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Title X funding changes

Lack of diversity within the school

The effects of displacement

Movie review: Black Panther

Adjusting to varsity life

Students and teachers react to changes in Title X funding, which sparks conversations on women’s reproductive health

Staff Writer Allegra Albanese reflects on the lack of diversity within the school and the attempts to improve it

Exploring how Black Panther has perpetuated stereotypes on African countries and the AfricanAmerican diaspora

A look into freshmen athletes’ involvement in varsity sports, what challenges they faced and how they’ve progressed throughout the years

As a result of civil unrest around the world and its prominence in today’s news, ASL families share their stories of displacement

News 3-6 | Opinions 7-11 | Features 12-16 | Culture 17-20 | Sports 21-24

The power of student voices

Following the recent shooting at Marjory Stoneman Douglas High School in Parkland, Florida, teenage activism has been on the rise. The Editorial Board comments on the importance of student voices and how we can enforce change.

Editorial on page 7 / More in “The Emergence of a Movement” special supplement March 2018 | Volume 43, Issue 4

The American School in London | One Waverley Place | London NW8 0NP U.K. | standard.asl.org

NEWS

On March 14, Students participated in a walkout to honor the 17 lives lost at Marjory Stoneman Douglas High School in Parkland, Florida on February 14, whilst also advocating for gun reform in the U.S. See exclusive coverage of the event online.

SPORTS Mia Holtze (’18) commemorates one of the 17 lives lost by reading aloud a short biography of the victim. PHOTO BY IMOGEN WEISS

OPINIONS

The net is not dead - Jonathan Philips Language immersion is best - Liz Merryweather Fitness facilities should prioritize students - Editorial

To view the winter ISSTs coverage and see more about the winter season visit eaglesclaw.asl.org March Madness: As the tournament progresses, read about an international sporting phenomenon Coaches outside of ASL: Their lives beyond Waverley Place

In case you missed it...

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FEATURES

Home to the Robotics teams, the MILL is a space where students with various interests are making innovations.

The Robotics teams ahead of their regional competition in China. PHOTO FROM TWITTER.COM/GRIFFINS1884

For content found exclusively online visit our home page at standard.asl.org

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March 2018 standard.asl.org

Title X Solar panels

NEWS

Oxfam’s Haitian scandal enrages donors Oxfam volunteers and donors have their say on the British charity following pending allegations of workers paying local Haitians for prostitution.

LEA GEORGE STAFF WRITER

O

xfam, a charity which has more than 10,000 volunteers in 90 different countries, is facing serious allegations of sexual misconduct at their charity base in Haiti.

Oxfam has been working to aid the recovery in Haiti since a 7.0 magnitude earthquake devastated the country in 2010. After 24 Oxfam workers in Haiti were exposed for paying local Haitians for prostitution in early February, the charity now faces grave consequences.

On February 9, fundraisers and volunteers met in the Oxfam headquarters to discuss the scandal with Chief Executive of Oxfam Mark Goldring. Members of U.K. Parliament said that they are considering ending foreign aid for the charity. Furthermore, approximately 7,000 people stopped making regular donations to Oxfam. This is almost 3.5 percent of the money made through public donations.

Regardless of the extremity of this scandal, Goldring first claimed that the attacks made against Oxfam were unreasonable.

“The intensity and ferocity of the attacks makes you wonder, what did we do?” Goldring said in an interview with The Guardian.

Goldring further expressed that he felt that the charity’s apologies were not only being ignored, but they were also being molded into something that had not been said.

President of Haiti Jovenel Moise spoke to the public on February 13, stating that the Oxfam scandal is “a serious violation of human dignity.” Moise claimed that the Oxfam scandal was “the tip of [the] iceberg,” and required the investigations of other charities based in Haiti.

Grade 7 Aide Sean Ross regularly takes part in volunteer work, such as helping at soup kitchens and working with refugees in Calais, France. Although Ross has never worked for Oxfam, he has used their charity shops many times in the past. “I don’t think this is isolated to Oxfam. It’s definitely a systemic problem within the charitable sector,” he said.

In Ross’s opinion, the source of

sexual misconduct within charitable organizations is due to the sense of authority large corporations possess.

Ross, furthermore, believes in the idea of a “savior complex,” whereby volunteers believe that they are saving the people from the places they are working in, therefor giving them the right to do anything. “When they start doing things that they believe are good, they think they’re also entitled to more,” he said.

Ross recounted a similar scandal in one of the charities he worked for in Calais. In 2016, volunteers from one of the warehouses were involved in sexual relationships with some of the refugees from the camps they were working for. “While I think most of their relationships were based upon mutual consent, you have to question that,” Ross said.

Ross believes that short term repercussions of the drastic decrease in funding and donations to Oxfam will unfortunately have a great impact on the people in need of help. However, the long term effects of the reduction of donation income and funding will aid in reforming the charity.

Ross feels that this will prevent people from being exploited again in the future. Ross will also end his donations to the company until he has seen “significant change.”

Valentina Hogenhuis (’18) worked for Oxfam for two weeks in their charity shop during the summer of 2017. However, Hogenhuis feels that the scandal could provide other charities with ample

An Oxfam charity shop, located on the St. Johns Wood High Street.

PHOTO BY CAM CAMPILI

Since the scandal...

24 7000 3.5%

Oxfam workers found to be involved in the allegations.

people around the globe have ended their regular donations to Oxfam. is Oxfam’s loss in money made from public donations.

Statistics from BBC.co.uk

Hogenhuis expressed a feeling of disappointment in Oxfam, a charity that she once thought was respectable and also confirmed that she does not plan on working

an effect on future funding. “I think that the brand of the charity, the reputation, is severely impacted [and] definitely diminished and when the reputation gets dimin-

“[The scandal] also makes you think of when you give money there, and you donate clothes, what are you really funding?”

VALENTINA HOGENHUIS (’18) opportunity to step up to the plate.

“It might leave a vacuum for other charities to move into,” she said.

Similar to Ross, Hogenhuis will end her donations to Oxfam until she feels they have “proven” themselves. In the meantime, Hogenhuis is looking to find another charity to donate to.

at Oxfam anymore because of the scandal. “[The scandal] also makes you think of when you give money there, and you donate clothes, what are you really funding?”

Like Ross, Hogenhuis feels that as a result of the scandal, Oxfam’s reputation has been severely hindered, which she believes will have

ished then so will the funding for the charity,” she said.

For Ross, money isn’t always the best way to aid the people in need. “I don’t think that donations and giving money is the best way to change the problems with those situations.

I think it’s more about education [and] social justice,” he said.

Parent Community Association (PCA) member Barbara Kim confirmed that WorkX would remain in partnership with Oxfam, despite the scandal. “We’re continuing to offer the placement. We feel like it’s a safe environment at the St. John’s Wood shop, and it’s an opportunity for students to contribute in a way if they so choose to,” she said.

Kim highlighted that the biggest concern for WorkX is the safety of the work environment. “First and foremost we need to make sure that they’re always safe environments for the students to go into,” she said.

The manager at the Oxfam shop on the St John’s Wood High Street has contacted all the parents of volunteers regarding the scandal.

Kim expressed that the decision of whether or not applicants will chose to volunteer at such organizations is merely up to them.

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news

TheStandard Standard The

Planned P Abstinence a r g e n t n h o i o d n s t s e t y c n n a n g Pre a l p s y s e n e l r a w i a y t i l i t r e m F a f l a s e c i v r r e s e l b S a u d r o f e f A t x u a a l Educa N tion Abortions Access to contraception Title X funding changes create concerns IZZY HARRIS | STAFF WRITER

ANANYA PRAKASH | MANAGING EDITOR: PRINT

The U.S. Department of Health and Human services has released the 2018 funding plan for Title X, which can change the redistribution of funds.

Many fear this will have drastic implications on the healthcare provided.

40% Title X patients using Planned Parenthood

30% Increase in teen pregnancies without Title X contraceptives

78% Title X patients living below the poverty line

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March 2018

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Title X provides annual services for 4000 health centers

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itle X, the only federal grant program devoted to providing individuals with family planning services and preventive health care, was enacted in 1970s as a part of the Public Health Service Act. The program is designed to ensure access to contraceptive services, screenings, treatment and information, with a priority for low-income families. Title X provides $260 million in grants to numerous clinics and is relied upon by approximately four million people around the U.S.

On February 23, the U.S. Department of Health and Human Services (HHS) released an announcement regarding changes to the Title X family planning grants.

This 2018 Title X funding opportunity announcement diverges significantly from the 2017 funding plan, which was issued under the Obama administration. From 2017 to 2018, funding dropped from $286 to $260 under the Trump administration.

Primary changes made to the Title X’s program include a shift in timings for the grant process.

The grants will now be awarded in September rather than April, months after the 2017 Title X money is set to expire. More notably, however, is the shift in which organizations and clinics will be receiving the funding. The 2018 application for the grant puts an emphasis on natural family planning methods and abstinence, and also removes any reference to contraception and nationally recognized clinical standards for high quality family planning.

Social Studies Teacher Christin Putnam describes Title X as a program that is intended to serve

lower income populations, and those who are uninsured. “This program did an excellent job of basically improving health outcomes. It reduced the number of unwanted pregnancies, and has generally been considered to be a very successful program,” she said.

With 78 percent of people who rely on Title X funding being below or at the poverty level, Social Studies Teacher Duncan Pringle recognizes the widespread impact the changes in the funding will have.

“It’s going to hit lowest income people the hardest,” he said. “It’s really problematic, we’re talking about a sizeable number of young women, particularly from a more disadvantaged lower socio-economic background, who will not be able to access the services.”

Pringle believes that women should have autonomy over their access to health care and family planning services. “I think that a woman’s right to [accessible health care] should come above any other consideration, although I respect that people have different views,” he said. “I don’t see why an external body, whether it be religion or government, should really interfere with that decision.”

Despite this, Connor Eaton (’21) thinks that there needs to be less funding for Title X, for it to be more reasonable for American taxpayers. He believes that government funding should be allocated toward other purposes such as NASA (National Aeronautics and Space Administration) and the U.S. Military. “[Title X] is not a necessity compared to other things,” Eaton said.

Aside from a reduction i n

Title X funding in millions $286 2017 2018 $260

4 million people funding, Eaton thinks that family planning should be funded through private organizations rather than federally, as it could subsequently prevent excessive amounts of money from being spent. “Especially in a country where we have overspending on a lot of government programs… It would appear to me that [federal grants are] not as necessary,” he said.

However, school Nurse Tori

“

We’re talking about a sizable number of young women, particularly from a more disadvantaged socioeconomic background, who will not be able to access the services.

Duncan Pringle, Social Studies Teacher Haynes, believes that funding is necessary and reducing it will take away many women’s access to family planning and contraceptive services these programs currently offer. “The services they’re able to provide may be limited by the fact that they’re unable to fund certain aspects of the program because they don’t have as much money,” Haynes said. “It is likely to have a negative impact on people’s health.”

She predicts this shift in funding will affect the amount of people in need of

4.1 million STI tests health services. She believes the role of health services is to ensure the wellness of the people and that the changes do not embody this belief. “If we don’t invest fully in preventative health services, then inevitably, we are going to end up with potentially more reactive health needs. People won’t be able to access the preventable services they need,” she said.

Kate Farrell (’18) echoes Haynes and believes that the changes in Title X funding will have profound impacts. “There are just not a whole lot of options for women and I think that when you take away funding, you’re kicking away some of the very few options that already exist, which is such a problem,” she said.

Farrell believes that the issue lies in Title X’s decreased focus on providing contraceptives to the public. “Focusing on abstinence and religion is not necessarily a bad thing,” she said. “[However,] I think it’s ignoring contraception which is the really bad thing.”

The 2018 Title X announcement does not explicitly exclude family planning and health services such as Planned Parenthood (PP). However, many fear the organization will lose some of its government funding because it aids abortions, despite the fact that federal money can’t be used to fund abortion. Title X is one of the public health programs that 65% of PP patients receive their preventative care from.

PP also provides numerous additional services, such as pregnancy testing, cancer screenings and various forms of contraceptives, which are necessary in pre-

STATISTICS FROM PLANNED PARENTHOOD ACTION FUND AND ABC NEWS

ventative healthcare.

Putnam has seen evident changes in how PP is being viewed and the increasing lack of support it is getting from the current administration.

“While no federal money is used for abortions, there have been some groups that have been targeting Planned Parenthood in an effort to put it out of business,” she said. “Basically what’s been happening under the Trump Administration has been to carry that out, to take that even further in an effort to hit Planned Parenthood hard in its [funding].”

