the Standard l f o o c k s d t o c w u d n o Pr May/June 2020 | Volume 45, Issue 5
The American School in London | One Waverley Place | London NW8 0NP U.K. | standard.asl.org
News 3-6
Students make PPE for NHS
COVID-19 has caused shortages in PPE for healthcare workers. Students are using 3D printers to create face shields for the NHS.
PAGES 4-5
Opinions 7-10
Summer on a reserve
Co-Deputy Editor-in-Chief: Online Helen Roth explains her takeaways from working on a Native American reservation over the summer.
PAGE 9
Features 11-15 Conservative viewpoints
Conservative students voice their experiences as the minority political group in the High School, and their comfort and ability to express their views.
PAGES 12-13
Culture 16-19 Buck Herron’s legacy
After working at ASL for 26 years, Performing Arts Teacher Buck Herron is leaving the school. Past and current students reflect on his legacy.
PAGES 18-19
Sports 20-24
What track means to me
Sports Editor: Online Jasmin Taylor describes the effects running has had on her life and the importance of the sport to her.
PAGE 21
Isabel Link | Lead Features Editor
Story on pages 14-15
GRAPHIC BY ZAINAB SHAFQAT ADIL AND EMILY FORGASH
Online
SPORTS
NEWS
• SusCo elects new leadership
• Injustices in sports must be recognized • Students compete in online LSSA tournament
GRAPHIC BY MADDY WHITMAN
PHOTO COURTESY OF LOUISA LINKAS
Louisa Linkas (’21) and Cece Muecke (’21) are the Sustainabilty Council’s new co-presidents for the upcoming year.
In case you missed it... standard.asl.org FEATURES
OPINIONS • Distance learning grants new opportunities • Human rights violation: Ahmaud Arbery murder violates Article 3
• COVID-19 impacts economy
PHOTO USED WITH PERMISSION FROM GEEK3/WIKIMEDIA COMMONS
PHOTO USED WITH PERMISSION FROM JUDSON MCCRANIE/WIKIMEDIA COMMONS
Arbery’s murder is another example of the racism that plagues the American justice system.
CULTURE
APP AND COMMUNITY PAGE
• View our app via the StudentNewsSource app • Check in with student groups on our community page at standard.asl.org/category/community
• 5 programs to use in quarantine @TheStandardASL
2 Online
The Standard
Developing countries combat COVID-19 differently
Sajah Ali
News
Due to a lack of coverage, the virus’ impact on developing countries, and the subsequent measures they take, are less topical. Students and teachers comment on the status of the virus in these nations. News Editor: Online
Brazil Brazil’s COVID-19 case and death figures mean that Brazil is currently the location of the most deadly outbreak in South America, and second globally. However, Brazilian President Jair Bolsonaro has been criticized for his approach toward reducing case numbers.
Bolsonaro strongly opposes a lockdown imposed by state governors and said that the measures are damaging the economy, as well as an infringement on citizens’ freedom, as per a CNN article. Bolsonaro even joined anti-lockdown protests and was seen unmasked. He stated that “protesters
were patriots for defending individual freedom” and has dismissed the virus as “little more than the flu.” The Brazilian President has also argued that lockdown measures should be eased and Brazil’s borders should be reopened. Figueiredo said that she thinks Brazil would be much safer if Bolsonaro had acknowledged the severity of the pandemic and implemented more harsh measures.
“I have family in Brazil,” she said. “My grandma and a lot of my relatives are there and they have absolutely no guidelines for social distancing ... What’s really worrying is that people there don’t really understand the severity of this virus.” Furthermore, Figueiredo said that she has a personal connection to the situation. “I’ve had three family members this past week who got coronavirus because of the lack of regulation,” she said, one of which recently passed away. “If he had implemented a stricter guideline and a set plan to defeat the virus, then Brazil would have been in a much better place than it is now.” Figueiredo said that while, at first, many constituents agreed with Bolsonaro’s relaxed approach to the pandemic, as Brazil’s case numbers have risen to among the highest in the world, citizens have begun to doubt both his viewpoints on and approach toward COVID-19. “A lot of people don’t agree with him because ... Brazil’s number of cases [have] soared above so many other countries,” Figueirido said. “A lot of people are starting to question his approach, but there’s also a lack of information to most of the people in Brazil.”
