so it makes our bond even stronger.”

Communications sophomore Jordan Campbell still remembers the first dance class that she had ever taken. It was at Dream Middle school, and through it she discovered that she had an affinity for dance. “[In my first dance class], I felt like I had two left feet.

It was kind of embarrassing, but I definitely felt like that was something that was placed in my life at that time for a reason," Campbell said. But ever since then, that has just been something I wanted to pursue. After that dance class, I had the elective twice a week. It was something that I looked forward to every Monday and Wednesday. ” Those Mondays and Wednesdays changed the way she looked at dancing, and let her see it as something that she wanted to pursue.

“After that year, in seventh grade, I was offered the opportunity to be in a Christian dance crew, and I felt that that passion was given to me for me for a reason,” Campbell said. “Dance has kept me out of trouble, 100 percent. It has kept me in focus, because with school and everything being so stressful, it is something that gets my mind off of everything else, and since then I have been able to continuously grow with opportunities such as World of Dance.”

However, Campbell chose communications at Dreyfoos because it was her first passion. Although she may not be pursuing it at Dreyfoos, dancing is still something that she loves.

“Communications has been second nature to me. Writing and film have been something that I am passionate about because I like using words and visuals to affect people, so I feel that was something that was a big interest to me,” Campbell said.

Dance majors can find their start anywhere, and whether that be from their grandmother or on their own, dancers run with it. The roots of dance are widespread, and move as the dancers do: in sync, in unison.

Dance senior Dylan Amsterdam goes in for a jump while practicing for his upcoming show on Dec. 10. Amsterdam has been dancing since the fifth grade and through his dance experience at Dreyfoos, he has found what he wishes to pursue in the future. Photo by Sydney Webb

FEATURES 35

MERGING MAJORS

Students explore art areas beyond their own to pursue their passions

By Jordan Johnson hile some students constantly juggle exploring their passions within their major, many students are still finding new art to pursue beyond their majors. Extending their dedication for art across other areas gives them the opportunity to fulfill their admirations and other interests. Many students find enjoyment pursuing other forms of art in the classroom and beyond the walls of Dreyfoos.

“I’ve always been a super dramatic person, so I was always drawn to the idea of theatre, but never enough to fully commit to it,” theatre senior Kimberly Gilbert said. “In middle school, I had taken [a theatre class] and I remember I had to see a show to critique, so I went to see ‘Newsies’ and afterward, I was like, ‘This is what I have to do; I have to do theatre, and I’m going to pursue it.’”

During her sixth, seventh, and eighth grade years, Gilbert’s interest in theatre began to cultivate from the small handful of acting-oriented classes she had taken, along with the strong encouragement from

36 FEATURES

her peers to continue.

“I did theatre a bit in middle school, so I always knew I liked it, but I never really knew if I was good enough to be a theatre major until my friends convinced me to [audition],” Gilbert said.

However, her passion for performing on stage began in previous years when she would dress in her ballet shoes and leotard.

“I started dancing when I was 2 years old, so [dance] was all that I knew,” Gilbert said. “I took dance classes everyday of the week, and over the summers I would do three-week theatre programs.”

As a dancer, Gilbert was able to participate in a countless number of performances, showcases, and competitions, working alongside long-admired choreographers since a young age. However, at the age of 10, her daily dosage of dance was disrupted.

“I broke my foot twice, and I couldn’t dance for two full years, and that’s when I realized how important dance was to me and how passionate I was about it,” Gilbert said.

Until her junior year, Gilbert’s enthusiasm was mainly directed

towards the art of dance, while still taking half of a semester of Theatre Dance and the other half a singing class. As auditions for an entry into the school and to switch current majors began to take place during the early months of her second semester as a sophomore, Gilbert decided to set aside her tights and pick up a microphone.

“I completely switched to theatre [during my] junior year,” Gilbert said. “Now, I’m a musical theatre kid, which includes singing, dancing, and acting, but I also work on the technical aspects of theatre because I enjoy designing makeup for shows. I get to learn how to work with an ensemble to truly create a team, as well as finding my voice and getting leadership skills after being the Dance Captain for ‘The Addams Family.’”

As for communications senior MLE Dejaco, the art of filmmaking has remained an interest of hers ever since she began taking photographs with her first camera at a young age.

“I can’t remember a time from when I was younger in which I didn’t have a camera in my hand,” Dejaco said. “From the moment that I took my first picture, the concept of capturing time has stuck with me and that has enabled me to set a personal goal of one day becoming a filmmaker.”

Trying to balance differing passions can be difficult, so it is important to take opportunities when they are presented. Taking classes and exploring new ways to learn proves to be essential in helping students experiment with different art areas.

“In my schedule, I had an empty space where another class was supposed to be entered, so I decided to take [a class in] another art area, being that I wasn’t interested in any other communications class

that I wasn’t already taking,” Dejaco said.

Being that she had a prominent background in photography, Dejaco decided to participate in “Creative Photo 2,” where she learned how to develop and print film. While working in a dark room, she also practiced numerous exposure and photography techniques.

“This class was extremely beneficial to my learning because I was given the opportunities to work on different film sets outside of school,” Dejaco said. “As a result, I was constantly traveling to diverse locations, and at each place, I was able to take photos of great quality.”

The four years spent in high school are purposed for an individual to come across the realization of their passion while experimenting in a variation of classes, but at a school like Dreyfoos, it is possible for students to practice each of their interests.

Communications senior MLE Dejaco (left) practices her photography skills in the studio for the purpose of gathering ideas for a movie poster of her next film. Dejaco took classes in both the digital media and communications art departments.

Photo illustration by Natalie Bergeron Theatre senior Kimberly Gilbert (center) rehearses for her performance in “Kiss Me Kate,” which took place in Meyer Hall and premiered on Oct. 27. As a dancer and a theatre performer, Gilbert has taken her love for dance into a new realm.

Photo by Rachel Jeune Dejaco (right), who was a finalist in the Palm Beach International Film Festival, incorporates skills from communications and digital media into her art.