Similarly, Pringle has also noticed the change in Title X’s bipartisan support, to it becoming more politicized through funding of PP. “As an outsider, it strikes me [that PP] is portrayed as a political organizations,” he said. “I think because of the importance that religion now has in U.S. politics, and that’s seen as a body of votes that you can gain... that has become a way of politicians earning votes.”

With the politicization of Title X funding, Putnam believes that the focus is being taken away from the program’s goal of funding reproductive health care clinics that help prevent unwanted pregnancies. “[The changes in Title X funding] could have this unintended consequence of now having more accidental pregnancies,” she said. “It really hasn’t been thought through what the real goal is here. If it’s to stop abortions, we need Title X funding and we need places like Planned Parenthood.”

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The Standard

Sustainability Council begins solar panel project ISABELLE LHUILIER NEWS EDITOR The Sustainability Council (SusCo) has recently launched a project to install solar panels on the roof of the blue staircase. They hope this will be an important step in reducing the amount of energy the school consumes by providing a natural source of energy.

SusCo member George Yardley (’21) claims that the idea of installing solar panels was sparked as a result of ASL being a major consumer of energy in the Westminster community. “[The school] has a lot of problems with Westminster because, as a borough, they think that ASL takes too much off the [power]grid,” he said.

Students had the idea of solar panels five years ago, but it was never completed. “We wanted to push the project forward,” Yardley said. “It was in the stage where no one was against it, but no one was driving the project.”

Lardley and fellow SusCo representative Delilah Artus (’18) are leading the project. For Artus,

installing solar panels is her main goal for the council this year. “Even if I didn't get on the Sustainability Council I still would want to do this. For international schools, especially, we really should be taking initiative in problems like climate change,” she said.

“We are using renewable energy. We are showing that our school wants to step towards that and become more sustainable.”

Monet Streit (‘19) Additionally, Artus wanted the Council to take on a larger sustainability project. “I really wanted to do something bigger,” she said. “Usually we [focus on] recycling and all of that is good, but we really should have a big project that not only authenticates the council, but also our school in terms of progressiveness and working towards the future.”

Though there is not yet a specific date to when the Council

will install the panels, in order to test the effectiveness of the solar panels, SusCo plans to install only three to six, 4 by 4 meter panels hopefully sometime over the coming summer.

SusCo Representative Monet Streit (’19), however, believes that there could be room for more panels. “If that goes well then I don't see a reason why they wouldn't let us put more in,” she said.

Although the project’s final cost has not been finalized, Facilities Manager Kevin Moffat believes it could be anywhere from £6,000 to £15,000. The Council has not yet finalized where they will get the money from, but hope an admin grant might cover the costs. “It depends on the complexity of it and how much power we think we need to be generating and what we think the end use is going to be,” he said.

The Council plans to put the power from the solar panels into the general power grid. “To be the most sustainable we would feed [the power from the solar panels] into the general power grid,” Yardley said.

OF S O OT DAY H P ING SATUR K A T ING RNOON T E ME AFTE Student representatives of the Sustainability Council continue planning their solar panel project.

PHOTO BY IMOGEN WEISS Another goal of the project is to install a monitor so that students can see how much energy is being saved. “We want the energy to go onto the main charge flow and we will have a monitor that the science classes could use to learn about solar energy,” Artus said.

Although the initial installation of a few solar panels will not dramatically decrease the school’s energy consumption, Streit believes that it will be an important

step toward sustainable energy.

“Even if we just had three or six solar panels it helps so much,” she said. “We are using renewable energy. We are showing that our school wants to step towards that and become more sustainable.”

Echoing Streit, Yardley hopes the project will gain support from the school community. “People can see that it is a possibility,” he said. “We can [install the panels] and then from that we hope in the future more projects will come.”

South African President Jacob Zuma ousted CAM CAMPILI

LEAD NEWS EDITOR

JOHN TOWFIGHI FEATURES EDITOR

Dubbed the “people’s president,” former President of South Africa Jacob Zuma had pending money-laundering and racketeering charges against him before he even took office in 2009. Throughout his presidency ,Zuma faced charges concerning corruption, rape and breaching oaths among others. Yet Zuma managed to remain in power despite heavy criticism. However, after facing his ninth vote of no-confidence in Parliament, when stated that he is deemed unsuitable for his position, Zuma was forced to resign on February 14.

Zuma joined the African National Congress (ANC) in 1959, at age 17, in an attempt to help those trying to overthrow the ruling apartheid government. He, along with former President of South Africa Nelson Mandela, were imprisoned for 10 years on Robben Island. Following the end of apartheid, Zuma became a prominent figure in the government and a symbol of hope for a new South Africa after becoming president in 2009.

However, South African author and ASL parent Elaine ProctorBonbright believes that Zuma’s rise to power wasn’t as heroic; rather

describing it as “Machiavellian,” or someone who schemes their way to power. “It was very clear that he was not a politician in the image of Nelson Mandela. He wasn’t known to be an inclusive Democrat from the get-go, but he was a masterful political operator as evident by how long he lasted… but he was certainly not someone I was drawn to as a political leader ever,” she said.

“His tenure essentially pestered every single piece of governmental and civic institutional power in South Africa.”

Elaine Proctor-Bonbright, Author and ASL Parent

For Dylan Sweidan (’20), South African politics has always been something he’s monitored closely, as Sweidan has felt a desire to stay close to his South African heritage for as long as he can remember. “I am very connected to my South African roots. My father was born in South Africa and lived there for a long time.

I have always felt South African. We travel there often and we always have South African cousins visit,” he said.

Although to some Zuma’s resignation may have seemed abrupt, Sweidan felt that something drastic was bound to happen in regards to his presidency. “I felt that Zuma’s resigning was inevitable [as] he had

many scandals... A lot of people say that he is corrupt, but I don’t feel as extreme. I thought that the number of scandals he went through [meant] that he must eventually either resign or get sacked,” he said.

In contrast to Sweidan, South African citizen Jess Woodhams (’20) does consider Zuma corrupt and agrees that he was in power for too long, especially considering the amount of charges Zuma has faced over his presidency. Woodhams has family that lives in South Africa, and through discussing politics with them, she has come to understand Zuma’s predicament. However, she was surprised by how it happened. “I knew he was being pushed out in a way and I knew that he was going to go sometime...I just didn’t know that he was going to go so quickly, so it came as a shock, but a good shock,” she said.

Throughout his ten years in power, Proctor-Bonbright believes that Zuma damaged South Africa’s political system. “His tenure essentially pestered every single piece of governmental and civic institutional power in South Africa.

What was devastating about it was how long it took the Constitutional court to get rid of him because it was so clear pretty early on that he was breaking the law,” she said.

The legacy Zuma has left for the ANC, the government and for South Africa as a society, is still to be seen. Yet, Proctor strongly be-

Jacob Zuma talking during the World Economic Forum on Africa in 2009.

PHOTO FROM WIKIMEDIA COMMONS lieves that as a result of his presidency, it will take a long time for the South African people to put their faith in the government.

Proctor-Bonbright also thinks that it will take an “impeccable leader and good luck” to bring a happy ending to Zuma’s presidential term.

Recognizing the amount of change needed to establish a new government that people can trust, Woodhams feels that it will be difficult, but will allow the country to move in a better direction. “It’s just like a new leaf for South Africa. No more corruption, good term policies: an equal government,” she said. “Obviously that won’t happen in a short amount of time, but I hope for the future.”

With new President of South

Africa Cyril Ramaphosa in charge, Sweidan believes that future presidents must preserve the essence of being South African in reaction to this crisis that may leave people questioning their identity. “South Africa has a lot of cultural backgrounds that need to be preserved.

A good South African president must preserve Zulu culture, whilst maintaining South Africa’s economy and policy. South Africa needs to be taken out of this corrupt place,” he said.

Proctor-Bonbright does not want Zuma’s presidency to hinder the way the world views her country. “I think South Africa has a real shot at becoming a great constitutional democracy,” she said. “I just urge people not to give up on it as a result of this really sordid chapter.”

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March 2018 standard.asl.org

Letters to the Editor Forgotten conflicts

OPINIONS Editorial

Learning from student activism CARTOON BY GABY IWEGBUE On February 14 2018, the world witnessed a tragic event as 17 students and faculty members from the Marjory Stoneman Douglas High School in Parkland, Florida were killed in a mass shooting in the U.S. in 2018. Despite the horrific and devastating nature of this event, one positive outcome has emerged: an increase in the use and power of teenage voices.

To say the students of Marjory Stoneman Douglas High School are inspirational is an understatement. Student survivors such as Emma González, whose passionate speech on gun legislation reform at a gun reform rally in Fort Lauderdale on February 17 led to an essay in Harper’s Bazaar, have taken their anger and grief and turned it into action. By challenging senators and confronting the National Rifle Association (NRA), these students have quickly launched into the fore-

front of the gun reform debate, and are simply not taking no for an answer.

Their consistent and unwavering stance on gun control legislation reform has inspired this Editorial Board, and with that said, we stand in solidarity with their actions and beliefs. As high school journalists, we understand the power of our collective voices. We see the Stoneman Douglas students and recognize their courage. Because of them, we feel proud to be a part of our generation.

As students at ASL, The Standard is our platform to share our opinions and stories.

We write and discuss what we believe is important, and what pertains to the community. We are always searching for new topics to facilitate change and start discussions within our school and community. This is a role we do not take lightly, as we recognize the privilege in our ability to openly share

and express our interests, frustrations and serve as a voice for the community. For us, the idea of teenagers using their voices is embedded in our everyday work.

The reason that this instance of student activism stood out to us is that these students’ initiative has caused a ripple effect.

Through their persistence and courage, they have continued the conversation. After the mass shooting in Las Vegas on October 1, the media continued to cover the story for a short period of time before it faded into the background as all shootings in the U.S. eventually seem to. However, the Parkland students’ relentless fight for change has sufficed in extended media coverage of the incident, and is a constant reminder that they will not be silenced until change is achieved.

Because of these students, schools across the globe, ours included, participated in a

walkout for gun reform on March 14. Worldwide, people gathered to “March for Our Lives” on March 24. These events are simply due to the waves of conversations the Parkland students started. Their passion and activism has kept the conversation alive, and has forced the media to reward their actions with additional coverage.

This newfound teenage voice should not be exclusive to the issues of Parkland. As student voices, we are a vehicle for change. As an Editorial Board, we are proud to be a part of a generation of students who take a stand, whether that be through marches, protests, articles or discussions over gun control. We are the voice of change, and a voice to be reckoned with. We cannot allow issues we are passionate about to fade into the background. Rather, much like the Parkland students, we must continue to fight until change is achieved.

MICHAELA TOWFIGHI Editor-in-Chief: Print SOURNA DANESHVAR JR. Editor-in-Chief: Online ANANYA PRAKASH Managing Editor: Print CHRISTINA LEONARD Managing Editor: Online CAM CAMPILI Lead News Editor ISABELLE LHUILIER News Editor SOPHIE ASHLEY Opinions Editor ALEXANDRA GERS Lead Features Editor MARTHA DUFF Features Editor JOHN TOWFIGHI Features Editor PHAEDRA LETROU Culture Editor QUINN WHITMAN Culture Editor JONATHAN NOVAK Sports Editor JONATHAN SHEVES Sports Editor OLIVIA ABRAMS Print and Online Media Editor MICHAEL FLAHERTY Online Editor IMOGEN WEISS Online Editor SHANNON MILLER Adviser CARTOONIST Gaby Iwegbue STAFF WRITERS Maya Ariburnu, Amaan Zafar, Anastasia Ruimy, Rohan Haarmann, Jonathan Philips, Ishaan Rahman, Allegra Albanese, Taylor Anderson, Sal Cerrell, Emily Forgash, Lea George, Helena Hansen, Izzy Harris,

Estee Jorgensen, Lena Levey, Uma Mokhtarzadeh, Liz Merryweather, Eli Nilson, Lucas Romualdo, Sara Short, Elijah VanderMolen, Lily Whitman STAFF PHOTOGRAPHERS Emily Forgash, Piya Garg, Addie Griggs, Eliza Blakemore MISSION STATEMENT The Standard staff and adviser are dedicated to creating a collaborative, open forum that cultivates productive dialogue within the School community by publishing exemplary student news media according to the strictest standards of journalistic integrity.

CONTENT The Standard covers news related, but not limited, to the School community. Issues-driven coverage that aims to explore ideas, themes, concepts, trends and recent developments beyond the campus that are relevant to members of the community are also included.

LETTERS TO THE EDITOR Send submissions to the journalism lab, room P-101, or to the_standard@asl.org. These must adhere to the same set of ethical guidelines that all staff content is held to, and will only be published at the discretion of the editorial board and the adviser. The Standard retains the right to edit letters for length and AP/Stan-

dard style. All letters must be signed in order to be considered for publication.