By contrast, Panama has taken drastic measures in mitigating the virus. According to a BBC article, due to the large number of people ignoring original lockdown measures, a week later the Panamanian government implemented enhanced measures, introduced April 4, with hopes of limiting the spread of the virus. Talia de Beer (’20) used to live in Panama, and said that the government is doing everything in their power to keep everyone safe at home. “They are keeping tight restrictions,” she said. “There are police on the street 24/7, people get stopped in their cars, you really have to have a good reason for being out.” According to CNN, the Panamanian government introduced a policy that allocated specific
days for when men and women could leave their household for essential shopping and activities. Women are allowed to leave their house every Monday, Wednesday and Friday, and men are allowed to leave every Tuesday, Thursday and Saturday. However, De Beer said that the Panamanian government should not have approached lockdown measures on the basis of gender. “I am not sure if gender separation was the best way to go about this just because I find it somewhat discriminating,” she said. Alternatively, Social Studies Teacher Becky Mason said that, although it is an unusual approach, separating by gender could be helpful in decreasing the spread of the virus. “As strange as it is, I do still see the benefit,” she said. “By designating different days for genders, they are cutting the number of people going out in half.” The Panamanian government has followed all guidelines and recommendations given by the
World Health Organization, as per an article by Atlantic Council. Although President Laurentino Cortizo’s administration has assured Panamanians that they are following best practices, the country’s health care system, deteriorated after years of neglect, ultimately lacks the full capacity to deal with the strain of the pandemic. There are fewer than 19 intensive care beds remaining in Panama, and around 35 ventilators. Furthermore, health professionals have protested against long shifts and a lack of protective personal equipment to treat COVID-19 patients. De Beer said that despite Panama’s strict approach toward reducing the spread of COVID-19, most seem to be following the rules. “My friends are all pretty upset about this,” she said. “They are also seniors so this was meant to be their graduation year, but they are all more than willing to put their safety and the safety of others above that.”
he said. “Even before [the pandemic], Lebanon has been in a very bad state with the protests and the economy destroyed, it is very fragile.” Gino Raidy is an activist and a prominent figure in Lebanon’s street protests against corruption in October 2019. However, the Lebanese government announced a strict lockdown May 15 that halted the movement. In addition, the lockdown has exacerbated specific economic issues such as the devaluation of the Lebanese pound and widespread unemployment. “Now with coronavirus, it adds on top to the economic problems because there are fewer people working ... and the country’s state, they are saying it is very devastating,” Smadi said.
Lebanese citizens are now challenging the government’s lockdown, and protesters are returning to the streets. Raidy and a group of activists have also set up a factory to produce face masks in order to keep protesters protected against the virus. Smadi said that protestors are now primarily concerned about catching the virus rather than the protesting itself. “To be honest, I agree with the protesting,” he said. “If the citizens do not unite against the government, we can’t really expect anything to change. My cousins used to attend the protests back in October. However, they aren’t protesting now mainly for safety reasons.”
Cameron Spurr contributed to reporting.
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I’ve had three family members this past week who got coronavirus because of the lack of regulation. Duda Figueiredo (’20) Brazilian student Duda Figueiredo (’20) said that the majority of Brazilian citizens are not being safe due to Bolsonaro’s response to COVID-19. “He’s been opening up gyms ... and a bunch of beauty care places for all of the people in Brazil,” she said. “Especially in São Paulo, which is one of the major hot-spots, and people aren’t taking any precautions … He’s really not encouraging anyone to follow ... social distancing rules.”
498,440 cases
28,834 deaths
Panama
13,018
cases
330
deaths
Lebanon The phrase “adding insult to injury” describes the current situation in Lebanon, as the COVID-19 crisi shuts down countries worldwide. Alongside the virus, the nation is simultaneously dealing with an economic collapse that preceded the pandemic. The Lebanese government estimates that 75% of the population are now in need of aid, including food assistance. Among refugee communities, the need for food support rises to around 90%, according to the International Rescue Committee. Lebanese student Sam Smadi (’23) has relatives in Lebanon experiencing the government’s corruption, which has expanded during the lockdown. “I have got a lot of friends and family who live in Lebanon, and they are telling me it’s a big mess,”
1,191
cases
26
deaths
GRAPHICS BY MADDY WHITMAN. FLAGS USED WITH PERMISSION FROM WIKIMEDIA COMMONS. STATISTICS TAKEN FROM JOHNS HOPKINS UNIVERSITY MAY 31.
May/June 2020
News 3
Members of community 3D print PPE for NHS During the closure of campus, MakerSpace Co-Teacher Colin McCarty and several students have joined a global 3D printing effort to construct and donate personal protective equipment parts to health care workers on the front line. Emily Forgash Tanner Hatzmann (’20) visited school May 2 for the first time in a month and a half to pick up one of the MILL’s 3D printers. Since then, he, Daniel Philips (’21) and Kaan Sharma (’21) have been participating in a worldwide effort to construct and donate personal protective equipment supplies to healthcare workers on the front line of the fight against COVID-19. The National 3D Printing Society has partnered with multiple medical suppliers, making it easy for student groups to drop 3D-printed supplies off to be sterilized and moved to National Health Service hospitals. According to their website, the National 3D Printing Society has “assembled a manufacturing and distribution network to help meet the PPE demand during this national pandemic.” At the end of April, MakerSpace Co-Teacher Colin McCarty began considering how ASL could join the initiative to 3D print face shield parts for the NHS. McCarty said that the biggest issue he encountered trying to start the initiative at ASL was the lack of 3D printing materials. “As more and more groups identified ways to build, more and more of the materials they were using just disappeared and were unavailable,” he said. In addition, McCarty said that he encountered problems both due to social distancing and insurancerelated limitations. “[Because of ] social distancing and the school being shut down, it was really difficult for me to figure out a way for students to get involved,” he said. “We [were] met with liability issues. The school is rightly concerned that we’re sending expensive equipment to students: who’s responsible for maintaining it? Who’s responsible if it breaks? Who’s responsible if there’s an injury?”