Photo illustration by Natalie Bergeron

FEATURES 37

38

Boys’ Soccer

By Taryn Reagan

Communications sophomore Joel Soto makes a move for the ball as visual junior Gabriel Veliz and band junior Ryan Svopa back him up from behind. The boys’ soccer team lost 2-1 against Santaluces High School on Dec. 6, putting their record at 1-4. The boys are playing through the losses and striving for a successful season.

“We have had three losses in a row, but in those losses we have made improvements,” boys’ soccer coach and social studies teacher Javier Mora said. “As we progress and get deeper into the season, I think we will have more favorable results.”

WINTER SPORTS UPDATE

Girls’ Soccer

By Lilly Randolph

The girls’ soccer team conducts pre-game drills before a 5-0 win against Lake Worth Community High School. The team also dominated Santaluces High School by a score of 4-1 on Dec. 6, bringing their record to 3-2.

“Our strengths this year are the constant support and positivity that everyone shows to each other, the fact that we all try our hardest, our ability to learn from tough games, and our appreciation of the sweet moments of victory,” vocal senior Victoria Giol said.

Photos by Carleigh Dickinson

Boys’ Basketball

By Shane McVan

Visual senior Jin Deng handles the ball as he looks to advance past the defender for the score. The team is 0-2 as of Dec. 6. Despite a 20-point loss to Boca Raton Christian School, the Jaguars are optimistic that they can turn the season around.

“We have 17 players who work hard and have potential to improve individually,” Deng said. “Even over the span of two games, I’ve seen drastic improvement in our team chemistry and efforts on both sides of the court. I think we can become a very strong team as we continue to build our trust in each other.”

SPORTS

39

SACRIFICING SPORTS FOR ART At a school that values its academics and arts, sports tend to be overlooked

40 SPORTS

Photo illustration by Natalie Bergeron

By Lilly Randolph heatre freshman Emma Troast has been playing golf since she was in sixth grade. Practicing around four days a week and participating in outside tournaments, Troast has shown commitment to her sport. Likewise, strings senior Thomas DeVito has been playing baseball for as long as he can remember, squeezing as much practice time into each day as he possibly can. Both have expressed interest in pursuing future careers in their sport beyond high school in the collegiate or professional levels. But from theatre rehearsals to Dreyfoos’ annual Prism concert, the two have their hands tied with school-related activities. Because of the school’s priorities being centered around arts and academics, Troast and DeVito, like many other aspiring athletes, are forced to put their sports on the back burner when it comes to personal priorities. “[I compete] against other kids in America [and] kids all over the world, so I have to work to get the chance to play [baseball] at the next level and to get better so I can continue playing in college,” DeVito said. “Going to Dreyfoos just continues to stack the odds against me since I can’t play in high school and have to take the time to manage school and music along with baseball.”

Time management is a common issue for athletes who are committed to their sport and their art. Obligations in art areas take time away from practicing. Those areas often are required to be prioritized and can be difficult to balance with athletics.

“I was on the run crew for the school’s musical, ‘Kiss Me Kate,’ this year. But golf season was going on at the same time,” Troast said. “Tech week ended up happening around districts and regionals which became very conflicting.”

Pressure put on students in their art areas is much higher than the pressure students face in athletics. Other schools in Palm Beach County and around the country that are not as strong in their arts and academics tend to put a higher standard to sports and therefore pressure their athletes into becoming stronger players. This puts athletes at other schools ahead, forcing enthusiastic athletes to work harder in their sport outside of school to make up for where Dreyfoos lacks.

“[Being at Dreyfoos has] cost me playing time and in-game training that many of my teammates and opponents get in the spring, which allows them to come into the summer season more prepared for games,” DeVito said. “I feel it puts me at a disadvantage and it’s something I have to work hard on to overcome. Summer is my only chance to be seen by college [scouts]. I can’t be scouted [during the spring], which keeps me off of coach’s radars.”

As a baseball player, DeVito is unable to play at school since there is no team. Similarly, there is no football team, girls’ basketball team, boys’ volleyball team, along with many other sports and serving as an inconvenience for students that would like to play them. Compared to other schools, Dreyfoos offers significantly fewer options in athletics. This is often because of conflicts with specific seasons of sports and academics/arts related scheduling.

“Our school has been set up the same way since it first opened, and we have to embrace what this school is,” Athletic Director and physical education teacher Rob Long said. “Our school is an arts school and athletics are merely a provision for kids to have another outlet outside of their art. Because of how our school prioritizes the arts and the resources that we have, we have fewer options for sports teams.”

Students like DeVito and Troast aside, a large majority of students pay little attention to athletics because of the nature of Dreyfoos. Consequently, sports are not taken as seriously amongst the student body, and athletes are not as valued for their abilities as they would be at other schools. This results in less participation on teams that need a sustaining number of people to excel and also in decreasing participation on the sidelines with few students coming to support sports teams. This school spirit that is lacking in athletics is directed elsewhere for other performances, but also shows just how much more the arts and academics are prioritized at our school.

“At Dreyfoos, we audition for the arts, so I completely understand the priority of school work and arts over sports,” DeVito said. “With that being said, I feel that the kids that audition here really care about their major so it becomes to them what sports are to me. Dreyfoos is such an amazing way to perfect your art, but it is frustrating to see how little sports are valued around campus. It seems that sports aren’t appreciated like we appreciate the arts, which hurts me a little inside to know that what I work so hard for isn’t valued by my peers.”

With being a Dreyfoos student looking to pursue an athletic career comes sacrifice. Countless hours of what would have been practice time turn to hours in the classroom or on the stage. The students who are involved in both, however, stand out from the crowd with their abilities to succeed in multiple areas. Learning to excel in the athletic field at an arts-oriented school is a difficult task, but it also helps those who are most committed shine through.