EDITORIALS Articles published without a byline and presented in the same location issue-to-issue represent the majority opinion of the editorial board. They are unsigned.

COMMENTARIES Articles with a byline and a photo of the author are opinions articles. They represent the view of the writer only, and not necessarily the staff of The Standard or any other individual or group in the community.

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opinions

TheStandard Standard The

Holding all characters to the same standard SARA SHORT

sara_short@asl.org

“

If you were to take the strong female character label and apply it to a strong male character you would be hard–pressed to find one that fits the character values.

Lady Bird was nominated for an Academy Award for Best Picture yet was still being critiqued as not being “impactful” enough to deserve that nomination. The titular character is a teenage girl trying to understand her place in the world and her relationship with her family and is being told she isn’t a “strong” female character. She stands up for what she believes in, and shouldn’t that be enough to be a strong character? Strength should be based in the ideology and opinions of the character as opposed to their physical prowess.

Everyone praised Wonder Woman for portraying a strong female character, but a strong female character can be one who is more than one who can fight someone. Wonder Woman was iconic as one of the first female led comic book movies and I loved Gal Gadot in the role. The character is

a role model for so many girls that will grow up seeing a female character as a central figure. But Elle Woods from Legally Blonde wears pink and loves makeup and clothes and she is just as strong as Wonder Woman. Yet, as a society, consider her lesser because she is inherently more feminine.

A strong female character should share the same qualities as any other strong character. Harry Potter is a great character because he is well developed and complex.

J.K. Rowling explains his motivations so we see why he makes decisions and can sympathize more with him. Hermione is not the protagonist of her story but she written with the same care that the males are written with. This is why she’s a strong female character. She was a well written character who just happened to be female.

A strong female character

means that there are characters who are inherently weak. It never seems to be questioned whether or not male characters are strong, they are just assumed to be.

Main characters in movies are advertised as “not your typical damsel in distress” or a heroine who is strong and can fire an arrow with perfect precision. They have to be different to be strong. They cannot be like ordinary people.

If you were to take the strong female character label and apply it to a strong male character you would be hard pressed to find one that fits the character values. Batman is driven by revenge and hate, James Bond is arguably a psychopath, and even Sherlock Holmes lacks social grace. Some of the only characters who fit this mold are cut and copy action heroes such as Superman and Jack Ryan.

If we held all characters on

Progress Report SNOW DAY

NCAA

CARPET

the same level as we do female characters, our culture would be poorer for it. We should stop holding women to a different standard and instead have them treated as characters: have their decisions questioned and they should be held to the same level of scrutiny.

Black Widow may be able to snap a man’s neck with her thighs, but we should also question the morality of her actions. Daenerys may ride into battle on a dragon, but she has made many other choices that are questionable at best.

Women are being portrayed more positively in the media with female led films such Wonder Woman and Hidden Figures, and that is a good thing. Female characters being written stronger, and more accurately will make the world more authentic place, where media becomes a closer representation of the real world.

PHOTOS 1 AND 2 FROM FLICKR, PHOTOS 3 AND 5 BY OLIVIA ABRAMS, PHOTO 4 COURTESY OF MICHAELA TOWFIGHI, PHOTO 6 FROM WIKIMEDIA COMMONS

BUTTER

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Snow Day: (A) I guess Mrs. Appleby couldn’t get to 4.

1. school. Quinn Whitman The Editorial Board of

Varsity Softball: (A) Back and better than ever.

And yes, contrary to popular belief, we are a sport.

Michaela Towfighi

NCAA in the Student Center: (B+) The big screen and experience is much better than my bracket. Sourna Daneshvar Jr.

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Cafeteria Butter Price: (C-) I didn’t realize ASL was still collecting funds for New Frontiers.

Phaedra Letrou

New Carpet at Black Chairs: (B-) I’d prefer orange corduroy. Sophie Ashley

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Class of 2019 Girl–to–Boy Ratio: (D) More than 30 junior girls won’t have a prom date??? Martha Duff

The Standard gives 2. the school its second report of 2018. 3.

Post Scriptum: None of this is sarcastic

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opinions

March 2018

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Letter to the Editor

Learning from mistakes

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When boys sexualize girls, rank them, provide a number and play a game, no apology is required. When girls are mean to girls, however, an instant apology, or numerous in our case, is the remedy.

To the Editor, The first step to saying sorry is admitting you have made a mistake.

That is something we can not, and have not, avoided. In the heat of the moment, after winning the girls soccer ISSTs Championship this year, we made a mistake, and there is no denying that.

In the midst of excitement, it is hard to think with clarity. When we burned a Cobham ribbon from one of our opponents in the final that day, admittedly, no one on the team thought much about it. That was, until a video circulated back not only to ASL, but to the Cobham girls soccer team. In that moment, our celebration came at the cost of our respect for the other team, and clearly showed ourselves as sore winners.

What followed was an instant apology. We wrote letters, we made a video, we had conversations with Cobham in person: the goal was to make our regret clear to all who were affected. We are still invested in letting everyone know we made a mistake, we are sorry and this type of behavior will never happen again.

Yet, a recent conversation with author and consultant Catherine Steiner-Adair has brought to light several issues and inconsistencies that remain unsettled with our situation. Steiner-Adair explained to us

that what coupled our punishment for our actions was the notion of restorative justice. We were aware of our mistake, and apologized, and now it was our duty to teach others what we learned and ensure similar mistakes are not repeated.

Restorative justice focuses on the rehabilitation of offenders through reconciliation with victims and the community at large. While allowing us to understand and rebound from our actions, this idea of restorative justice has also highlighted the inconsistencies in the disciplinary process within the High School. Following the varsity boys rugby team’s “point-system” disciplinary case, we failed to see the same restorative justice tactics applied. Some members of this team have apologized, but until the community witnesses a largescale movement from the team both past and present, something needs to change.

We draw no comparisons between our and the rugby team’s actions, except that they are both athletic disciplinary issues. Yet throughout our disciplinary process we felt as if a direct comparison to rugby was made.

In reflecting upon both incidents, glaring disparities in punishment is the reason why we write what we are writing now. When girls are mean to other girls (as we were to Cobham),

there is an instant requirement to say sorry. Through lateral destruction, Steiner-Adair explained to us that girls are taught to take each other down, rather than pick each other up, and through our own experience, we believe that girls are then taught to instantly say sorry. We do not say this to victimize ourselves, but to explain why we are questioning the current system.

When boys sexualize girls, rank them, provide a number and play a game, no sorry is required. When girls are mean to girls, however, an instant apology, or numerous in our case, is the remedy. We struggle to understand why the notion of restorative justice was applied to us, yet failed to be explained and implemented with the boys rugby team.

We, as women, feel that the rugby team, still after months, fails to recognize the implications of their actions. When the “game” is mentioned, the most common responses are defense, denial or laughter. Being sexualized in a misogynistic game is not a joke to us, yet even in March of the following year, it remains a common point of laughter within the High School.

This humorous reaction stems from the lack of accountability for what this team, and teams in years past have systematically done. We

said sorry, yet we are still waiting for an apology from members of our community. This is an issue of recognizing how these teammates made girls feel, and admitting openly to their participation or bystanding, and saying sorry to the community for their actions. Because this team did not partake in the process of restorative justice, it feels as if the school has cared more about the school’s public image rather than the emotional and mental wellbeing of its female students.

If the rugby team had the chance to follow the same path of restorative justice, better understanding of the repercussions of their actions would follow. As a result, the team, as well as the community, would be able to learn, grow and move forward together. That is all we are asking - for rugby to have the same chance to make amends. We hope this is the start of productive dialogue as how to best move forward as a community and we welcome a response.

Anna Costello (’19), Kendal Fass (’19) Alexandra Gers (’19), Valentina Hogenhuis (’18), Mia Holtze (’18), Caoimhe Mesch (’18), Liadh Mesch (’19), Lily Noel (’19), Claire O’Malia (’18), Talia Vasaturo-Kolodner (’19) and Audrey Wilson (’19)

Educating tomorrow’s world

MAYA ARIBURNU maya_ariburnu@asl.org

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When I think about how far technology has progressed, it’s concerning that education has barely changed in 200 years. If we want young people to suceed in the future, we need to drastically rethink how we train them.

I am stunned by the beauty of the landscape: brilliant turquoise water, green topped rocks looming out of the sea, the sound of tropical animals. The traditional long-tail boat I’m in glides through the water. I sit back and reluctantly take my helmet and goggles off.

Immediately, I’m back in an office in Burbank, California. I’m participating in an internship at a virtual reality (VR) company in Los Angeles called STX Entertainment which creates, among other things, digital media for virtual reality headsets.

Blown away by my experience just hours earlier, I contemplated how I, as well as future generations, could ever compete with technology that is advancing far more quickly than I could ever have imagined.

I took advice from a man who has benefited hugely from this technology revolution: Jack Ma, founder of Alibaba, the largest electronic e-commerce marketplace in the world, topping both Ebay and Amazon. In his video on “The Future of Education”, he explained that the knowledge-based education that has

formed the bedrock of the provision of education for the past 200 years would be insufficient in as little as 30 years time.

Very soon, human beings will begin to struggle to compete with machines that are more capable than themselves in the vast majority of areas. Ma’s solution was for humans to focus their attention not on learning computer programming skills, but on learning soft skills that machines will struggle to emulate, in particular, skills relevant to interacting with other humans.

A computer will always be quicker than me at math, have access to vast amounts of information that is physically impossible for me to remember, and will have a level of precision, particularly relevant to medicine and surgery, that I can never compete with. The highest IQ in the world today can be as high as 200, however this is useless, as with the progress of Artificial Intelligence, computers are predicted to reach an IQ of 10,000 in 10 years’ time. Nevertheless, it’s hard to imagine a machine writing a best-selling novel, creating a timeless

work of art, or simply showing genuine empathy to a friend.

When I think about the focus of my studies, and that of my peers at the moment, it is frustrating to think about how much time is spent learning facts or technical skills that have been rendered obsolete by the digital revolution. I understand that until very recently, these technical skills, or even having a well-trained memory, would have been hugely valuable, but in today’s world, with Google, robots, and machines, the way we educate needs to change just as technology is changing.

If Ma is right, and I think he is, we should not be focusing the majority of our education on learning traditional academic subjects, but on developing creative skills, such as the arts, out-of-the-box thinking, and skills relevant to interacting successfully with humans, such as sports, and other group activities. Not only should these activities take priority in students’ day-to-day education, but the way that we assess success should change too.

Don’t get me wrong, I believe that

a class like math is hugely valuable to a student’s education, but is valued for the wrong reasons. Math should be appreciated as a class that intellectually stimulates our minds with challenges and theories behind what we are learning so that we finish our education with a much more adept brain, not for simply memorizing how to derive functions or use the quadratic formula. Winning a math competition should show qualities teamwork, leadership and support for their fellow teammates as these will be more transferable skills in the modern world.

When I think about how far technology has progressed, it’s concerning that education has barely changed in 200 years. If we want young people to succeed in the future, we need to drastically rethink how we train them.

The technological revolution is real, just as the industrial and agricultural revolutions in history were, but it is happening at an incomprehensible speed: it is too difficult to adapt. We are in the midst of an unprecedented change.

10 opinions

TheStandard Standard The

Underutilization of the Mellon Library ALEXANDRA GERS alexandra_gers@asl.org

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The Mellon Library and all its resources has quickly become the most positively impactful tool to me in my educational career.

In World Civilizations II, I, like many other students, was asked to complete the most thorough and extended research paper at that point in my educational career. My topic was slightly unconventional: the rise and fall of the Romanian Communist dictator Nicolae Ceausescu.

This year, however, my essaywriting ability was stretched even further. In the Human Rights Seminar class, I was asked to draft a comprehensive, 15-20 page research report on the topic of my choosing: the evolution of civil disobedience.

In both of these instances, my initial instinct was to Google and pray that a website tailored to my specific needs would magically appear at the top of my search engine. Clearly that wasn’t the case.

I quickly realized that there was an entire untapped resource at my disposal: the Mellon Library. As obvious as this sounds, the Mellon Library and all its resources

has quickly become the most positively impactful tool to me in my educational career.

The library currently has 17,000 books, with titles ranging from “The whisperers: Private Life in Stalin’s Russia” to a comprehensive explanation about “Food and Feasting in Ancient Rome.” When I was in lower school, I was an avid reader, and to challenge myself, I would often venture into the fiction stacks of the library. Somewhere between Grade 4 and now, I had lost the wonder and respect for the Mellon Library, but this year, that fascination was restored. It became clear to me how underutilized the library is.

I am not the only one who feels that way. A photo from the Mellon Library’s Twitter account – yes they also have a Twitter – showed that all of the books returned on February 13 were books bearing a red dot on the spine, indicative of middle school readership. High school students just aren’t using

the resources provided to them by the school.