57,270
Once the project was approved, Philips also brought a 3D printer home from school to print face shields. He said that his background in robotics enabled him to take on this initiative. “[Robotics] meant that I spent a lot of time designing things that would end up being 3D printed,” he said. “I [also] just spent a lot of time
Editor-in-Chief
them apart, and then you send those off and they have a company to sterilize and donate them.” Hatzmann said that the National 3D Printing Society makes the process financially seamless for students, as once they recognize one’s contribution, they fully reimburse participants for the materials that they use during the manufacturing process.
Hatzmann said that he made around 25 face shield parts in three days, and that a single spool of filament can make around 35 shield parts in total. However, there are thousands of 3D printers being used nationwide contributing to the same initiative. According to the National 3D Printing Society, there are around 2,200
“
A lot of people are feeling pretty helpless in the face of something we really can’t control, and this really gives you that sense of ‘Okay, I can actually do something about this.’ Colin McCarty, MakerSpace Co-Teacher in the MILL around the 3D printers. They were pretty much always running.” Hatzmann was the first student who was able to bring a 3D printer to his house. Since then, he said he has “been printing face shields pretty much 24/7.” Hatzmann said that printing the face shield pieces is relatively easy. “[The National 3D Printing Society] have files for the 3D printer, and all you have to do is set your things to go, and it’ll print these stacks of face shields,” he said. “Then you take the face shields off and you break
face shields is the daily production capacity.
“When they’ve acknowledged all of the face shields that you’ve sent, then they give you a full filament refund,” Hatzmann said. “So then I’ll get another spool of film, and then I can keep printing, and rinse and repeat for the next month.”
printers currently constructing PPE supplies, with a daily production capacity of 57,270. Hatzmann said that the fact the National 3D Printing Society has brought so many people together under one goal is very important. “The National 3D Printing Society is doing a really really good job of utilizing a really great number of people to mass fabricate, in a really innovative way, a large amount of really useful products for workers that are on the front lines,” Hatzmann said. In addition, Philips said that this initiative highlights the
PHOTO COURTESY OF TANNER HATZMANN
A 3D printer from the MakerSpace prints face shield parts to be contributed to the NHS. Members of the community have joined an effort led by the National 3D Printing Society.
practicalities and importance of 3D printing that may not have been recognized before. “[This project is] showing that 3D printing is a valid way to manufacture goods,” Philips said. “It’s shown that [a] person who has this tiny 3D printer in their house ... can save lives.” Similarly, Sharma, another student who is using an ASL 3D printer at home to print face shields, said that this pandemic has changed the way 3D printing is seen by students. “More people are aware of it now because 3D printing always used to be this niche that usually only happened at wealthy schools and with the wealthier individuals in general,” he said. “But now, this is a way that [students] … can see the power of something like … these machines that cost hundreds of dollars.” Additionally, Sharma said that it’s necessary that ASL uses its facilities to help during this pandemic. “It’s something unique to ASL to have this many resources, particularly in something like 3D printing,” Sharma said. “I just thought it [would have been] kind of a waste for [the school] and the community as a whole to not do something to help with this pandemic.” Hatzmann said that this project is significant to him because he gets to be a small part in the massive system of 3D printing responding to the current worldwide crisis. “I’m imagining myself as the beginning little blip in a long production line,” he said. “That’s really cool, because it’s a really new technology. to be able to be the person that’s making the first part of something that’s going to become something really useful. I’m really happy to be a part of an organization that’s doing something really big.” Similarly, McCarty is excited that this initiative is helping to enable students to see how much good they
2,200
3D printers are participating in the nationwide effort.
STATISTICS TAKEN FROM NATIONAL3DPRINTINGSOCIETY.CO.UK
4 News
The Standard
News in Brief PHOTO COURTESY OF DANIEL PHILIPS
can do for the community, as many people are feeling impotent in the face of this pandemic. “A lot of people are feeling pretty helpless … in the face of something we really can’t control, and this really gives you that sense of ‘Okay, I can actually do something about this,’” McCarty said. “‘I can actually contribute whatever little bit I can.’” McCarty said that, although ASL students may not be able to produce that many PPE pieces, they will still be making a difference. “If we’re lucky, we’re going to make 100, maybe 200 masks, but that’s 200 masks that didn’t exist, and that’s going to help somebody,” he said. “Even if we help a handful of doctors and nurses to do their job a little more safely, then I think we’ve done something.” In addition to empowering the students who are using 3D printers to make PPE, McCarty said that this initiative will benefit the morale of the community. “It’s going to be a helpful boost for the community as well to think, ‘we can do something about this as a school,’” he said. “The problem solving we teach our students has application in the real world.” McCarty said that, although his main goal is making PPE for health care workers, a secondary goal is to empower students to make a difference during the pandemic. “The goal is to make something for the NHS and help out as much as possible, but also the goal is to get students to realize that we have a lot of power,” he said. “We have a lot of ability to solve problems, … and I think that’s a really powerful message to show students.” Check out what other students are doing for the community during the pandemic at standard.asl.org/category/community.