“Just because the odds are stacked against me doesn’t mean I’ll quit. It’s a motivator for me, honestly,” DeVito said. “There are so many athletes that have beaten the odds and I look at them as inspiration and motivation to know that I can work my [butt] off to beat the odds and accomplish my dreams even in an arts school.”

“DREYFOOS IS SUCH AN AMAZING WAY TO PERFECT YOUR ART, BUT IT IS FRUSTRATING TO SEE HOW LITTLE SPORTS ARE VALUED AROUND CAMPUS,” DEVITO SAID.

SPORTS 41

razzle dazzle and all that Jazz at the Kravis Center!

Broadway Christmas wonderland the holiday show

Friday, December 22 at 8 pm • Tickets start at $25 High-kicking chorus girls and Old Saint Nick himself bring the spirit of the season to the stage in this glittering yuletide jubilee.

With support from Beyond the Stage: Join us for a free musical presentation by the Dickens Carolers from Seminole Ridge High School in the Dreyfoos Hall lobby at 7:15 pm.

German CorneJo’s

tanGo Fire

Sunday, January 14 at 8 pm • Tickets start at $20 Passion, poise and precision collide in this explosive dance performance that exudes the sensuous sophistication of tango performed by world-champions.

Sponsored by The Chastain Charitable Foundation • Beverly Sommer Beyond The Stage: Join us for a free pre-performance talk by Steven Caras at 6:45 pm in the Cohen Pavilion.

ChiCaGo the musiCal

Friday through Sunday, January 19-21 • Tickets start at $25 Friday at 8 pm • Saturday at 2 pm and 8 pm • Sunday at 2 pm

Fame, fortune and All That Jazz take the stage in this sizzling production with spectacular choreography and one show-stopping moment after another.

Sponsored by sallie a. monroe

With support from

Beyond The Stage: Join us for a free musical presentation by the “Encore” Lake Worth Middle School Choir at 7:15 pm on January 19 in the Dreyfoos Hall Lobby, and a pre-performance talk by Steven Caras at 6:45 pm on January 20 in the Cohen Pavilion.

a Chorus line

Friday, April 20 at 8 pm • Tickets start at $25 A true Broadway masterpiece—this celebrated musical immerses you into the real-life struggles of theater hopefuls in their pursuit of greatness on the Great White Way. Sponsored by John d. herrick Beyond The Stage: Join us for a free pre-performance talk by Steven Caras at 6:45 pm in the Cohen Pavilion, and a free musical presentation by The Sunshine Singers from Morikami Park Elementary School in the Dreyfoos Hall Lobby at 7:15 pm.

42

All programs and artists subject to change.

7.5x10 DSOA Muse Ad.indd 1

Choose your seat at the Center’s official website kravis.org or call 561.832.7469 or 800.572.8471 Group Sales: 561.651.4438 or 561.651.4304

10/4/17 5:18 PM

Visual senior Aaron Crawford passes the basketball to visual senior Matthew George during a 79-52 loss to Boca Raton Christian School on Dec. 5.

Photo by Carleigh Dickinson

Dreyfoos basketball works as a cohesive unit

By Shane McVan year after winning the East Coast Conference (ECC), the boys’ basketball team has demonstrated that they are one of Dreyfoos’ most impressive sports teams. The success does not lie with merely the athletic ability and playing style of the individual players, but rather within the team’s ability to work together as a cohesive unit. Despite losing leadership with six seniors graduating after last season, the team looks to build on the prior year’s momentum moving forward.

“The most important part of welcoming new players to the [boys’ basketball] team is the alumni shaping and teaching their proper role,” strings senior Amare Davis said. “Through each practice we break them in more and more to give them a taste of what Dreyfoos basketball is like. It all starts with our work ethic in practice, reviewing plays thoroughly, and making sure the whole team is in shape.”

The team balances hard work and having fun. When a player isn’t performing to the elite level the team requires, they do their best to help each other out. When game day comes around, they are willing to fight for each other, no matter the circumstance.

“We aren’t your average basketball team. We aren’t guys people think should compose and make up a basketball team, but when they see us play, it’s a whole situation,” vocal junior Jaylen Thompson said.

“The reason we beat most of the teams we play is because they walk in thinking they’re going to blow us out because we’re an arts school, and then they learn the hard way that that’s not the case.”

As players become more adept to the playing style and see more prominent roles on the team, new members must find ways to contribute to what was a successful unit last season.

Vocal senior Collin Boulin was unable to try out his sophomore year because of intense anxiety. This led to a serious heart condition, later cumulating into heart murmurs and skips. During his junior year, he was in a car accident in which he received nerve damage in his hip days before tryouts. His goal as a new member on the team lies deeper than his overall performance.

“I plan to implement myself on the basketball team as a reliable and diligent player and a teammate that can boost his teammates up while giving good criticism,” Boulin said. “When I play ball, I release all my thoughts of my ailments and injuries and play with the mentality like I am the best basketball player on the court.”

The team will strive to build upon the winning of last season and expand on it moving into this year. This team is more than just a group of players who enjoy playing basketball; they have created a sense of unity and brotherhood that has elevated their play to the next level.

“We are better than any other team because we are the smartest,” Davis said. “We may not have the tallest or most athletic players, but we always play the hardest and outsmart the other team. I believe our strong team chemistry also sets us apart from the other teams, which is a big factor in our winning.”

SPORTS 43

Band senior Adam Freedman coaches players with intellectual and developmental disabilities (IDDs) at Potentia, an academy in Greenacres. He volunteers every Tuesday at the school from 2 to 4 p.m.

44 SPORTS

Band senior Adam Freedman uses basketball to give back to his community

By Taryn Reagan rom SAT tutoring to band lessons to club officer responsibilities, students at Dreyfoos always have a full schedule. With so many extracurriculars, many students would not think of committing to having their very own team. However, band senior Adam Freedman finds the time to coach players with intellectual and developmental disabilities (IDDs) in basketball.

“I coach at an academy called Potentia, every Tuesday from 2 to 4,” Freedman said. “I play with kids ages from 7 to 17 in lower middle school to high school.”