Not only does it house some of the most obscure titles, the library has provided numerous subscriptions to credible and well-known publications, such as The New York Times and The Financial Times.

These subscriptions enabled me to access an unlimited number of articles per month, as opposed to the predetermined number by the publications, on a variety of topics – both for school and for personal enjoyment.

Furthermore, the subscription accounts to website and databases such as Encyclopedia, JSTOR, Questia and Facts on File, are far more utilitarian than they are given credit for. Individually, these databases are wonderful, and carry an extensive collection of credible reports on all subjects. Collectively, they are even more powerful. As the papers that I write for my classes become more complex and require

a greater level of analysis, I’m beginning to realize I can seldom get away with using that first source in my search engine. I need credible, well-researched reports, books and articles to support claims, of which the library provides.

As well, as much as we students hate using NoodleTools, we are fortunate enough that the school provides us access to such a program- enabling us to accurately and properly cite sources. And, even if you were to have a question about citing a particular source, the librarians are incredibly well-versed in this skill. (They even helped me create the citation for a Romanian financial document.)

The Mellon Library is more than just a place to borrow a laptop charger or a pair of headphones. It and all of its extended resources are so incredibly helpful. We are lucky enough to have a facility which is so well-stocked and well-funded at our disposal, use it to your advantage.

Our responsibility to save the past ROHAN HAARMANN rohan_haarmann@asl.org

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I appreciate how the ideals of modern society and personal culture could come into conflict with each other. But, on the other hand, the past must not merely be cast aside.

Last summer, while sitting in the conference room of the Cook Inlet Tribal Council in Alaska, an organization that works to provide a range of different benefits to local Alaskan natives and youth, a variety of faces surrounded me. I saw natives, economists, state senators and more all taking the time to educate a group of teenagers on their home state. This was an opportunity I could not waste.

I met with fellow members of Brown Environmental Leadership Lab (BELL) two hours after touching down at the airport in Anchorage.

Despite the international group’s differences in background, our first encounter with Alaskans drew us into an intriguing debate. I learned of high suicide rates among native youths and massive biodiversity loss; I quickly empathized with the struggles of Alaska. The days that followed allowed us to further explore intricate themes; we heard personal stories from speakers as I rapidly developed friendships with my peers.

We later left the confines of the conference room for a three–day camping trip on the Kenai Peninsula. Here I bore witness to a sad reality: the decay of Alaska’s natural beauty.

Alaska is a remote and idyllic state, but also a highly troubled one.

However, it is those flaws that interest me the most. Alaska has instilled in me beliefs which I know will carry for years to come.

The selection of speakers we heard from was varied, and they often showed a level emotion and passion rarely seen during public presentations to a live audience. I heard about the identity crisis facing the current generation of native tribal populations, and how a conflict between their modern and native lifestyles rages. The responsibility to honor ancestors and to maintain tens of thousands of years worth of heritage is a burden to many who yearn to pursue their own careers.

This is not something I can relate to, for my family has always encouraged me to create my own future.

However, the broader issue of valuable ancestral norms becoming lost to history is worthy of recognition. I appreciate how the ideals of modern society and personal culture could come into conflict with each other.

But, on the other hand, the past must not merely be cast aside. For many Alaskan natives, ancestral history can create an especially large commitment. Close living family members may not approve of integration into modern society over the continuation of traditional lifestyle norms. Being torn between two worlds, some fail to create roles

for themselves in either. The locals I encountered talked from personal experience, speaking of friends they had seen drop out of school due to various addictions and run-ins with the law. The tragic identity crisis between the cultures of the past and the present behind many such instances is the deeply rooted in the state’s past.

A mental shift toward how native Alaskans view their futures must be made. Each of these people needs to act upon themselves as individuals, ensuring an education through at least high school. By delving into a world of drugs and missed opportunities, they deny themselves of both the opportunity to honor their past and to build their own futures.

Throughout the second and final week of my experience in Alaska, we began to see how the effects of climate change manifest. Through prevalence of natural decay there, Alaska serves as a caution to the mainland, at least based on our current course of action. Even remembering to switch off power outlets, using public transport, and making small routine changes can slow the decline of the immense natural beauty.

Following our time with the Cook Inlet Tribal Council, I camped at a research facility, the Center for Alaskan Coastal Studies. At the fa-

cility, we sampled different plankton types and took measurements of local population densities. On the last day of our stay at the center, we took a count of the sea star population along the beach, finding lower results than had ever been recorded before with only four sea star sightings. It was later explained that this is due to the sea star wasting disease, now an epidemic of which no identifiable causes has been found.

This was a small yet very real example of population loss.

I came to BELL Alaska because of the image of vast bear filled forests, but that intrigue will be lost to future generations if we do not work toward change. The future natives are lost, unable to discover purpose in their own home. The beauty of Alaska’s vast nature reserves and wildlife remains, but as a shadow of their former glory. Under the veil of its rich history and grand vistas, Alaska faces environmental and cultural turmoil. The issues of global warming and identity crisis are relevant on a global scale. The repercussions of climate change are not unique to a single state or country, and vast immigration as well as the refugee crisis forces many from their heritage. My time in Alaska was eye-opening to issues I had little firsthand experience with prior to my journey.

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opinions 11

March 2018

Conflicts cannot be forgotten ELIJAH VANDERMOLEN elijah_vandermolen@asl.org

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These very real and unresolved issues are no longer entertaining to talk about, so many people around the world forget about them.

The world is a chaotic, violent place. Countless brutal conflicts have been fought all around the world, and millions have suffered because of it. Today, there are still many wars and conflicts taking place, affecting innocent people in the process.

Whenever a deplorable result of war is first reported on, people become enraged. The topic of human rights in these conflict-affected areas of the world becomes a priority.

The lack of basic needs for citizens affected by the war suddenly becomes a major issue in the minds of people living in other, more prosperous countries.

The kind, sympathetic people of the world seem to genuinely care about the atrocious conditions others face around the world as a result of conflict. Unfortunately, these same kind, sympathetic people seem to forget about these issues as quickly as they became enraged by them.

While the continuing suffering of civilians in ongoing conflicts seems to be a constant, public concern for these issues is not. A few years ago, people around the world debated

potential resolutions for the IsraeliPalestinian conflict; they discussed the living situations of over a million people living in the infamous Gaza Strip; they talked about the conflict and the issues facing the people in the area; they cared this conflict was important to everyone, not just Israelis and Palestinians.

Thousands of civilians on both sides of this conflict have been killed or injured. How could the rest of the world possibly ignore this issue?

Why would it matter if they are not from the area? Good people around the world care about all innocent people, so of course they would care about this conflict.

Eventually, though, people seemed to lose interest. Soon, they turned their attention to another brutal conflict. Now the spotlight was on Syria: chemical warfare waged against civilians, at least 11 million civilians forced to flee their homes: it was truly an awful spectacle. It was a conflict that was harder to forget, as the Syrian refugees appeared at the doorsteps of those who discussed

the conflict with such passion and concern.

Yet again, however, these people seemed to lose interest. People tend to move on from ongoing conflicts quite readily. After the issue’s honeymoon period, once it’s no longer novel and fresh, much of the world loses interest. These very real and unresolved issues are no longer entertaining to talk about, so many people around the world forget about them.

Instead of focusing on a tired, dull conflict, people would rather shift their attention to the next trendy, exciting topic. Perhaps it’s an exciting SpaceX launch, or President Trump’s latest outrageous tweet. No matter the cause, it seems inevitable that ongoing conflicts will always leave the public’s mind.

People like excitement. People like drama. People like novelty.

Unfortunately for those affected by ongoing conflicts, people can’t hold their interest on a single issue for very long.

It’s always about the next: the next tragedy, the next outrage, the next headline. This sort of callous

attitude towards these conflicts must change. Ceasing to care about serious issues affecting countless innocent people is not a passive act: it is a choice.

While arguments can be made that these conflicts are forgotten by the populace because news outlets stop giving frequent coverage of the events, this is not a valid excuse to stop caring.

In this age of the internet and social media, it is not difficult to educate oneself on global issues.

The simple fact is that people stop talking about serious conflicts the moment they become boring to talk about. After a few weeks of hearing about an ongoing conflict, it tends to become “yesterday’s news” to the public.

This shows a blatant lack of genuine concern for the people affected by these conflicts, and something must be done to correct this. When an ongoing conflict leaves the spotlight, it is our job to bring attention back onto it. We have social media; we have a platform; we have a voice.

All we need is to care.

School flaunts ‘diversity’ ALLEGRA ALBANESE allegra_albanese@asl.org

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Race, gender and sexuality, among other things, must be discussed both in a classroom setting and outside. If students and teachers continue to avoid speaking about these subjects, change will never occur.

As I walked up the Waverley steps in early October, I noticed a herd of unfamiliar faces shuffling into the school. I soon realized that I was standing in the middle of an open house session. However, the atmosphere of the school seemed different.

Everything was too perfect, from the diverse range of students plastered on pamphlets and posters to the several mission statements that portrayed the school as an incredibly diverse environment. It was like I had stepped into a commercial.

I thought the portrayal of the school couldn’t be more inaccurate until I turned around and saw a large sign, “The (not totally) American School in London,” written across its front. I stood and stared at the sign for a few minutes, gawking at the irony. How can The American School in London not be American?

It was as if the school was ashamed of its ever present American nature and was attempting to project itself as an internationally diverse institution. Although I acknowledge that many students at the school do not identify as American, a great deal of them chose the school in part, for its adherence to U.S. educational practices. The sign did nothing but contradict the foundation of the school I have known since Grade 4.

As I walked home, I began to reflect on the sign. I was angry because the school was not presenting the truth to tours. 74 percent of students

at the school have a U.S. passport. In essence, we are American.

I realized that this anger was the same one I had felt when the portrait of a learner posters were plastered across the walls, only two years prior.

Upon the posters were images of students each representing a different racial identity. It seemed the school had taken advantage of the portrait of a learner campaign to promote diversity. But is the school as diverse as what is displayed on the posters?

For as long as I’ve been at ASL, the school has spoken about cultivating a diverse environment, and has even created a diversity mission statement.

If you rid the statement of fancy words, you are left with three declarations. The first is diversity is valuable to the school, the second is that the school can choose how to bring that diversity into our school and the third states that we give students an understanding of diversity that is essential to their lives beyond ASL. It is evident from the Portrait of a Learner posters that the school is mostly focused on diversity in terms of race. However, race is not mentioned anywhere in the diversity statement. Instead, the school uses the word ethnicity, which seems to be a proxy for race. It is as if the school is afraid of the word “race”.

That being said, I understand that the diversity campaign is an aspiration. Perhaps the school hopes by portraying itself as diverse more stu-

dents who are not white Americans will join the school. This would be a good thing, but if this is the case, the school must make it explicitly clear that this is an aspiration and not a reality. As of now, it looks like they have gone to the diversity store and purchased the diversity package.

More than 65 percent of students in the school identify as white, while only 30 percent identify as a race other than white. The remaining five percent are either self-identified or prefer not to comment. In a recent survey conducted on sexuality at ASL, 34 out of 252 High School students responded that they identify within the LGBTQIA community. Diversity extends beyond race Students and teachers are not discussing diversity enough in the classroom. In fact, I find that diversity, race, gender and sexuality are often purposefully avoided. During the rare occasions when we do discuss these matters, a significant number of students roll their eyes or choose not to participate. Perhaps they feel as if they are not affected by these matters, thus they do not need to discuss them. So, what can be done?

Race, gender and sexuality, among other things, must be discussed both in a classroom setting and outside. If students and teachers continue to avoid speaking about these subjects, change will never occur. Teachers must work to stimulate

conversation and encourage students to participate. Nothing can be done in regards to diversity until students feel confident enough to discuss the topic in detail and at length.

Rather than just showing posters of people of color, we should be talking more about the experience of being a person of color.

Additionally, it seems a large quantity of money, resources, people and time have gone into the production of the diversity campaign.

If these are our aspirations, should we not be investing money into programs within the school to ameliorate the content rather than the image? Rather than spending money on swimming goggles and a swimming pool, the school should be spending money on programs to build the diversity within the school. I would feel horribly uncomfortable if I began at a school that I chose for its diversity and found out that it was not as diverse as I had thought.

Diversity and cultural competency are going nowhere, as it seems the school is using diversity as a marketing tactic. The overarching question still stands: how can we stray away from this idea of diversity as a commodity and into the mindset of diversity being a part of our everyday conversations? If we, as a community, treat each other as people rather than subjects of advertisement, the school will hopefully soon follow.

The artself-expression of A look into contemporary art as a means of social commentary and its place within the High School.