How is the PPE made?
1
Purchase filament for the 3D printer
2
Run program to 3D print face shield parts
3
Send in parts to The National 3D Printing Society
4
PPE sanitized, then sent to the frontline
5
National 3D Printing Society issues full refund
“I’M IMAGINING MYSELF AS THE BEGINNING LITTLE BLIP IN A LONG PRODUCTION LINE.” TANNER HATZMANN (’20) May/June 2020
Administration announces further graduation details As June 6 – the date of the class of 2020’s virtual graduation ceremony – nears, more details have been released as to how the senior class will be celebrated. To begin with, during the three days spanning June 3-5, each Grade 12 student can receive their diploma in person at Waverley Entrance. A 10-minute time slot has been allocated for each student. Social distancing guidelines will be followed, and the administration assured that diplomas will
be presented in a safe manner. Also, in order to restore as much of the environment of a regular graduation as possible, graduates can wear their caps and gowns and bring their family with them. Further details of the virtual ceremony itself have surfaced as well. Music and photo montages will be built into the event, but will be pre-recorded. Alternatively, many of the speeches will be streamed live to attendees of the virtual event.
Technical issues force students to retake AP exams A number of students taking AP exams the week of May 11 were unable to upload their exams after the test had finished. Students unable to submit their exams via regular means or email will have to request a retake for the exam if they wish to record a score. College Board responded to the issue in an email forwarded to the student body May 19: “Some students have encountered challenges submitting their responses, and we’ve been listening closely to each student,
parent, or educator who reports a problem.” For the second week of testing, College Board introduced a method to combat submission issues. Students could, in the event of a fault during the submission process, email their exam to College Board. Yet, College Board clarified that the new feature wouldn’t salvage exams taken the first week, but reassured that “students can feel confident that the email option will be in place for them during the makeup exams.”
Summer programs, courses transfer online As the COVID-19 pandemic progressed, more and more events throughout the year at ASL and globally were upended. This list now includes various summer programs and courses that students may have planned to take in order to fulfil gradu-
ation requirements, out of personal interest, or otherwise. Students can check the weekly bulletin sent by grade deans for more information as well as a list of programs, descriptions and links to the program websites themselves.
Students reflect on Approaches to Learning To finish off the year, students are encouraged to write one selfreflection about their thoughts on how they have demonstrated the “Approaches to Learning” in all of their classes. Instead of going onto report cards as they have in previous years, students will email their reflections to their advisors and
parents. However, students are not required to complete the reflection in a writing format, but instead, have the choice of completing it orally, visually or otherwise. This reflection is evidence of student growth in the six ATL areas, and can be used for applications, letters of recommendation and internships.
News 5
School revises Diversity, Equity, Inclusion statement The school implemented a new Diversity Statement April 22 that encompasses its goal of creating a more diversified environment for members of the community. Cameron Spurr Lead News Editor The Board of Trustees approved a new Diversity, Equity and Inclusion statement for the school April 22. The previous diversity statement was created in 2012. Director of Teaching and Learning Robyn Chapel said that the decision to create a new statement followed the revision of ASL’s mission statement last year.
Diversity develops
school is a challenge. “When you really have an environment where people have diverse viewpoints, diverse experiences, diverse socioeconomics, it’s not always easy,” she said. In 2015, when the school was accredited by the Middle States Association of Colleges and Schools, the school created four large goals. One of which, Chapel said, was “that by 2023, we say that students will develop … greater cultural competency.” The four goals remained ubiquitous throughout the process of creating the statement. The DEI statement committee, consisting of 11 teachers and administrators, worked all year to finalize the statement. Throughout the year, the statement went through multiple drafts,
better
collaborators,
braver
Not only is the statement connected to the mission, but it also incorporates elements of the Portrait of a Learner. “Because you are in a diverse environment, you become a better explorer, communicator, etc.,” Chapel said. This statement is part of a larger journey that the ASL has embarked upon beginning in 2010, when the school created its strategic plan. As a part of the plan, ASL intended to reflect on how they could become more diverse, at the time, in terms of socioeconomic representation. However, that focus has broadened substantially. Chapel said that defining what diversity meant at the school was an
and the committee consulted focus groups. These groups consisted of students from all grades working to hone the statement. The committee also referenced statements from other schools. There were two rounds of focus groups, the first one in December and the second later on in the winter. Overall, upwards of 300 students, parents, faculty and staff members
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Leyth Sousou (’22)
6 News
participated in the feedback process, which amounted to 25 different focus groups. Piya Garg (20’), a member of one of the focus groups, said that she felt the group conversations were helpful. “All of our input was valued equally, so I thought that it was a
education, and the last paragraph states how the community will work together to achieve the statement’s goals. Leyth Sousou (22’) said the statement successfully tied its themes specifically back to student’s education. “It definitely talks about what they want to achieve and how that
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Accordingly, Garg said that the diversity statement seems central to ASL’s brand and image, as it is located under the Perspectives and Values page of the school’s website. Consequently, she said, students contribute greatly to this image. Garg said that, though the statement cannot control the actions of
When we talk about diversity we are thinking about it in lots of different ways: diversity of experience, learning styles, race ethnicity. When you really have an environment where people have diverse viewpoints, diverse experiences, diverse socioeconomis, it’s not always easy. Robyn Chapel, Director of Teaching and Learning ther progress toward diversity, equity and inclusion as a community. She said that the statement could potentially “start a new initiative next year and do more things that are actionable within the school community.” Chapel said that an action plan to introduce more applied change in the community is taking form.