He believes that the kids needed to release their energy in a way that would also allow them to learn vital life skills. The players would be able to be more socially inclined with help and take their learning experiences out of the classroom.

“It’s not how [the kids] learn in the classroom, but it is how [they] interact with people; that is the most important way [they] will grow up and be successful,” Freedman said. “You can have all the knowledge [in the world], but if you can’t have interactions with people and talk to one another, then it’s helpless.”

Freedman came up with the idea of coaching when he saw Potentia did not have a playground or form of recess. In order to create an outlet through which students could relieve built-up energy, he started a program allowing kids to reach their full potential. He believed could make a change in his players with the help of his favorite sport: basketball.

“I talked to the principal and she loved the idea [of basketball Tuesdays], and I named it ‘Adam’s Basketball Clinic,’” Freedman said. “They had a working basketball hoop, and I donated six basketballs and cones. That’s all we needed.”

With Freedman still in high school, parents of the students at Potentia were, at first, wary of Freedman. Yet, they have grown to see how he has become a role model and support system for these kids.

“At first I was not sure how [Freedman] could help these kids, but he truly impressed me, with not only his skills of basketball, but his skills with the kids,” parent of a student at Potentia Bonnie Taub said. “It takes kindness and a big heart to teach these boys, and [he] has both.”

While coaching, Freedman has morphed basketball drills in a way that specifically helps his players. Since many players have a particular pattern of their own learning, he has been able to blend the many learning styles into one, by mending his styles of coaching. “[When] I implement these drills, I can’t be too harsh on them, I have to make it easier for them because there are some things that some kids can [and] can’t do,” Freedman said. “I want them to feel that sense of equalness.”

The time Freedman spends coaching not only helps the kids’ game, but his own as well. Freedman brings the knowledge he has gained back to Dreyfoos to help other players on the court with him.

“I am sure that in the extra playing [he has done while coaching, Freedman] has learned a lot,” social studies teacher and basketball coach Jeffrey Stohr said. “[He can now recognize] drills he does with the kids that he has seen, that work in his [own] play.”

When coaching, Freedman focuses particularly on the growth of each individual. His primary goal is for basketball to spark a desire for the kids he coaches to thrive not only school, but in their lives as well.

“I teach them not only basketball skills, but important life lessons,” Freedman said. “I see improvement in each of the kids; I feel like I’m not only changing them as a basketball player, but as a person, motivating them to do better and to improve.”

Photos by Taryn Reagan

SPORTS 45

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By Dani Esquenazi

It’s easier to take care and love someone else than it is to love yourself. Whenever a friend starts beating themselves up for not being good enough, we’re quick to comfort them. So, why is it so hard to do the same when we’re dealing with ourselves?

Illustration inspired by Frida Kahlo’s painting “Two Fridas”

LIFESTYLE 47

rida Kahlo is ubiquitously known for her art. She explored her identity as a biracial woman, and she challenged challenged beauty norms for women. She detailed the physical hardships she faced in her life in her art, portraying the horrific accident that left her permanently disabled, and even her emotional pain from her divorce with painter Diego Rivera. In her painting, “The Two Fridas,” one Frida is dressed in a traditional Mexican garment, while the other one is dressed in traditional European attire. Both of the Frida’s hearts are out, and are connected by a vein. Frida painted it after her divorce, and used the painting to symbolize her acceptance of both her heritages.

The concept of “loving yourself ” is somewhat of a trend these days, but there aren’t many people who have reached that level of comfort yet. A lot more people have the wrong idea of what self love is; they are under the presumptions that since they eat healthy, take vitamins, and care for their skin, they obviously love themselves. These are all good ways to take of yourself, but can you really call it “love” if you still feel like something’s not right? Sometimes, we allow ourselves to be taken advantage of, and endure the emotional abuse of others solely to be accepted and gain the support of others. Is that really love? The path to self-acceptance is difficult—but not impossible.

Being nice to yourself is extremely important. Sometimes we blame ourselves for the little things in life that go wrong, but we should learn to condition ourselves into really believing that we aren’t responsible for everything that goes wrong instead of making ourselves miserable with self blame. You and your best friend don’t talk anymore? People change, and that’s fine. You’re not in the top 20 of your class like all of your friends? Your intelligence is measured beyond your academics. You feel like you’re not doing enough, not working hard enough, or are just not enough? You’re doing your best. Being you is enough.

Teens often wave off their problems with a laugh in order to not burden those around them. It’s a defense mechanism that allows them to internalize their darkest fears and insecurities, but that’s just more abuse we put onto ourselves. Worrying constantly about what other people think or how much less we’re doing than others pushes us into a shell where “I’m worthless, I’m so stupid, I hate myself ” becomes a mantra in our heads, and we actually start believing it. Stopping this behavior is easier said than done, but once we realize that everyone lives in their

48 LIFESTYLE

own self-conscious bubble, we’ll start to improve our attitudes.

Start by taking small risks; wear that crop top you keep saying won’t look good on you. Go talk to that person you think isn’t going to like you. Drop that AP class that’s stressing you out.

A lot of posts advocate a self-destructive behavior in the name of self care where you neglect all your responsibilities and spend all your time in bed watching your favorite movies. But, this mindset isn’t a reliable one because eventually you’re going to have to confront the same responsibilities you ignored, which could send you into a spiral of self-loathing and condemnation.

That is NOT self love. As hard as it may be to get a task done, especially when it seems overwhelming, forcing yourself to do it is a way to take responsibility for your actions. Yes, that math test you’re sure you’re going flunk won’t matter in a few years, but for right now, it does.