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Art in the co

ne way Thomas is trying commentary into her cu project with the Drawing and Art and Text, which uses th versal Declaration of Human chooses one of the articles she said.

For Edwards’ Art and Tex ticle 25, the right to property bringing up the fact that a lo don’t have these basic human posed to have and it is a big i and not having homes,” she For his concentration po student Chris Von Daehne ( statement on fame and its r looking at people like Bill Co Spacey,” he said. “I am also Macaulay Culkin within the

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Quinn Whitman | Culture Editor

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Definitions of art

ne of the biggest issues about contemporary art that Delaney Edwards (’20) believes people face today is the inability to make a connection to find meaning in the pieces as an observer.

“A lot of the time we discredit art for being something pretty that we look at in a museum and it

into a platform in which artists can voice their ideas about society directly to their viewers. “I think that certainly into the 21st century and for most of the 20th century, we have really started to respond very openly to political issues,” she said. “[Art] broke away from a painting in a gallery and is now something where art-

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1 2 O isn’t something that we can really make a connection with,” she said.

High School Visual Arts Teacher Jennifer Thomas echoes Edwards that over time art has transformed

ists are really questioning the world around them.”

As a result of the multiple ideas that are shared through art, Katherine Rose (’18) believes that the various definitions of what constitutes art sparks

“A lot of times, things that evoke the most reaction are things that don’t follow the norm and are ones that we wouldn’t necessarily peg to be a great art piece.”

DELANEY EDWARDS (’20)

conversation. “Everyone has a different definition of art, and I think that is what makes it what it is. It is ambiguous,” she said.

Rose, an AP Studio Art student, believes that art is a way for her to explore Christianity in an artistic context.

“For me to be able to express my religion through art is something I enjoy. I am proud about my identity but it gives me a way I can explore it a little more,” she said.

One avenue of Christianity Rose has explored in her most recent painting is the concept of sin and Eve eating the apple in the Garden of Eden. “Although a lot of people may perceive it to be this way, Eve eating the apple wasn’t necessarily a sin, it’s the reason behind humanity,” she said.

As a result of her experience of getting to explore her religion through art, Rose encourages everyone to utilize art as a means of understanding oneself. “It is important for everyone to explore art during their life, because it can reveal so much about who we are,” she said.

Art in the

ne image that comes to m she thinks about art as a “Tank Man” by Jeff Widene Square Protest of 1989 in B the single man holding his h and it is those images whic they speak directly to huma in us,” she said.

Thomas believes that it is to appreciate contemporary further understanding of soc me that most of the general p ies to see art. It is so lovely t exposed to visual images be to express the emotion, the the happiness, joy, sorrow t the world,” she said.

As a result, Maddie Doug can give an outlet to those w ized or fearful to speak out ple a voice who might not h might be intimidated by oth also is an expression of a cu

ommunity

g to incorporate social urriculum is through a d Painting II class called he United Nations’ Unin Rights. “Each student from the declaration,”

xt project, she chose Ary, food and shelter. “I am ot of people in the world n rights that we are supissue with malnutrition said. ortfolio, AP Studio Art (’18) is trying to make a results in society. “I am osby, Theresa May, Kevin o looking at people like lens of what fame does

e world

mind for Thomas when a social commentary is er from the Tiananmen Beijing, China. “There is hand up against the tank ch are just so strong … ans and to the humanity

s necessary for everyone y art in order to gain a ciety. “It kind of saddens public don’t go to gallerto actually be able to be ecause it is another way e feeling, the response, to what is happening in

glas (’19) believes that art who might be marginalt. “I think art gives peohave a voice in society or her beliefs,” she said. “It ulture and doesn’t neces-

to you when you get it at such a young age and how it transforms you.”

Von Daehne is preparing a 2D portfolio, which allows him to incorporate the use of photography and Photoshop collages into his work. He hopes that when looking at his artwork, people take the time to try and understand the message behind his work.

“It’s not where some of the things are immediately apparent in terms of message but they should take the time to look at it and take the time to think about the meaning of the art to them.”

Edwards also wants her viewers to question their privilege while viewing her work. “I want to make people feel uncomfortable because this is such a big issue and we don’t think about it day to day because we have been so blessed to have this amazing school and homes and families that provide for us,” she said. “We have so many people in the world that don’t have that opportunity.”

Maddie Douglas (’19), who is also taking in Drawing and Painting II, decided to do her piece on Article 19, freedom of expression and information.

“I have tried to communicate how monumental the right to expression is. I think it is a really important part of human rights and our lives everyday,” she said. “Everyone should have the right to freedom of expression. Nobody should be denied that because it is one of the most important articles in the declaration.”

However, art as a social commentary can also apply to theatrical works. Tristan Pierce (’18), an actor in the school fall production of Cabaret, believes that theater is an effective way of doing so. “Plays are extremely good ways of [commenting on issues] because as opposed to painting or other visual arts, or even film, one of the things I like about theater, is it isn’t passive viewing in a sense for the audience, because you are

watching real people do real acting on a stage,” he said.

As an actor in Cabaret, Pierce believes that the work allows the audience to be engaged with the commentary, as well as understand it intuitively and emotionally. “A lot of the commentary that Cabaret gives onto the rise of the Nazis is through characters and through their apathy towards these issues or their support of the Nazis. You interpret the character and it can give you insight into how those people thought that way and why,” he said.

Regardless, Edwards believes that the beauty that one piece has doesn’t have a limit on its meaning. “Some modern art, I wouldn’t consider art, but I think a lot of the time, we measure art on how good it looks, or how pretty or pleasing to the eye that it is. “A lot of times, things that evoke the most reaction are things that don’t follow the norm and are ones that we wouldn’t necessarily peg to be an amazing art piece.”

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sarily have to be individual, it can apply to so many groups of people.”

Edwards believes that the popularity of using art as a statement is resulting in a new explosion of ideas. “People are definitely becoming more brave with what they want art to be redefined as I think it is definitely reshaping our culture to be more revolutionary with the new ideas that come out of it,” she said.

Douglas agrees with Edwards and believes that statements about social issues and social constructs are integral to society today. “You see them all around London, all around the world and I think that it is really revolutionizing art,” she said.

One way Thomas likes to share her art with the world is through social media. “Instagram is really a portfolio and I have been really connected with people around the world who think about social change,” she said.

Thomas takes part in the ‘24 Hour Project,’ on Instagram, a global photography project which showcases global events. “It is this amazing snapshot of what is going on in the world every single hour. You

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get this idea of what is going on in the streets. It is wonderful, you just keep shooting.”

Thomas believes that art is a way to promote peaceful dialogue around the world, especially sur-

“Art gives a voice to those who may be marginalized or fearful to speak out.”

MADDIE DOUGLAS (’20) rounding some of the most difficult topics. One example of this being Shirin Neshat’s “Rebellious Silence” inspired by violence that she was exposed to throughout her life. “You see the image of painting onto a body and there are strong visual statements about war and guns that her culture have exposed females to, so art can be quite a beautiful language.”

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1. “Tank Man” by Jeff Widener.

2. Gaby Iwegbue’s (’19) piece, “A Better Life” on Article 14 of the Universal Declaration of Human Rights.

3. Visual Art Teacher Jennifer Thomas’ photograph, “The Lost Boys.”

4. Alice Moyle’s (’20) piece on Article 25.

5. Ava Crawford’s (’20) piece on Article 2.

6. Kenzie Morris’ (’20) piece, “Beauty” on Article 2.

7. Thomas’ photograph, “Un Abraccio Splendente.”

8. Maddie Douglas’ (’19) piece on Article 19.

9. Gigi Gemma’s (’20) piece, “A Fair and Free World” on Article 28.

10. “Rebellious Silence” by Shirin Neshat.

11. Delaney Edwards’ piece, “What About Me, Sir?” on Article 25.

Art and Text pieces from Drawing and Painting II class will be on display in the Student Art Gallery in the Community Arts Building from April 9.

PHOTOS BY JENNIFER THOMAS, IMAGES 1 AND 10 FROM WIKIMEDIA COMMONS. PHOTOS 3 AND 7 FROM INSTAGRAM.COM/IKEBANA_JEN

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Definitions of a feminist Learning environments

Interpreting accents

Exploring the prejudice unique to accents throughout | April 2017 the High School, and the effects on both students and teachers.

Phaedra Letrou | Culture Editor Jonathan Novak | Sports Editor

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hirty three years ago, when World Languages and Cultures teacher Victoria Hamadache first joined ASL, she felt linguistically out of place.

Originally from Bristol, England, Hamadache instantly knew that there was a striking difference in the way she sounded and in the vocabulary she used. “I didn’t know words like eraser, trash... I felt that socially, as a professional, I did stand out,” she said.

Hamadache and her mother, who used to work at the American Embassy, would often meet to discuss cultural differences of working in predominantly American environments. “We used to meet up at lunch and say, ‘Well what does this mean?’ or ‘What is scooch over?’” she said.

Having this relationship with her mother was comforting, as she felt slightly out of place at the school. “Not ostracized but [people would say] ‘oh that’s that British person’ and at the time there were only about five or six British people who worked [at ASL],” Hamadache said.

Similarly to Hamadache, Olivia Benjamin-McDonald (’21) came from a British school, St. Joseph’s Convent School, prior to ASL. Benjamin-McDonald

immediately noticed how she was one of the few students who has a noticeable British accent in Grade 9. “Some teachers have to ask me to repeat myself because I don’t have an American accent,” she said. Originally from France, Mathilde Pinault (’20) was greatly impacted by the language change from speaking French in school to English. She became aware that her accent affected her more than she previously anticipated. “As soon as I got to ASL I figured out the hardest thing for me was speaking with my teachers or with other people because I had this accent,” she said. “I would just be really anxious.”

ble with her peers. “I also tried to be open-minded. I tried to talk to people, make friends and in general just try to work on my weaknesses,” she said.

Echoing Pinault, Brodie Craig (‘18) became more aware of his American accent when he first moved to London in 2014.

Craig feels his accent has been focused on especially in interactions with people outside of the immediate community.

“I’m considered very American at ASL, that’s probably a mixture of my accent and how I dress,” Craig said. “When [people] say something that they would consider stupid or to mock something a lot of times

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Due to Craig’s experiences, he has noticed that his American accent has certain stigmas associated with it. “Especially with U.S. political issues right now, I’ll have people who ask me questions... just because they hear my accent,” he said. Outside the ASL community, Hamadache has had negative experiences regarding her accent. When she visits her family in Bristol it is considered “snobbish” for her to maintain her London accent.

Therefore, she tries to modify her accent to match that of her family. “I feel that it makes me part of that family unit again,” she said.

Some teachers have to ask me to repeat myself because I don’t have an American accent.

Olivia Benjamin-McDonald (’21) Pinault felt she adapted quickly to speaking English in school and tried to integrate herself to feel more comforta-

they’ll use an American accent, as kind of the stereotype that Americans talk in an [unintelligent] way.”

Benjamin-McDonald also explains how her accent changes depending on who she is with.

“When I’m with my parents,

[my British accent] is stronger, but then my parents have noticed that when I talk to my friends I kind of have a tinge of an American accent,” Benjamin-McDonald said.

Pinault doesn’t speak any English with her family and doesn’t have the ability to practice the language as much as she would like to outside of a school setting.

“I can’t find the words as easily as other people,” Pinault said. Pinault speaks solely French with her father, some Spanish with her step-mother and occasionally English with her little sister. She feels that the only way to improve her accent is through personal practice and encouraging herself to participate more in class.

Hamadache finds it relatively easy to transition between accents as she considers herself a natural mimic and is able to put on the accent of others in social settings. “It’s something that is in my genetic makeup. I can mimic almost any accent. Three minutes in someone’s company and I will have picked up the intonation and the pattern of speech,” Hamadache said.

GRAPHIC BY MICHAELA TOWFIGHI

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Finding balance within the classroom Teachers and students weigh in on what approach to creating a productive learning environment works best for them.

Elijah VanderMolen | Staff Writer

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here are many different ideas on how best to teach a class.

Some believe that active learning environments, which focus on participation and interactive activities, are key to a student’s success.

Others believe that lectured-based classes, which relay significant amounts of information to students quickly, are more useful.

World Languages and Cultures Teacher Whitney Nuchereno believes that her role as a teacher is to direct students in activities, then allow them to flourish independently.

“The best learning environment is when the students have more ownership and it’s more interactive instead of lecturing,” she said.

Echoing Nuchereno, Computer Science Teacher Kent Collins believes that “a good learning environment is one that provides students the opportunity to try a lot of things and to gain some first-hand experience with problems.”

Collins also recognizes that not all students will enjoy this approach to teaching and learning. “I’d say [students] are receptive, but I’m not sure I would say they enjoy it, for the same

reason that a lot of students may not enjoy eating vegetables or practicing a musical instrument,” he said.