explorers,
Kids at our school already do a good job of including everyone no matter who you are, what you look like or whatever your ethnicity is. important step in creating the statement. “When we talk about diversity, we are thinking about it in lots of ways: diversity of experience, learning styles, race, ethnicity,” she said. However, Chapel said that the road to achieving comprehensive diversity, equity and inclusion as a
good experience,” she said. The finalized statement was then presented to the board March 11, just before the closure of campus March 13. According to Chapel, the statement seen now is around the 12th iteration. Garg said that the statement can act as a “jumping-off” board for fur-
stronger
will play a role in individual students’ learning,” he said. Yet, Sousou said that the sentence “our strength is in our diversity” could be skewed as unrepresentative of the school. “I perceived it in a way that it was a very ‘out there’ sentence,” he said. “Depending on who you are and what you think, you may think that that might be a bit of an overstatement.” However, Garg said that the statement has a balance between optimism for the future and specific details about ASL’s current approach toward diversity, equity and inclusion. Specifically, she cited passages
communicators,
“Now that this is our statement, what does this mean for our curriculum?” Chapel said. “What does this mean for hiring?” Chapel and DEI statement co-chair Belinda Nicholson are currently working on creating a concise summary of all recommendations taken from the focus groups. They plan to use these recommendations to implement reforms in the fall that will work toward greater change. Chapel said that the three paragraphs play different roles. The first paragraph is a showcasing of ASL’s aspirations, intended for the audience of prospective families, faculty and staff. The second paragraph shifts the focus to how diversity, equity and inclusion play out within students’
greater innovators,
from the statement such as “We are committed to providing equitable access to all facets of school life,” and “ASL is dedicated to fostering an inclusive school environment.” This served as evidence for more optimistic phrasing, and passages such as “From the time children enter the School, they learn to celebrate their differences and similarities” as evidence for more specific details.
students directly in order to uphold these values, it can prompt students to take matters into their own hands. “[The statement is] more for the student body to use as an example of the types of thinking and questioning they should be doing,” she said. “The diversity statement is something that is ... core to ASL students … If you go to ASL, you are part of this brand.” Similarly, Sousou said that the statement could potentially act as a directive for students to follow, but that students already mostly adhere to the aims set out in the statement. “Kids at our school already do a good job of including everyone no matter who you are, what you look like or whatever your ethnicity is,” he said. Garg said that the statement is another tool that is leading to progression toward a more diverse and inclusive future for ASL. “The school is never going to be perfect in terms of its equity and inclusiveness,” she said. “They can strive to do their best, but I think that in comparison to what the statement was before, [the new statement] is a very big step up.”
and deeper thinkers
The Standard
More than two months have passed since our campus closed, and there is no doubt that we all have faced some sort of adversity while participating in distance learning. While it is true that a Zoom meeting or an email cannot replicate the day to day interactions we used to take for granted, we would like to express our immense gratitude for the efforts that every student and faculty member has made in ensuring that a form of connection and spirit is maintained. At this time, when we aren’t physically close, we need as much support as possible. First, our teachers have had the near-impossible job of redesigning their course schedule to comply with the new format of the DLP. They have contin-
ILLUSTRATION BY ZAINAB SHAFQAT ADIL AND EMILY FORGASH
uously expressed their support and encouragement. Without our teacher’s organization and continuous dedication to ensuring our success, we would not have been able to smoothly transition to the online curriculum. Obtaining the focus of more than a dozen high school students for a long period of time is a demanding task, especially over Zoom. Nevertheless, teachers have worked tirelessly to keep us engaged and enthusiastic about learning, even during an unmotivating time. They have made this adjustment seem effortless by constantly working to create lessons that are creative and effective. Moreover, APs were the primary area of concern for the majority of AP students. The restructuring of
the exams stirred a lot of worry and distress within the student body. Even so, our teachers remained calm and supportive, using the resources they could find to ensure that students were as prepared as possible for the exams. In addition, it’s easier to understand content when we’re surrounded by our peers and able to interact face-to-face with teachers in a classroom. Students’ learning has suffered a blow, but we haven’t given up. Many students have stepped up to the challenges we are facing, and have consistently shown support towards each other despite this unprecedented time. The implementation of the DLP has ultimately been extremely powerful, as it has encouraged more collaboration between students. Students are now mastering the important skill of independence without the physical presence of a teacher, causing students to offer to help others that are struggling. Student-led councils and clubs have also had to adapt to continue fulfilling their roles. The Student Council, Social Justice Council and Sustainability Council have utilized their social media platforms to entertain, inform and connect the student body. The Investment Club has been having frequent meetings and guest speakers. Likewise, faculty members have managed to simulate the ambiance of physically being in the High School. The recording of the morning announcements sent by Administrative Assistant Shahira Moola, weekly bulletins from deans and emails from Principal Devan Ganeshananthan and Assistant Principal Natalie Jaworski help both students and faculty to stay connected and feel a sense of stability. Though our inboxes may sometimes overflow with countless emails, they ultimately help us remain connected.