That isn’t to say you shouldn’t spoil yourself from time to time. Yeah, writing that essay seems like a nuisance, and you have no idea how to begin it or where to take it; go and do something you like and set a time limit for yourself. The little break is refreshing for your mind and makes getting that essay done ten times easier than trying to fight against that mental blockage. It’s way better than saying “I’ll just do it tomorrow on the bus or during lunch.” Another thing you can try to increase productivity is to start with small tasks that don’t take up that much time; start with ten math problems, then work your way through that passage for English you have to read, until you go down the list of all your homework. Get rid of excuses that hold you back like “I’ll start it exactly at 6 p.m.” or “Let me spend an hour trying to find the document online.” After you’re done, then you can go ahead and watch all the movies you want.

It’s not selfish to love yourself, nor does it happen overnight; the human existence and instinct revolves around trying to survive a world where everything is seemingly against you. Acknowledging that you are a complex person who will experience highs and lows, never forgetting who you really are, and fixing the things that actually can be fixed are all ways to practice self love. Putting you and your needs first instead of trying to please everyone at the cost of your mental health is much better than spending the rest of your life wondering, “What went wrong?”

Illustrations by B. Amico Calligraphy by Jennifer Jia

LIFESTYLE 49

TOXIC FRIENDSHIPS

*Names changed to protect identity

By Mira Rudensky riendship is one of the truest forms of love. anxiety and depression.

Everyone’s had friends who’ve been there “I began to have more extreme symptoms of social through thick and thin, someone to share ex- anxiety,” Khaliq said on her time with toxic friends. periences and memories with. Yet most peo- Social anxiety is probably the most common side efple have had friends who are not as caring. Someone fect of toxic friendship, as having friends betray you who may listen to your secrets, but will share them may cause a fear of making new ones. with others. Who will leave you on read in your time These characteristics are all common in emotionof need. Just about everyone has had experiences with ally abusive relationships, which are characterized by toxic friends. Toxic friends are intentional emotional misthose who may be fine one-ontreatment through aggresone, but will belittle you in pub- “I WOULD TRY SITTING sive behavior and jealousy, lic to rise on the social ladder. according to the Conflict WITH [MY TOXIC FRIENDS] They’re fine with being friends Tactics scale, a commonly with you, as long as you don’t AT THE LUNCH TABLE, used scale to classify viomind being the butt of their AND THEY WOULD VERY lence. When a friend emjokes in public or gossip. barasses you in public or OBVIOUSLY GET UP AND “I would try sitting with [my gossips behind your back, toxic friends] at the lunch table, SCOOT FAR AWAY, AND that can be called emoand they would very obviously THEN PEOPLE FROM tional abuse, because all of get up and scoot far away, and OTHER TABLES WOULD those actions are premedithen people from other tables tated and are intended to SEE ME BEING LEFT would see me being left alone,” put you down. communications sophomore ALONE,” KHALIQ SAID. f the “They said things about Marcella Khaliq said. me behind my back,” sophMany people have trouble omore Chloe Harrington*, disassociating from their toxic friends; they may ig- said. “It kind of hurt to know that they were acting nore their “friends’” rude comments or backhanded like my friend, but still saying awful things.” compliments out of fear of confrontation. But, unsurThere are very few studies on toxic friendships in prisingly, this lack of action leads to unwanted particular, but there is ample research on emotional effects. Fake and toxic friends alike can abuse. According to a group of researchers from the negatively affect mental health. A University of North Carolina at Chapel Hill, emofriend is sometimes needed to vent. tional abuse in close relationships can result in anxWhen there’s no one to talk to or iety, depression, dissociation, and anger. Additional trust, emotions are bottled up research by Sciencedirect, a website that publishes sciinside, which can lead to rash entific and medical journals, proves that people that actions such as lashing out, were emotionally abused as children were hospitalized or, when extreme, suicidal for illness more often, creating a link between psychothoughts. But more of- logical abuse and physical health. ten, when someone you Consequently, toxic friends can be a lot more subtle perceived as a friend be- than outright ignoring you in public or gossiping betrays you, it can lead to hind your back. Sometimes it can just be jealousy to-

Graphics by Chloe Girod

50 LIFESTYLE

Fake friends can cause turmoil, ending friendships.

IS THERE REALLY A WAY TO GET RID OF FAKE AND TOXIC FRIENDSHIPS? HERE ARE A COUPLE OF DIFFERENT METHODS, TRY ONE THAT’S THE BEST FOR YOU.

FIGHT wards your accomplishments as opposed to real friends who want to see you succeed. Toxic friends want you to succeed after them. These subtleties make it difficult to discover a toxic friend, but the suspicion usually starts with intuition.

“When you meet people like that, you kind of have it in the back of your mind what they’re capable of, so it’s never really a shock when that comes to fruition,” visual senior Manny Sanchez said.

Cutting off a toxic friend doesn’t have to mean completely cutting contact. In fact, most people are still acquaintances with their toxic friends.

“I try to stay away from people like that, [but] if they want to bring up conversation, if they want to just talk, then I’m here,” Sanchez said. “If you do talk to them, there’s more of a passive aggressive feeling when you know what they did is wrong, and they know what they did is wrong.”

Acquaintances may be the proper way to go, as it doesn’t burn any bridges, but you still don’t have to be best friends. Fake friends are a hassle, but they’re still an essential part of growing up. The friends you grew up with change a lot in middle school, and your new friends change a lot in high school. It isn’t your fault if you no longer vibe with your old best friend. Nonetheless, if you are are a victim of a toxic friendship it is probably wise to drift apart as soon as possible.

If you’re the more aggressive type this is probably the way that friendship will end. A confrontation, and then a fight. While this method may not necessarily be recommended, it’s certainly effective.

MUTUAL AGREEMENT Honesty is the best policy. Instead of pretending to still be acquaintances with someone, just tell them you don’t like them. Sometimes a friend is still bad at an arm’s length away, and hopefully the friend in question feels the same way.

GHOSTING Ghosting is a common method to get rid of a toxic friend, and is probably the easiest. You can break contact by simply not answering texts and not speaking unless spoken to. Ghosting is an easy method because as people naturally grow apart, it doesn’t have to arouse any suspicions of the other party.