To that end, Collins also believes it is important to understand the difference between a student not enjoying a learning approach and students not being receptive to it. “I think it’s up to a teacher, even when a student isn’t finding something particularly enjoyable, to recognize that it doesn’t mean that it’s not worthwhile,” he said.

Carlos Submaranian Vidal (’19) is one student who appreciates a more interactive style of teaching because it helps to keep him engaged.

“When I’m in class the majority of students try to participate as much as they can in the discussions, as they feel this makes the topics covered in class easier,” he said.

Although this style of teaching works for many, not all students can thrive in it. “There are still some students who may be too shy or for some other reason do not want to participate as much in class,” Submaranian Vidal said.

Jonas Kolaja (’21) is one of those students who does not frequently

participate in class discussions. He does not fear judgement, but feels that his peers “are talking about stuff that I haven’t really thought about yet. It’s not that they put me off, it’s just that I don’t always feel the need to participate.”

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“A good learning environment is one that provides students the opportunity to try a lot of things and to gain some first-hand experience with problems.”

COMPUTER SCIENCE TEACHER KENT COLLINS Kolaja believes that being pressured to participate in every discussion is not an effective way of learn-

ing. “There are some moments when you’re sitting there and listening to the discussion, and then [the teacher] asks you what you think. When I have something to say, I’ll talk about it.

But if I don’t and I’m not raising my hand, I don’t think that they should call on me,” he said.

In a situation where he does not have anything meaningful to add, Kolaja explains that participating superficially can work against the discussion. “I didn’t really feel that I should contribute because it would take away from the class,” Kolaja said.

The opposite of an interactive learning environment is one that focuses on lecturing. Social Studies Teacher Chris Wolf believes that fostering interactive learning environments is not always possible.

“Different classes make [broader conversations] more feasible or less feasible. When you get to a class that’s very content-driven rather than a class that’s very skill-driven, you will often have to rely on much more of a lecture format,” he said.

Despite not believing that this style of teaching is the preferable op-

tion, Wolf recognizes its advantages.

“If your goal is to get a lot of content, material and information out there, the quickest, most efficient way to do that is in a lecture,” he said.

Submaranian Vidal believes that the lecture-based system alone can fail “because it bores students,” but a purely interactive environment can also fail “because it doesn’t have enough teacher input.”

While students and teachers feel that the teaching style is important in fostering a good learning environment, there are other factors that contribute to a productive class. Marie Ogino (’20) thinks that student engagement isn’t always based on the style of the lesson, but rather “the relationship between the teacher and the student.”

Ogino believes that a strong relationship is essential to creating an environment where students can thrive. “Effective relationships would have mutual respect between the teacher and the student,” she said. “If the student and the teacher have mutual respect for one another, both will put in the effort to progress the student’s understanding of the topic.”

Recognizing the misconceptions of feminism Exploring the negative implications radical feminism has left on the movement, and finding ways of rechannelling what it means to be a feminist.

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he word feminism is defined in the Oxford English Dictionary as, “the advocacy of women’s rights on the ground of the equality of the sexes.” Feminism began as the idea of equal rights for both genders, but some actions from radical feminists, who have been labelled as “man hating,” have led students to feel that the original definition of feminism has been warped to have negative connotations.

Houdah Daniels (’20) believes that although the word “feminist” can have negative implications, many people agree with the original idea of feminism. “Most people are feminists even if they don’t identify as one. They do believe that everyone should have equal opportunities ... but they get thrown off by radical feminism,” she said.

Daniels defines a radical feminist as a feminist who is “protesting against men’s rights and is just only pro-women’s rights.” She believes

Estee Jorgensen | Staff Writer that radical feminists are bringing the movement into a negative light.

Echoing Daniels, Max Olsher (’21) thinks that radical feminism has become much more widespread in the media, and because of this many people have started to see all feminists as radical. As a result, he believes the term feminist has evolved to become an unpleasant word. “The word ‘feminist’ has been changed and warped and moved so many times over the past couple years that the word just doesn’t have the same significance anymore,” he said.

However, Math Teacher Tony Bracht believes that although radical feminists can deter people from the cause, they are an important part of the feminist movement as a whole.

“In movements like feminism I think having radical feminists is a necessary thing that pulls other people towards the right direction,” he said.

Olsher believes in feminism, but he doesn’t associate with the word

feminist because he feels there is a misconception surrounding it. In his experience, people who are feminists have not been shown in a good light because they are overshadowed by the radical feminists who promote extreme ideas.

However, Isabelle Laxer (’21) feels that through education feminism can be taken back to its original meaning of gender equality. She thinks that students should begin learning about it in Lower School, and that ASL should have it incorporated into the Health curricula. “It needs to be a unit in Health the same way mental health is,” she explained.

“It just needs to be integrated into [what students learn].”

Another common misconception behind the word “feminist” is that only women can be feminists.

Bracht has often been judged because of this. On his ID card he has a sticker that says “This is what a feminist looks like,” which he got from the

International Women’s Day celebration in the High School.

He explained that people often see it and question it. “[The idea that there is] no way that a man would identify as a feminist … can be insulting to me ... the whole purpose of this sticker is that this is what a feminist looks like, anyone can be a feminist,” he said.

To continue standing behind the movement, and show people what the word really stands for, Daniels feels that talks about feminism should be a common conversation. “If we include [the feminist cause] in everyday classes and everyday discussions that’s how it becomes more natural, and I think that’s how it becomes more effective,” she said.

IMAGE FROM PIXABAY

16 features

The Standard

The effects of displacement

As global displacement becomes increasingly prevalent, parents and students reflect on their own experiences fleeing from home.

Uma Mokhtarzadeh | Staff Writer

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ccording to the United Nations (U.N.), in 2017, due to poverty, war and political persecution, there were 65.6 million displaced people globally. Displacement is defined as the forcible removal of someone from their home. Within the school community, teachers, students and parents alike have fled warring countries. They have had to leave everything behind to keep their families safe.

In 2011, the Bahraini Civil War broke out throughout the country, which was brought about by religious tensions. At this time, Noor Zalt (’20) was 10 years old, and had to leave her home immediately. “We had to flee in the middle of the night from Bahrain to Dubai because my mom heard nearby gunshots,” she said.

Similarly, in 2011, Celine Sawiris (’18) and her family were forced to leave their home in Egypt during the Egyptian revolution. As Sawiris and her family are Coptic Christians, in a country which is predominantly Muslim, they were further persecuted and marginalized, leaving them with little choice but to leave.

Sawiris’ father was an influential political figure, who opposed many of the government’s views, putting them at a greater level of threat. Not knowing the immediate threat her family faced, Sawiris said, “we were all so scared– that only when I left did I realize what the consequences [of not leaving] might have been.”

Although more than 50 years ago, Mohamed Bassatne, parent of Tiala (’20), remembers his experience of

displacement vividly. In 1976, Bassatne left Lebanon on holiday with his family at age 13 and was told not to return, as the civil war was becoming more dangerous.

Bassatne was forced to leave and live with just his father in England.

“When my father and I arrived in London, he was working and travelling all the time, so I was technically alone, and that wasn’t easy, especially when not having the skills to communicate with those around me,” Bassatne said. “I had to learn English as fast as possible so that I could get back into school and adapt to a completely new life.”

Zalt described feeling an immense absence from her home, clothes and possessions after leaving Bahrain. “My mom emptied the safe into her carry-on, grabbed the nearest photo album and we ran out the door. We bought all new clothes when we arrived in Dubai,” she said.

“It was scary starting from scratch, but it’s like that for anyone in a foreign place with foreign people.”

Sawiris believes that the experience of leaving her homeland has helped to shape her perspective. “In Egypt, people were a lot more conservative, a lot more closed–minded, it was either this or that, there was no in between,” she said.

Zalt, Sawiris and Bassatne all said they continue to feel a connection to their home countries, despite living away from them for many years. “Lebanese people are warm and their spirit and energy is comforting. The traditions we have, the food, the music and dancing is always something I miss and hope one day to go back to,” Bassatne said.

“My mom emptied the safe into her carry-on, grabbed the nearest photo album and we ran out the door.”

Noor Zalt (’20) Noor Zalt sits outside her home in Bahrain, prior to fleeing the country for Dubai. In 2011, The Bahraini Uprising was a series of anti-government protests led by Shi’a-dominant Bahraini Opposition movement. The protests lasted from 2011 until 2015. PHOTO COURTESY OF NOOR ZALT “Knowing that all might be de- so many people to rely on and act as around,” he said. “Anyone will extend a simple greeting or a helpstroyed in result of a civil war was extended family,” Zalt said.

Sawiris said she misses similar ing hand whenever you need it.” a hard topic to comprehend when Zalt believes her experience aspects of not living in her home I was young.”

Similarly, Zalt longs for the sense country as well, though she tries has given her perspective into the of community that her family had to return to visit whenever she devastation of war. She believes when she lived in Bahrain, some- can. “I miss the culture, the small one can never truly understand the thing she believes she lacks as a re- things like the food, and Egyptian wreckage and destruction a war can cause without seeing it firsthand. sult of living in London. While liv- humor,” she said.

Bassatne feels similarly about However, she also feels incredibly ing in Bahrain Zalt’s family would regularly host dinner parties for Lebanon: missing the connec- lucky to be able to live in a country at least 20 people and remembers tions he had. “I miss the connec- that guarantees her freedom. “[The that their guest bedroom was never tion and care you get from your news] is a daily reminder about empty. “In Bahrain, you feel you family, from your neighbors, your how fortunate I am to have been have a village to raise your children, local store vendors and everyone able to evacuate,” she said.

28,300 people a day forced to flee their homes ACCORDING TO THE UNITED NATIONS

Where the world’s displaced people are being hosted 30% in Africa 26% in the Middle East and North Africa 17% in Europe 16% in the Americas 11% in Asia

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Art ventures Photography

CULTURE

Perpetuating African stereotypes A comment on how the reportedly groundbreaking movie Black Panther actually fulfils stigmas associated with Africa and fails to deliver a revolutionary message.

Phaedra Letrou | Culture Editor

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hen Black Panther was released I was excited to finally see an atypical superhero. T’Challa otherwise known as the Black Panther, serves as a member of an underrepresented group that could serve as a powerful role model for a huge portion of viewers who are too often denied of this in mainstream cinema.

It is evident that this under representation of minorities in Hollywood is a recurring pattern.

In the 2016 Academy Awards, no black actors were nominated for an award. So with Black Panther being released, I thought the movie industry was taking a great step forward. Just as Wonder Woman empowered me as a woman, I hoped that Black Panther would do the same for members of its audience, demonstrating that the talented cast deserved the spotlight it received.

Black Panther was undeniably an incredibly well made movie in regards to the outstanding visuals and the powerful sound track. That being said, with the amount of gushing publicity and great discussion that the movie garnered, I couldn’t help but feel disappointed.

The movie has gained a lot of support in portraying black people in positions of power and strength. Undoubtedly, this is

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Black Panther instilled many of the underlying damaging misconceptions about Africa that are present today. certainly an improvement on the supporting roles that brilliant black actors are too often sidelined to. Please note there are spoilers ahead.

T’Challa, the Black Panther, portrayed by Chadwick Boseman, is a powerful leader of Wakanda, a fictional nation that is the world’s most technologically-advanced country. The country’s success is credited to its immense amount

vibranium, a precious metal which has allowed its citizens to create innovative technology and prosper.

Black Panther was praised by critics and moviegoers as Wakanda depicts an unique African utopia, one in which white colonists do not define the land.

Yet, despite this empowerment that the movie seemingly offers, Black Panther instilled many of the underlying damaging

misconceptions about Africa that are present today.

Black Panther only showed the elites of Wakanda, the royals and their warriors, ignoring the common people. Only the royals

have the true power and glory and the ability to become a superhero, contrasting other Marvel movies with white leads in which regular people can become super heroes: Spiderman is a high school student, Captain America was rejected from military service and the Hulk is a scientist.

The way the Black Panther is chosen also feeds into the stereotypical depictions of African nations. Even Wakanda, portrayed as the most technologically

advanced country in the world, was not able to establish an effective system of transitioning rulers without using combat.

In order for T’Challa, the heir to the throne, to become the Black Panther he needed to show his people that he was capable of fighting and thereby protecting the nation. He did not need to show them his intellectual capabilities or discuss his plans for the country; he only needed to show his physical strength.

This reinforces the idea that African nations are uncivilized, placing a heavy emphasis on warfare.

Furthermore, the country is under a dictatorship; the Black Panther is unstoppable and the Wakandans essentially have no power to choose their leader.