EDITORIAL
Community stays connected during COVID-19
In addition, the administration takes comments and concerns into account, and has adapted the DLP in several ways. As time has progressed, the program has been altered after considering student, teacher and parent feedback. There are many other examples of teachers and administrators working hard to keep us motivated and connected. University Advisors have made sure to remain in close contact with Grade 11, providing reassurance and comfort. The technology team has done an amazing job providing support to all students along with helping those taking APs to prepare for online exams. English Teacher Christopher Moore and Senior Media Technician Joe Harris put together a heartfelt video of our teachers sending kind messages, in order to show students their support. MS Athletic Director Akay Mustafa, with the help of HS PE teacher Lien Martens and Coach Danny Cook, hosted a virtual LSSAs Festival for the entire school community to participate in. It has both maintained tradition and connected ASL to other schools around the world. In addition, the Board of Directors has ensured all members of the community remain up to date through comprehensive emails, demonstrating all of the work they’ve been doing behind the scenes. Although a sense of uncertainty prevails, this situation has tested our strength more than ever, proving that, in times of adversity, we get back on our feet. As deep as this virus has cut us, it has simultaneously highlighted the astounding resilience and strength of our community. We must use this time to continue to learn, grow, adapt and, most importantly, stay connected.
“AT THIS TIME, WHEN WE AREN’T PHYSICALLY CLOSE, WE NEED AS MUCH SUPPORT AS POSSIBLE.” Standard EMILY FORGASH Editor-in-Chief LEA GEORGE Deputy Editor-in-Chief: Print HELEN ROTH Co-Deputy Editor-in-Chief: Online SAL CERRELL Co-Deputy Editor-in-Chief: Online CAMERON SPURR Lead News Editor GABRIELLE MEIDAR News Editor: Print SAJAH ALI News Editor: Online POLINA DASHEVSKY Opinions Editor: Print DANIEL DE BEER Opinions Editor: Online ISABEL LINK Lead Features Editor ELLA PODURGIEL Features Editor: Print MIA GEORGE Features Editor: Online ZAINAB SHAFQAT ADIL Culture Editor: Print GRACE HAMILTON Culture Editor: Online KIRA CRUTCHER Sports Editor: Print JASMIN TAYLOR Sports Editor: Online MADDY WHITMAN Media Director MAARYA SHAFQAT ADIL Media Editor
Louisa Linkas, Tanner Hatzmann, Daniel Philips, Rohit Venuturupalli, Ellie Lowe, Kleidi Likola, Buck Herron, Katherine Demetris, Natalie Costello
highest journalistic ethics and has zero tolerance for their violation. All letters must be signed in order to be considered for publication.
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.
EDITORIALS Articles published without a byline represent the majority opinion of the editorial board. They are unsigned.
LOUISA AVERY Adviser
GUEST WRITERS & LETTERS TO THE EDITOR Send submissions 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. Standard retains the right to edit letters or articles for length and AP/Standard style. The Standard remains committed to maintaining the
STAFF WRITERS Willa Blair, Amber de Saint-Exupéry, Anabelle Fox, Chloe Howell, Gabriel Romualdo CONTRIBUTORS Imogen Weiss, Isabelle Lhuilier, Maya Anderson,
May/June 2020
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 is also included.