LIFESTYLE 51

PICKS FROM PISTACHE Exploring Clematis cuisine and culture through food

52 LIFESTYLE

Photos by Sydney Webb

Webb

The Moules “Mariniere”

By Lila Goldstein The Moules “Mariniere” consists of mussels in a white wine and garlic shallot sauce. What exemplified the fresh mussels themselves was the clear, thin sauce, a sweet complement to the savory mussels. The bread dunked into the Moules sauce was a treat as it soaked up the strong taste of liquid brilliance; our crew practically drank it from the bowl.

We drained the bowl dry, and the simple mussels swimming in the flavorful sauce became an instant favorite of ours.

Roasted Cauliflower & Broccolini

By Mira Rudensky My favorite dish was the vegetarian one: Roasted Cauliflower and Broccolini, sauteed with capers and breadcrumbs. I adored the flavorful layers of saltiness present in the appetizers and paired with the other fantastic starters we had tried so far, our crew was loving Pistache.

The broccolini had a distinct taste. It wasn’t traditionally cooked like broccoli usually is, in the sense that there was a soggy, steamed broccoli taste, nor the firm, flavorless raw taste. Rather, presented in front of us, was the flawless in between. The roasted cauliflower and Parmigiano Reggiano quickly joined the broccolini, and together the dish blossomed.

Escargot with Lemon Garlic Wine Sauce

By Ali Hussain To start off our second course, we had the Escargots in a Lemon Garlic wine sauce. Snails, in the general sense, are not thought to be fine dining, but in reality, escargots is a staple in French cuisine, and the Lemon Garlic sauce really illuminated how delightful the dish really is.

The chewy texture of Escargot was similar to other types of fish, like scallops or calamari. On top of that, the escargot were complemented with the baguette. In contrast to the mussels’ broth was thicker, viscous stock gave flavor to the escargots. The flavor popped in your mouth, and with every crunch, the taste intensified.

LIFESTYLE 53

Photo Illustation by Haley Johnston and Chloe Girod

ley od

BEYOND OUR SCREENS Recent allegations of sexual harrasment and assault in the media have brought to light the pressing issue of power and sex in everyday lives

By Chloe Girod the issue is that they are still in a position of power, and are capable hat were they wearing? Why didn’t they say no? Were of covering scandals for as long as possible. Long time stand-up cothey sober? How can we be sure they are telling the median Louis C.K., while the internet saw him as the only one with truth? Why didn’t they fight back? Why didn’t they tell true sincerity after being called out, was working his hardest to quiet anyone sooner? his victims by saying they were spreading rumors. It’s all too familiar Saying “no” isn’t always enough. Recently, activism against sexual as he isn’t the only one to try and quiet the rest. assault and harassment has been brought to light due to the Harvey What only makes matters worse is that people still work with them Weinstein scandal in October. Since then, there has been an increas- and are still fans of them, even after they are found to be guilty. For ing number of cases that have been made public. Throughout history, example, after Selena Gomez produced the hit Netflix original series, the entertainment industry turned a blind eye to the victims of sexual “Thirteen Reasons Why,” she began production on another project assault, but even now, perpetrators often go unpunished while the working with known sexual assaulter Woody Allen. This validates the sufferers are silenced. idea that assaulters can go unpunished regardless of how severe the “I think the issue has gone unrecognized for so long because [for] crime was. the longest time it was just something that just ‘happens’ to people, “I think that we have this connection with actors that is not reand unfortunately there was no one [who] would listen and do some- ciprocated,” Hernandez said. “We see these people playing roles and thing about it,” digital media senior Radley we grow attached to them. I think subliminally we Docekal said.

“I THINK THE ISSUE HAS have a hard time with actors because we want to Sexual assault and harassment is difficult to GONE UNRECOGNIZED feel like we know them and that they’re not the openly talk about to begin with, but the vicpeople that they might in reality be.”

FOR SO LONG BECAUSE tims going through this have it much worse.

Just recently, this ideology has started to shift.

[FOR] THE LONGEST TIME Often, aspiring celebrities feel obligated to As more cases expose more celebrities, audiences put themselves in uncomfortable situations IT WAS JUST SOMETHING and even cast members have started to go against in order to get the coveted role in a movie THAT JUST ‘HAPPENS’ them. In the 2017 movie, “Wonder Woman,” Gal because the other person is in a position of TO PEOPLE, AND Gadot has voiced that she will not be in the sequel power.

UNFORTUNATELY THERE unless Brett Ratner, who was accused of sexual “In AICE Media Studies, we’ve talked WAS NO ONE [WHO] misconduct, is completely off of the production. about this thing called the casting couch pheThis should universally be the appropriate reaction WOULD LISTEN AND DO nomenon, which is essentially that directors to finding out a coworker has sexually harassed or and producers would choose generally beau- SOMETHING ABOUT IT,” assaulted someone. Instead of blacklisting the victiful young women and they would have a DOCEKAL SAID. tims, Hollywood should be turning their backs on discussion on the casting couch with all of assaulters. those implications in order to get the role,” film teacher Ruby HerIt’s becoming an issue beyond the silver screens, and celebrities are nandez said. “That’s kind of been a running perverse joke in the in- now vulnerable to people assaulting or harassing them. In the Netflix dustry since film really solidified into an industry in the early 1910s. original “Stranger Things,” a problem has arose where people outside That’s not something new, and it’s something that has not really been of the actors’ age range find them to be attractive or even dateable. adequately addressed, and it’s very difficult to police that.”