Another one of my concerns is how Killmonger, the true villain of the film, returns to Wakanda in order to fight for the throne and to right the wrongs of the significant injustices that black people have been subjected to for centuries. He is the only Wakandan who has truly been exposed to the harsh realities of growing up in an impoverished neighborhood in America. He returns to the sheltered Wakanda hoping to bring justice, but is defeated by the Black Panther.

This supposedly revolutionary movie fails to bring about a revolutionary ending. Killmonger dies without any of his goals being fulfilled. While Killmonger is not truly the best leader due to his extremist views, his great hopes for bringing justice to black people across the world and to share the privileges of Wakanda is shattered. Instead, King T’Challa establishes a charity and becomes involved in foreign issues by vaguely stating that Wakanda is planning to share their technology which is nothing revolutionary.

This is hardly the groundbreaking film I was promised and the social praise it is receiving is unjust. If you were looking for a movie about superheroes, you’ve found the right one, but sadly the social commentary I was expecting fell short.

PHOTOS FROM MARVEL. COM/BLACKPANTHER

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Developing a passion Exploring how students and teachers pursue photography in an increasingly digitized world.

VISU AL A RT ERIK S TEAC NIEM HER I

Lea George | Staff Writer

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very year, mobile companies like Apple and Samsung release new phones with more storage, faster response and, without fail, a better camera. Due to the progression of smartphone cameras, many digital images are now taken using personal devices. The number of photography accounts on social media apps such as Instagram have grown greatly. According to Statista, in September 2017, around 800 million people were using Instagram regularly.

Despite the multitude of people pursuing photography Visual Arts Teacher Erik Niemi believes that each photographer needs to have an exclusive perspective that they want to portray in their artwork, whether their camera is professional-grade or mobile. “To be a photog-

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Our ability to learn and communicate through vision is probably our most important sensory tool.

Visual Arts Teacher Erik Niemi rapher who is very serious about their work, who wants to present a certain vision through what they’re doing, I think they have to think very deeply about it first of all, what it is that they want to communicate through seeing,” Niemi said.

Margot Sarfas (’20), who is enrolled in the Photography: Portfolio Development course feels that if someone is looking at photography in a professional sense, she would encourage the use of Digital Single-Lens Reflex (DSLR) cameras, as there is more creative potential for the photographer.

However, because the cameras on mobile phones have become so much more advanced and phones are more accessible, Sarfas believes “you don’t have to go out of your way to buy a camera if you want high quality images,” she said.

Visual Arts Teacher Robyn Zellar, who teaches the Photography: Portfolio Development class agrees with Sarfas, that mobile photography is quickly advancing. “Photography’s never been as popular as it is right now, and people are getting better at it,” she said.

However, Zellar feels that due to the technological advances in mobile photography, cameras could soon be seen going out of use. “Every time they come out with a new phone, the lens gets better, the photo quality is better, so I can see cameras [such as] DSLRs becoming dinosaurs at some point,” she said.

Additionally, Zellar believes that in order to be a photographer, “you have to really enjoy it and devote yourself to the time it takes.” She believes that if anyone has a passion for the art, regardless of whether or not they are using a camera, then they are a photographer. “I’ll always say that you can be whatever you want to be. Everyone can be a photographer,” she said.

On the contrary, although Max Coulson (’18), who submitted an AP Photography portfolio last year, believes that although it is easier for someone to take a photograph using their phone, this does not mean that the person can immediately associate themself as a photographer. “I think more and more people think just because they can put a filter on [a photograph], they think they’re more of a photographer, and I don’t think that’s true,” he said.

However, Coulson believes that if one is interested in photography, they can begin with taking photos on their phone. He feels that it’s important to take as many photographs as possible is crucial. “You just need to shoot whenever and wherever you can, and if that means all you have is a phone on you, you should be shooting with the phone,” he said.

Niemi believes that the use of mobile cameras helps make photography accessible to more people. “I think [the growth in mobile photography is] wonderful because our vision and our ability to learn and communicate and understand through vision is probably our most important sensory tool,” he said.

Similarly to Zellar, Niemi believes that if one cares deeply about the photos they take and the outcome of their work, they are a photographer, regardless of what device they use. “I think that photography allows us a platform these days where everyone can [take images] that make a difference,” Niemi said.

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culture commentary 19

From politics to paintings

The implications of the Obama portraits in the artistic and political worlds.

Phaedra Letrou | Culture Editor

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ntil February 12, all presidential portraits in the Smithsonian National Portrait Gallery in Washington D.C. featured white men in front of bland backgrounds, painted by white artists. Former President Barack Obama was the first to break from this tradition.

Obama brought many firsts to the White House: he was the first African-American president, the first president to publicly support same-sex marriage, the first president to appoint multiple female justices to the Supreme Court. His legacy of firsts continued when he asked African-American artist Kehinde Wiley to create his presidential portrait. His wife, Michelle, asked another African-American artist, Amy Sherald, to create hers.

Sherald and Wiley are the first AfricanAmericans who have received commissions from the gallery. Barack’s decision to request Wiley to create his piece, an artist known for his naturalistic portraits of African-Americans and for addressing racial issues, is groundbreaking. Not only was former President Barack asking the first African-Ameri-

can artist to be included in the Smithsonian, but also an artist who is known for his work with social justice.

In addition, Barack chose Wiley due to the personal similarities they share. Both have supportive and loving mothers, both had an absent father in their lives growing up and were trying to understand what that meant for them and their identity.

For the first time a president was painted in front of a vivid background, full of life and color. Barack is placed in front of a vibrant bush, dotted with flowers, greatly contrasting the typical presidential portrait. Barack’s racial identity was celebrated through the richness in color of his skin tone, accompanied with his serious and confident expression. His stance is powerful in that he is leaning towards the people that are looking at the portrait, signifying that he is aware of and listening to them, something he did during his presidency. Barack’s chair is also important to consider. It is simple, yet powerful, resembling a humble throne.

The former First Lady’s portrait similarly breaks the confines of the typical First Lady depiction. She is painted in front of a baby

blue background wearing a black and white gown, spotted with bright colors. Her face is serious and her hand is keeping it upright, commanding my immediate respect.

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[Obama’s] legacy of firsts continued when he asked African-American artist Kehinde Wiley to create his Presidential portrait.

The most striking aspect of the portrait is Michelle’s skin tone. It is a dull grey which greatly contrasts Barack’s rich pigment. This uncommon representation of skin color was controversial as some argued that it stripped Michelle of her racial identity, something that the former First Lady has been known to celebrate and have great pride in.

Sherald, who is known for creating this type of dry coloring for her subjects, explained that the color was meant to draw

attention to Michelle’s power and strength, rather than focusing on her race. Through this color choice, Michelle’s interior could be emphasized over her exterior. Rather than only focusing on the fact that she was the first African-American First Lady, Sherald chose to focus on her poise and confidence, highlighting Michelle’s strength as a woman.

I admire this choice greatly. The dullness of Michelle’s skin tone allowed me to focus more on her stance and her expression, rather than her race. Even though the Obamas were the first African-Americans in the White House, they should be remembered by their achievements and successes, not only their skin tone.

Wiley and Sherald have received great publicity, which has propelled their artwork and their images forward. These unconventional commissions signify a great step forward for African-Americans in the U.S. finally being given the spotlight that they deserve.

PHOTOS FROM INSTAGRAM.COM/BARACKOBAMA, INSTAGRAM.COM/MICHELLEOBAMA

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culture

Venturing into the arts

TheStandard Standard The

Five students shed light on their artistic passions and why they spend their free time immersed in creative projects.

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John Towfighi | Features Editor

he old stand up piano tucked away in the tiny “practice” room just by the school’s kitchen is severely out of tune.

This doesn’t stop Tom Linkas (’18) from spending his passing time there playing the songs of jazz organist Cory Henry, often for the cleaning staff to hear as they walk by these seldom visited hallways.

While a plethora of arts courses are offered throughout High School, there are a handful students like Linkas who pursue their artistic passions outside of the classroom for personal enjoyment.

Linkas found himself surrounded by music after joining the High School Concert Choir his freshman year. He then went on to be a member of the audition-only Chamber Choir, as well as being selected for the Association for Music in International Schools Honor Choir festival all four years of his high school career.

Intrigued by the theory behind his music, Linkas took up piano in an effort to recreate the harmonies he was singing in choir. “I started messing around on the piano at the beginning of my junior year, but only really started to pursue it in the spring of that year,” he said.

Finding an appeal in the flexibility of building chords and progressions and the complexity of harmonic structure, Linkas expressed an admiration for the extent to which playing piano lets him construct his own music. “I love the keys because of the freedom and potential the instrument gives when it comes to harmonic expression and variability,” he said.

“No other instrument gives you access to so many notes at once.”

Channelling this same interest in another area of the arts, Ella Stapleton (’20) found a new passion for painting after taking the Drawing and Painting elective in Middle School. This spontaneous interest developed into a hobby, and she now spends her time out of school in art classes or painting at her home.

Like Stapleton, Lulu Rajguru (’19) also found interest in painting after taking the Drawing

and Painting I elective during her freshman year. After receiving positive feedback on her work, Rajguru continued to push her art, and took to making painting a personal hobby.

Finding enjoyment in the ease and relaxation that comes with working on a piece, Rajguru noted her appreciation for having it as a “source for when you’re really stressed.”

Echoing Rajguru, Emerson Beckert (’19) believes that painting allows him to take a step back from his academic life and is a time to “forget about other obligations.” Finding inspiration from his mother, who is a painter herself, Beckert enjoys painting as a hobby to pass his free time and is currently working on a self portrait of himself playing rugby.

As Beckert did with his mother, Stapleton picked up much of her artistic passion from her family, and recounted times when her father would take her to art museums in Boston where they lived when she was younger.

Another source of inspiration came from her grandfather, who was also a painter. “I have a ton of his paintings, just hung up all around my room,” she said. “Maybe [painting] is in the genetics, but I love it anyway.”

Utilizing a different kind of art as “an outlet to express a lot of my emotions and beliefs,” Jasmin Taylor (’21) began to write poetry while in Year 4 at Wembley Primary school. “At my British school there was a lot of emphasis on writing at that age so I had to develop skills pretty early,” she said. “As I’ve become older I’ve become more opinionated about what is happening in the world, and I really enjoy channelling that through my writing.”

Commenting on social justice issues like police brutality in the U.S., or just writing to expend built up frustration and emotion, Taylor is passionate about poetry and finds a drive from the support of her peers and teachers.

“I’ve had a teacher ask me to submit a poetry homework assignment to Jambalaya, and another ask me to perform at the Young Power

conference,” she said. “I don’t expect teachers to know I write poetry, but those who do are always asking to read what I’ve written or are motivating me to write.”

Finding similar motivation for piano, Linkas is able to practice with other student musicians at ASL and further his playing both at school and on his own time. For him, a large part of playing an instrument comes from group work, and learning to play alongside others. “Piano has taught me, and is continuing to teach me, how to play in a group,” he said. “Like when it’s good to use certain things and when it’s better to just play less.”

Attending Bates College next year, Linkas hopes to carry his passion into university by potentially pursuing music as a major. In the meantime, he spends his time working on piano with his friends and learning new pieces for fun. “I have a good group of guys that I play with and we’re actually getting ready for a couple of upcoming performances at the moment,” he said.

Although in different interests, both Stapleton and Taylor have hopes of following in Linkas’ footsteps and furthering their artistic endeavours past high school and into college and adulthood.

On the other hand, Rajguru and Beckert acknowledge the experience it would be to pursue art professionally, but find it better suited as just a hobby.

While serving differing purposes for each individual, the medium does not matter as much as the content of what is produced, and for Taylor, in the end what matters is that “it’s something really important to me,” she said.

Ella Stapleton’s (’20) interpretation of the painting “The Lonely Ones” by Edvard Munch.

Ella Stapleton’s (’20) interpretation of a photograph of Naomi Campbell by Mario Testino.

“Sports Heatwave,” a poem written by Jasmin Taylor (’21).

An in progress self-portrait by Emerson Beckert (’19).

A painting by Lulu Rajguru (’19), completed for Advanced Studio Art and hung at Waverley Entrance.

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sports commentary 21

March 2018

Inspiring us to not ‘shut up and dribble’ Athletes should not solely focus on their sport, but instead use their platform to bring people together and speak out on global issues.

Amaan Zafar | Staff Writer

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leveland Cavaliers Forward LeBron James and Golden State Warriors Forward Kevin Durant were recently interviewed by Uninterrupted about their opinions on the future of the U.S. James vocalized his dislike for Trump during this interview. “The number one job in America, the appointed person, is someone who doesn’t understand the people and really doesn’t give a f *** about the people,” he said.

In response to his comments, Fox News Host Laura Ingraham said that the comments were “ignorant,” saying that James should simply “shut up and dribble.”