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Editorial 7
OPINIONS
History teaches vital lessons
POLINA DASHEVSKY polina_dashevsky@asl.org
In the past month, we have witnessed the world abruptly transform. From the shut-downs of our favorite local businesses and shops to the closure of international borders, our lives have undergone a considerable amount of change and challenge. While what we are experiencing is new to us, numerous pandemics have swept the Earth thousands of years before our existence. People, with barely any knowledge of science nor any reliable medical care systems in place, endured the deadliest viruses and diseases. While the current pandemic has already devastated national order, shattered international economies and wrecked families all across the globe, we need to acknowledge that we live
unspoken, but prevailing social rules, such as “take only what you need,” have disappeared into thin air. In March, people were ripping hand sanitizers off the hospital walls. People were (and are) physically harassing others on the basis of their ethnicities. People were (and are) making up all sorts of unacceptable, false and over-exaggerated posts on social media. Our society is in a state of chaos. Additionally, at the start of lockdown, panicked shoppers were overbuying produce and essentials. Supermarket shelves were left vacant as people ignored all standards of social behavior amid great panic, with the hope of ensuring the most for themselves and their families. We became indifferent to the fate
anxiety, people are continuing to violate any types of restrictions – social or legal – in place. According to Politico, many Athenians refused to adhere to quarantine as they continued to engage in a variety of social events. However, such disregard brought about various consequences. Many Atheninians faced imminent death as corpses piled on top of one another on the streets. This imagery reminds me of the dead bodies lying on the streets of Ecuador in April and May as a result of a massive COVID-19 outbreak. In addition to the numerous comparisons that could be drawn between COVID-19 and the Plague of Athens, we can also learn a great amount of in-
the orders of our government. Secondly, it is evident that even as time goes by, human nature doesn’t change. This idea is stated by Thucydides himself, who expressed that people will always react in similar ways when faced with catastrophes. As the Athenian plague ignited panic among individuals, their moral compasses vanished. Doesn’t this sound familiar? We need to remember that even amid great panic, we must watch out for others. For instance, don’t be a panic buyer and help those around you to the best of your ability. With all the safety precautions in place, attempt to donate food to the NHS or help those at highrisk of morbidity obtain necessities.
ILLUSTRATION BY POLINA DASHEVSKY
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We learn history in schools not only to broaden our knowledge, but also to ensure that future generations learn from our ancestors’ mistakes. 8 Opinions
in a world brimming with countless privileges that our ancestors did not obtain. Therefore, it is our duty to listen to the wise voices of the past, as they can teach us valuable lessons on the situation we are experiencing today. For instance, consider the plague that hit Athens in 430 B.C. It was an epidemic that ravaged the ancient Greek city amidst the Peloponnesian War, killing 75,000 to 100,000 people, including the Athenian leader Pericles. Besides the numerous deaths, the plague had an overwhelming amount of social consequences. Thucydides, an Athenian general and historian, described the vanishing of the previously-upheld social morals in his own book “The History of the Peloponnesian War.” He stated that “the catastrophe was so overwhelming that men, not knowing what would happen next to them, became indifferent to every rule of religion or law.” Fast forward 2,440 years and we are witnessing a similar phenomenon:
of others as we started to prioritize ourselves and our needs first. While our society has undergone a colossal amount of change since 430 B.C., Thucydides’ message continues to be relevant today. The uncertainty of our future during catastrophes overwhelms us, and pushes us to cross all norms and boundaries that we previously validated and respected. The parallels between today’s society and that of ancient Greece don’t just stop there. The lack of adherence to laws amid great panic led to the enforcement of stricter policies in Athens. Similarly, when I leave my house to run essential errands, I see other groups of friends outside, violating U.K. prime minister’s stay-at-home order. People’s neglect of social distancing orders led to the allocation of security and police across a diverse range of neighborhoods in London to ensure that people remain indoors. These contraventions further prove that amid national and international
sightful lessons from the experience of our ancestors. One of the key takeaways is that we need to adhere to our leaders’ orders in times of great panic. For instance, when Pericles attempted to institute a nationwide quarantine, it failed – Athenians blindly disregarded his advice, which resulted in disastrous consequences. Boris Johnson, who has indeed previously declared the Athenian leader Pericles his historic idol, is working tirelessly to contain the virus by issuing social distancing orders along with drafting other forms of action. While it is clear that our leaders don’t always make the right decisions, in times of crisis, we need to listen closely to their advice if we want to ensure our health and safety. By ignoring social distancing orders, we are not only putting ourselves in danger, but also our families, friends and other people with whom we come into contact. Therefore, to avoid what happened in Athens, we are better off adhering to
The prioritization of our own selves leads to greater problems in our society, paving the way for further conflict, chaos and division. Do not blame the virus on others, nor harass specific racial and ethnic groups for it. As we are all in this situation together, we need to help one another, rather than pick fights and point fingers. Finally, even in times when the world is overwhelmed by chaos and panic, there is no need to escalate anxiety by creating exaggerated or inaccurate social media posts; even in times of hardship, try to spread positivity. What we need is more generosity, cooperation and understanding. Remember, we learn history in schools not only to broaden our general knowledge, but also to ensure that future generations learn from their ancestors’ mistakes. Therefore, we need to carefully think about the lessons the Athenian Plague teaches us. They will definitely prove to be crucial, if they haven’t already.