It comes to the point where people need to realize that despite being Women and children are largely the ones at the hands of these actors, they are all still young children and should be recognized as perpetrators, but blaming victims forces them to keep quiet. Men can such. Sexual harassment is not something that comes with the teralso suffer at the hands of others, but due to gender stereotypes and ritory of being a celebrity. The actors, most notably Finn Wolfhard, rape culture, they are often silenced. have spoken out on numerous occasions about how this sexualization “While women are more commonly targets of sexual harassment makes them uncomfortable. and assault, people tend to believe them more than men or children,” “Those things have been said to child actors since there has been theatre sophomore Oliver Martin said. “Not to say that women are child actors, and in no way am I condoning it, but it’s not like these always believed because they aren’t, young women are more so a tar- are new issues so much as one that is now available to see to anyone get than others. Men are seen as strong and are told that they should who has a Twitter account,” Hernandez said. “The big change is of have ‘fought back.’ People also see men as sexed-up freaks, and say course the pushback, the ‘I am not comfortable with this, don’t treat that they ‘liked it.’ Children are never taken seriously by adults, and me like that.’ The Shirley Temples of the world lived in a studio sysfor a child to muster up the courage to speak out about abuse would tem era where that was not an option. Child actors have always been be dismissed.” harassed, it’s just been in a different way, now they are able to gain Assaulters largely go unpunished for a variety of reasons. Part of support for their childhood on social media.”

ENTERTAINMENT 55

TECHNOLOGICAL

56 ENTERTAINMENT

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By Rebecca Boss aces illuminated by the glow of cellphones, televisions, and computers, thumbs getting more of a workout than their bodies: children’s worlds are being transformed every single day. Today’s youth are closer to their friends than ever, using devices daily that just 20 years ago didn’t exist. The traditional after school playground retreat is slowly being replaced with continuous exposure to various forms of entertainment, and it’s not all for the better.

These changes in the modern social atmosphere are impacting our teens, and not in a positive light. According to The Atlantic, eighth graders who are active for 10 hours a week on social media platforms are 56 percent more likely to be unhappy than those who aren’t. Teens who use social media three or more hours a day are 35 percent more likely to have suicidal thoughts and actions. Technology embeds its way into children’s brains, permanently adjusting their outlook on a healthy social life and altering their emotional behavior.

In his article, “How Evil is Tech?,” David Brooks, a writer for The New York Times, discussed how texting and interaction over social media may give teens better social control and more activity, but these interactions are “thinner” and discourage real engagement with peers. “Online is a place for human contact, but not intimacy,” Brooks said. Overusing technological communication is promoting a disconnect from deep, real relationships.

“Now that you have students that have thousands of social media followers, hundreds of friends on Snapchat, and thousands of followers on Instagram, it warps that traditional idea of using your friends to figure yourself out,” social studies teacher Javier Mora said.

On top of these paper-thin relationships, children have growing access to news and entertainment that is drowning in mature content. From over-sexualized Instagram posts to excessive violence portrayed through various entertainment platforms such as television, harmful elements become the center of attention. This can have a major desensitizing effect to those growing up immersed in this phenomenon.

“My biggest fear is that kids are getting saturated with new information, a new tragedy every day, some catastrophe that goes down somewhere and as opposed to acting towards it, it becomes like a regular thing,” Mr. Mora said.

Graphics by Chloe Girod

“It’s something that really threatens any progress in the future, because if you have a bunch of kids saying ‘so what?’ there are laws being passed that inhibit voter rights ‘who cares it’s always happening?’ or another massacre ‘so what?’

That’s when things are difficult.”

“MY BIGGEST FEAR IS THAT KIDS ARE GETTING SATURATED WITH NEW INFOMATION, A NEW TRAGEDY EVERY DAY, SOME CATASTROPHE THAT GOES DOWN SOMEWHERE, AND AS OPPOSED TO ACTING TOWARDS IT, IT BECOMES LIKE A REGULAR THING,” MR. MORA SAID. Public figures, role models, and celebrities alike have publicized their lives, setting a much different standard for those now adjusting to life as a young adult. Nothing is left to the imagination; stars document everything from their meals to more intimate details about their families or relationships. This has encouraged a new social norm for children to possess multiple platforms of social media, increasing the pressure to reveal their personal details on the internet.

“People like models or even sports figures [in entertainment] give [young adults] a false standard to compare themselves to and that they have to follow,” strings sophomore Quinn Stolberg said. “If they don’t, then they feel as if they don’t belong in the social norm. It can cause a loss of confidence, because they don’t think that they’re good enough based on what is pictured in the media.”

Our youth is more vulnerable than ever, continuous exposure to media is taking its toll, desensitizing the mind, and decreasing the social ability of teens across the world.

ENTERTAINMENT 57

ANALYZING ABLEI

By Anamaria Navarrete ours pass. The TV flickers on. Once the decision to turn the TV off has been made, the laptop is opened.

As it shuts down, the smartphone illuminates. The adolescent stuck behind each device is unknowingly being exposed to an injustice on repeat. This subtle, recurring theme among this mass consumption of media is mental illness, but the light being shined on it by the media is not strong enough to showcase the severity to those afflicted.

“YOU’VE GOT TO TAKE PEOPLE AS HUMAN BEINGS FIRST,” MR. RUTH SAID. “I THINK WE’VE ALL GOT OUR ISSUES. SOMEONE’S ABILITY OR DISABILITY IS NOT THE SUM EXTENT OF THEM, AND THEY SHOULD NOT BE DEFINED PURELY BY IT.” According to a study by the National Alliance on Mental Illness, 1 in 5 American teens aged 13 to 18 will have a mental health problem at some time in their lives. With mainstream media making up most of society’s livelihood, the search for representation of these illnesses becomes a prevailing issue. As modern day media continuously attempts to tackle the real life issues of its audience, many find flaws in the execution of the work, citing ableism and misrepresentation of mental illnesses among society.

“With more people actually enduring these mental illnesses, it’s no longer a taboo subject that entertainers shy away from,” visual sophomore Cassidy Zeng said. “Entertainment and media is constantly changing to appeal to their audiences, and as people change over the decades, those things have to change as well.”

In 2007, American author Jay Asher wrote the best-selling book “13 Reasons Why,” explaining what led to a teenage girl’s suicide through tapes and the boy who loved her finding them.