After her response, Ingraham responded by saying that she was just referencing her previous book, “Shut Up and Sing: How Elites from Hollywood, Politics, and the U.N. Are Subverting America.” She defended her point by saying that it is unwise to take political advice from someone who makes 100 million a year for playing basketball.

James responded to these comments in a postgame interview at the All-Star game on February 19. “I will definitely not ‘shut up and dribble.’ I mean too much to society,” he said. He has previously said that he can’t just be an athlete, but rather, he has to carry the torch as an African-American premier athlete.

James continued to discuss his opinions on equality in his post-game interview at the All-Star game. “We’re never going to let one person dictate us Americans,” James said. “Equality is all about understanding our rights, understanding what we stand for and how powerful we are as men, as women, black or white, or Hispanic. It don’t matter your race, whatever the case may be. This is a beautiful country.”

While Ingraham may have simply told James to focus on what he does for a profession, athletes in James’ position are more than that. In telling James to just “shut up and dribble”, Ingraham attempted to silence valuable members to society because

they can share their valid opinions. Ingraham doesn’t have any right to silence or monitor athletes’ voices and perspectives.

In fact, athletes have significant power as they are influencers at a global level. James has maintained a positive image since he joined the NBA straight out of high school.

He has given back in various ways, one being his foundation, which has raised $41 million for After-School All-Stars, a program which provides comprehensive after school programs to help kids stay safe and receive academic help. Similarly, Durant recently donated $10 million to his hometown in partnership with College Track, a program which supports children from low income families to earn a college degree.

Ingraham’s comments also received responses from other athletes. Kobe Bryant, retired Los Angeles Lakers Guard, who recently won an Academy Award for his animated short film, Dear Basketball, responded to Ingraham’s comments during his acceptance speech.

“As basketball players, we’re really supposed to shut up and dribble but I’m glad we do a little bit more than that,” he said. Bryant’s comments illustrate how basketball players can achieve more than simply basketball and they can help change the world for the better.

It is important for African-American athletes in this era to carry the torch and use their voice to make sure life is better for all in the next generation. Many African-American athletes in the 1950s and 1960s weren’t allowed to play professionally and, if they were, they would be physically and verbally assaulted because of their race. They had to fight for equal rights while facing constant discrimination. Insinuating that James and Durant should just stick to basketball is wrong and unjust to those who fought to get where we are now.

The amount of influence that James and other athletes have on the future of the U.S. by inspiring kids is immeasurable.

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It is important for African-American athletes and people in general in this era to carry the torch and use their voice to make sure life is better for all in the next generation.

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Just because you sit behind a news desk and spew off a few facts that somebody else probably looked up for you, does not make you more qualified than anyone else to have [political] conversations.

Richard Sherman, San Francisco 49ers Cornerback

PHOTO FROM WIKIMEDIA COMMONS

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The best thing [Laura Ingraham] did, for me, was raise awareness. I appreciate her for giving me even more awareness.

Lebron James, Cleveland Cavaliers Forward

PHOTO FROM FLICKER.COM/ PHOTOS/KEITHALLISON

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There’s going to be people that disagree with me. People that think I should ‘shut up and dribble,’ just because I play basketball.

Stephen Curry, Golden State Warriors Point Guard

PHOTO FROM FLICKER.COM/ PHOTOS/KEITHALLISON

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sports

TheStandard Standard The

Coping with the off season struggle Although playing a single season of sports has minimal physical implications,it is rather the mental and emotional side of the break that affects one season athletes.

continued from page 24

For Howell, the social aspect of the season is what draws him back each year. “I think the main thing is that most of my mates play football,” he said. “I’ve played [for the school] since seventh grade, and it’s pretty much been the same team since then.

I’ve built a bond with all the lads that I play [with].”

Varsity girls volleyball player Grace Colucci (’18) believes it’s not only the positive team relationship, but also the thrill of playing volleyball that motivates her to return.

“It is only my second season playing here, but I just love the sport so much and the girls on the team,” she said. “I think that we had a really good relationship and team dynamic.”

Colucci believes that the short length of the season poses a great challenge for her. “[The season ends] right before Thanksgiving, so you go away for break, and you’re thinking ‘Oh, I have volleyball when I’m back’ - but you don’t,” she said. “It’s really hard because it’s so short and you feel like you need so much more time.”

Though Howell plays for a club team, he feels as if the school athletic schedule is optimal. “Personally, [I liked] playing day in and day out,” he said. “I play for a club team but it’s just not the same.

Training every day gets you in a

Jonathan Sheves | Sports Editor routine, gives you something to do and you’re doing something you love.”

Howell believes that the benefits athletes get when playing school sports aren’t solely physical and prefers to be in season for academics. “It doesn’t only help me on the field but also in academics, because if I have to get something done as soon as I get home, it keeps me on a schedule.

It keeps me efficient and makes me more productive,” he said.

Colucci echoes Howell’s thoughts, and believes that she’s better off academically during the season. “I think that being on a team and playing every day helps you manage your time very well,” she said. “[When I’m off season], I find myself having a lot more time. I don’t always know what to do with it. Now when I get home from school, I [tell myself ] ‘Oh, I can just do it later.’ When you have nothing to do, it helps you procrastinate a lot.”

Varsity track sprinter Anisa Cooper (’20) similarly believes that she is less motivated to complete her school work when out of season.

“I think it’s really difficult because I have a lot of work to do, and because it’s not during season, I don’t have as much obligation,” she said.

Grace Colucci (’18) spikes the ball during varsity girls volleyball’s game against Frankfurt International School on September 15. Colucci focuses on volleyball as her main sport, playing for ASL, as well as a club team outside of school. PHOTO BY EMILY FORGASH For Howell, having endured a painful defeat in 2015, losing in the semi finals of ISSTs against Munich International School, Howell altered his off season routine to ensure success in future

Kelyn Howell (’18) looks for an open target as he swings in corner during varsity boys soccer’s game against Frankfurt International School on September 15. Howell, a third-year member of the team, focuses solely on soccer throughout the year. PHOTO BY OLIVIA ABRAMS

years. “You saw that the seniors, Ilay [Sheves (’16)], Jed [Alberts (’16)] and Beck [Nunnick (’16)] were distraught when we didn’t win it that year,” he said. “I didn’t want to have that feeling of disappointment, and it drove me and all the lads to work that little bit harder [in the off season] to make sure that we had a gold medal before we left high school. I trained harder in the summer, went to the gym and ran.

Cooper, who made her ISST debut last year, was with her performance at the tournament, which, similarly to Howell, motivated her to alter her off season mentality. “I definitely reminisce,” she said. “Last year, ISSTs did not go well for me, and so I used the off season to reflect and make sure that I’m in much better shape for this season and this year.”

Once the season has come to a conclusion, Howell often finds himself reminiscing about how the campaign went. “During Christmas break, on my flight to the States, I watched the ISST videos and it brought back memories. Not only memories of our great performance, but also watching myself, my personal details,” he said. “It’s fun, but it’s also difficult. You miss the emotions of the season and the emotions of ISSTs.”

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I used the off season to reflect and make sure that I’m in much better shape for this season.

Anisa Cooper (’20) Though Colucci plays for a club team during the off season, she finds time to reflect on what went wrong and improve any given skill for the following year.

“I think that the off season is the perfect time to reflect about myself - how can I improve my serve and my spike?” she said. “I think it’s a great time to improve little personal details.”

Howell believes that he speaks for many athletes when he says that the off season is the most difficult part of playing sports. “Every guy will say it – they miss the football season when it’s not the football season. I 100% crave it.”

(Sports Editor Jonathan Novak contributed to reporting)

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March 2018

Adjusting to varsity life

sports 23

A look into the transition freshman athletes make when joining varsity sports and the long-term hurdles that they have to overcome.

Emily Forgash | Staff Writer

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s Eva Noel (’21) gets off the bench in the second set, she attempts to avoid eye contact with the older opponents in an attempt to not psych herself out. Her teammates smile at her, welcoming her onto the volleyball court, blind to her age despite the evident age gap.

As a freshman on the varsity girls volleyball team this fall, Noel felt the pressure that comes with being one of the youngest players on the team.

“I think when you start the first game or the first practice the nerves really start to kick in’,” she said. “I’ve been chosen to be on a team that performs at this high ability constantly and if I don’t hold up that standard, I won’t be doing what I’m meant to do.”

Despite this initial stress, Noel said her teammates made her feel more comfortable. “[They] really take you under their wings and look out for you,” she said.

Even though Noel feels cared for by her teammates, she believes a downside to being one of the youngest members on the team is the physical difficulties that come with the wide range of ages. “You’re playing against seniors and you’re a freshman and you look at them and they’re this tall and you’re that tall, and it’s like ‘oh gosh,’ so I think there are downsides [such as] being scared and nervous,” she said.

Kate Black (’20) was new on the varsity girls softball team as a freshman last year, and made her debut on the varsity girls basketball team this year. “I doubt myself a lot when I play sports, even though I have been playing since Middle School,” she said. “I’d say all the girls on the team have never put me down or said anything to make me feel bad about myself, they’ve only helped me improve.”

Noa Bengis (’18), who joined a varsity girls softball team mainly comprised of upperclassmenm as a freshman, thinks the age difference is actually an advantage. “I think [the age difference] is actually more helpful because... you learn from them [the older players] and get better,” she said.

Drew Erdei (’21), a freshman on the varsity boys basketball team, believes that the social hierarchy of a team is a matter of prioritizing athletes in terms of their grade. “[As a freshman], You’re always the one that’s got to go get the balls for the team… you don’t get priorities on the jersey numbers, stuff like that.”

Noel feels that seniors and freshmen have different experiences on the varsity sports teams because they’re at different points in their high school sport careers. “As a freshman I think it’s definitely more ‘I want to play as much as I can.’ When you’re a senior… you’re going to want to push a lot harder and you’re going to want to win ISSTs a lot more than you would if you were a freshman because you know it’s your last chance,” Noel said.

Zayn Daniels (’18), a four-year member of the varsity boys soccer team, has dedicated his senior year to making an impact on the program for years to come. “As a senior I felt like I needed to leave a legacy behind,” he said.

When Daniels was a freshman, he had a great support system to help him transition onto the team. “ I feel that it boils down to the relationship that you have with the other members on the team,” he said. “Personally, as a freshman, I felt that I could take on leadership roles or really make a difference within the squad as the older members really took me on, and that’s something that I’ve seen that really makes a difference on being on the squad.

Bengis echoes Daniels’ thoughts, and believes that the relationship she had with the older members of the team was crucial to her progression. “[The older members of the team] took all the freshmen [under their wings] because we were all really new and scared of them,” she said. “They needed to show us that they were nice people and we [then] became equal as a team.”

Daniels remembers the support he received as an underclassman, and has now taken over that responsibility. “I realized that I had more of a role as I grew up,” he said.

Part of this was “setting a good example for the younger kids… who are also going to be on the team next year.”

Bengis has similarly seen a switch in the roles on the team as she has grown up. “It changes from you looking up to the older people on your team to you being the one that people look up to,” she said.

Daniels believes that an athlete’s experience on a varsity team is not completely affected by which grade they’re in. “When I came in as a freshman, I started for the varsity team. From my experience, I know that if you’re capable of playing at that level, then age isn’t really a barrier,” he said.

Zayn Daniels (’18) puts pressure on a TASIS player during a game on September 6, 2014. Daniels joined the school as a freshman and subsequently made the varsity boys soccer team. He has been a key part of the team’s defensive set-up since.

I’ve been chosen to be on a team that performs at this high ability constantly and if I don’t hold up that standard, I won’t be doing what I’m meant to do.

Eva Noel (’21)

Zayn Daniels (’18) drives forward during varsity boys soccer’s ISST final against Munich International on November 11. The Eagles won the game 3-0, securing back-to-back ISST titles.

PHOTOS BY COLIN BRIDGEWATER

SPORTS

The Standard

Shut up and dribble Freshman athletes

March 2018

Coping with the off season struggle | April 2017

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ollowing the ecstasy of winning a backto-back soccer ISST championship, Kelyn Howell (’18) finds himself distraught at the prospect of walking home straight after school rather than heading up to Canons park for another day’s training. “Emotionally, it’s difficult,” he said.

“You’re no longer seeing your mates everyday.”

Howell, who debuted on the varsity boys soccer team as a freshman but has been a member of the team’s roster since his sophomore year, is one of many students that struggle from solely playing one of the three seasons available.

continued on page 22

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Every guy will say it they miss the football season when it’s not the football season. I 100 percent crave it.

Kelyn Howell (’18)

Grace Colucci (’18) spikes the ball in a varsity girls volleyball game against Frankfurt International School on September 15. Colucci is a one season athlete and notices the affects of being out of season both academically and physically.

PHOTO BY EMILY FORGASH

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