About ten years later, it became a Netflix series viewed by millions, produced by singer and actress Selena Gomez. However, the show received negative feedback almost immediately, with adverse comments from the social media universe outlining that the

58 ENTERTAINMENT

EISM

DISCUSSING THE REPRESENTATION OF DISABLED CHARACTERS IN MODERN-DAY MEDIA show romanticizes suicide.

Similarly, TV shows such as “American Horror Story” feature couples both suffering mental illnesses. In the relationship of Tate and Violet, the two characters are seemingly trying to fix each other’s illnesses and symptoms. Rather than trying to focus on the true effects of having a mental illness, it focuses instead on the glorification of it all.

“The job in the entertainment industry is to entertain, so I think they tend to romanticize mental illness just to make it seem more interesting to their audience,” Zeng said. “They’re twisting it to be something ‘beautiful’ when it’s really not beautiful at all.”

While mental illnesses and disabilities are often used to drive a romantic plot, they have also become a part of films in order to give a horrific effect. In 2017’s “Split,” directed by M. Night Shyamalan, the main character Kevin, portrayed by James McAvoy, is diagnosed with Dissociative Identity Disorder. In the movie, Kevin is represented as consistently violent, looking to harm others. However, actual symptoms of the illness include feelings of self-harm, rather than the urge to kill others, which was misrepresented in the film. Misinterpretations like this result in unintended consequences for individuals actually afflicted by the disorder, such as discrimination and imitated violence similar to that of the characters.

“You’ve got to take people as human beings first,” foreign language teacher Thomas Ruth said. “I think we’ve all got our issues. Someone’s ability or disability is not the sum extent of them, and they should not be defined purely by it.”

With social media platforms such as Tumblr and Instagram creating a space of discussion by any and all, these mediums educate others and increases the call for rightful representation. Though shows such as “Atypical” provide representation on paper, they refrain from including those affected by disorders in casting and writing. In a growing society of mental illnesses, the attempt to understand them has brought about small successes.

“We have an entire network of communication to where it can be almost instantaneous that news is spread across the nation,” digital media senior Vanessa Ritota said. “If we can get the correct information with the right attention, maybe we can limit the amount of ableism that is currently present in the entertainment industry.”

Graphic by Chloe Girod

a·ble·ism: discrimination in favor of able-bodied people.

ENTERTAINMENT 59

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exposure

HAILEY KENNEDY

By Sasha Monaco nthusiasm resonated throughout the Gillette Stadium as tens of thousands of fans waved foam fingers in the air, cheering in anticipation for the first note of the patriotic hymn that signaled the beginning of the prime-time National Football League (NFL) matchup, where the New England Patriots faced off against the Atlanta Falcons in a highly-anticipated Super Bowl rematch. Vocal senior Hailey Kennedy’s first step onto the central platform abated the commotion of the crowd, leaving the stadium completely silent.

“Since it’s always been a dream of mine to sing the national anthem, I really just wanted to do it,” Kennedy said. “[Singing is] my way of reaching people because it’s a form of expression, of showing my hurt and pain, but also coming out on the other side of it.”

When Kennedy delivered the first note of the National Anthem at the Crucial Catch Intercept for Cancer game on Oct. 22, she was belting the culmination of years of treatment, hardship, and devotion towards her major. Kennedy, who was diagnosed with acute myeloid leukemia at the age of 13, has been labeled as a survivor, but she is far more than that.

Kennedy aims to spark something inside of those who are going through what she endured.

The Crucial Catch Intercept for Cancer game is an event organized by the American Cancer Society and the NFL in order to raise awareness for various forms of cancer. Being a cancer survivor herself, Kennedy’s story reached an audience of cancer survivors and patients.

“On the field, there were 400 people who had been affected by cancer, and they were all related to friends of the NFL players,” Kennedy said. “[The NFL] wanted a cancer survivor to sing the National Anthem. They contacted St. Jude, the hospital where I was treated, and asked if I would like to sing the national anthem. I looked around at all of the people, and everybody just went silent when I started to sing. That’s a moment I’ll remember forever.”

Throughout months of intensive preparation, Kennedy

worked to enhance her performance of the “Star Spangled Banner.” The historical hymn honors the hardships and traditions of America’s past, so Kennedy wanted to evoke emotion in her rendition.

“I practiced all the time,” Kennedy said. “I was going to my private teacher two to three times a week [from] June until Oct. 22. We would sing constantly, and we’d learn the dynamic [of the song] and all of its beautiful quirks. It really is a hard song to sing, and it means so much for so many people. If you’re going to sing the national anthem, you have to sing it right.”

Kennedy’s medical treatment challenged her to maintain a positive mindset. While the treatment process deducted many days from her school calendar, she upheld a steady relationship with her major. Kennedy’s talent was integral to her identity, and her voice could not be taken from her.

“Whenever I do performances, which I do a lot for The Leukemia and Lymphoma Society, St. Jude, St. Baldricks, and the American Cancer Society, it’s in the moment; it’s how I’m feeling,” Kennedy said. “I channel my emotions by the way I sing. I try to show my passion through it: the pain, the fear, and everything.”

Kennedy faced the adverse conditions accompanying cancer by focusing her attention on the light at the end of the tunnel. Her ability to stay positive unconditionally guided her through each obstacle. Kennedy already defeated her monster; now she wants to push others to do the same.

“A lot of kids can come out at the end [of their treatment] and be so mad at the world. That’s one thing: never question why. I did for a long time and realized that you have to make your own answer,” Kennedy said. “For me, the answer is so that I could speak about it and help other kids so that they aren’t alone when they go through it. I was alone in the beginning and it was really scary; I had a great family support system, but nobody could tell me ‘I know exactly what you’re going through, and I’ve been there.’ That’s what I want to be for kids.”

“THAT’S ONE THING: NEVER QUESTION WHY. I DID FOR A LONG TIME AND REALIZED THAT YOU HAVE TO MAKE YOUR OWN ANSWER,” KENNEDY SAID.

62 EXPOSURE

Photo by Sydney Webb

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