The Standard
What the Lakota people taught me HELEN ROTH helen_roth@asl.org
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I thought my privilege would fix things for them, and in retrospect, I realize how conceited that was. May/June 2020
As summer of 2020 approaches, I can’t help but think about how much has changed since last year: how much I have grown and how much I have learned. On June 29, 2019, 10 other girls and I, with our two leaders, flew to South Dakota to volunteer at the Sioux YMCA on a Lakota Native American Reservation. Before going, I had little understanding of what it meant to be a Native American living in the U.S. I only knew that they were forced out of their homes into reservations by the U.S. government in the 19th and 20th centuries and were required to abolish their culture, assimilating to the “American” way of life. Quite frankly, I still have little understanding of what it means to be a Native American living in the U.S. today; I am a white, privileged girl living in London. I have only caught a small glimpse. A couple days before going, our leaders sat us down and told us about what to expect. They explained what life was like on reservations, and they also told us the statistics about Native Americans today. According to the Center for Native American Youth, the Native American youth have the highest suicide rate of all ethnic groups in the U.S., alcoholism mortality rates are 514% higher than the general population, approximately 50% of teenagers graduate from high school, and the average Native American household income is over $12,000 less than the national average of $46,200. Hearing these tragic statistics provoked a sense of motivation in me. I wanted to help the Native American community. I wanted to help improve these statistics. Yet, I would soon learn that this was not the way to approach the situation. On our first full day working at the YMCA, we helped out at a day camp in the small town of Dupree. After a few hours of activities, such as making slime and playing Gaga Ball (a personal favorite), it was snack-time. I remember sitting down on a bench, when suddenly, a hand came out of nowhere. I looked down to see a small girl wearing a floral green tank top and frayed jean shorts. She had this big smile stretched across her face and said, “Hi, I’m Morgan.” She dragged me and my friend to a patch of grass and proceeded to distribute her snack, a handful of cherries, among the three of us. Though Morgan’s action seems simple, in that moment, I was overcome by a sense of belonging and comfort. I hate to admit it, but I was surprised by her generosity. I had assumed that because she came from an unstable background, she would not have been as giving. It seemed that everything was in reverse. I remembered what it was like back home, and how those who seemed to have everything, including myself, tended not to be as giving. However, in front of me was a 7 year old girl who experienced more instability in her life than I ever had, and yet, she wanted to share.
Just a few days later, for July 4, the Sioux tribe put on a powwow – a traditional Native American social gathering in which people sing, dance, eat and celebrate their culture. We arrived early to help set up, and just a few hours later the field was brimming with people. Many adults and children were wearing traditional garments – skirts, headdresses, breastplates – flashing with bright blue, orange and yellow. In every direction you looked, something different was going on. One way there were people dancing to traditional music, the other there were people riding horses, and another there were kids racing down a field playing soccer. It was wonderful. I remember wondering why Native Americans would celebrate the day that the U.S. declared independence. I was also puzzled as to why they would invite us, as I felt like I was somewhat associated with the people who had, for centuries, tried to assimilate and oppress them.
the ideologies of Manifest Destiny and white superiority. If America at large clearly didn’t accept them, why would they accept us? But, here I was, coming back from a powwow, glowing in the backseat of the car, in awe of the utter love and acceptance the Lakota people exhibited. However, the generosity and the warmth the Lakota people displayed only temporarily concealed the devastating challenges they faced. Over the next few weeks, I met people who I would never forget. I became close with Morgan’s sister, Kira, who was just a few years younger than me. I learned that she had already turned to drugs to fight off her depression. My first week in South Dakota I met two brothers who, by the end of the trip, had been separated. Another girl, Delaney, was living with her grandmother, as her parents had become alcoholics. Furthermore, in the sleep-away camp where we worked for a week, Camp Marrowbone, there were
A recent CNN article I read said that the Sioux Tribe refused to take down COVID-19 checkpoints, though declared illegal by the state government as they interfere with traffic. However, these checkpoints are the only tool the tribe has to fight the virus – the nearest health care facility is three hours away, and the tribe only “operates an eight-bed facility on the reservation ... for the 12,000 people that live on the reservation.” Somehow, the flow of traffic is more important to the government than the lives of the Sioux tribe. This is yet another instance of when the government believes they have the right to push aside those who, contrary to popular belief, were indeed the first people to occupy the U.S. Though the summer of 2019 eventually came to an end, the lessons I learned in South Dakota will stick by my side forever. I remember sitting in my AP U.S. History class this year listening to my teacher talk through the string of events Native Americans faced as Americans
PHOTO COURTESY OF MAYA ANDERSON
Helen Roth volunteered at the Sioux YMCA last summer. Roth’s experience let her learn about the beauty of Native American culture and the challenges they continue to face today. Yet, for the Lakota community, July 4 had nothing to do with U.S. independence. Rather, it was a day to celebrate their beautiful culture – and they were so happy to be spending the day with us. Looking back, that day seems to be a blur, or a mixing pot of playing sports, meeting new people and watching the festive, traditional Native American dances. However, one thing does remain clear to me from that day. After the powwow, we drove back to where we were staying that night, driving past the vast, bright green fields of Dupree, while the sun hung in the sky for its final moments and brushed it with swirls of orange and lilac. I remember looking out the window and feeling so content in this place. Even though I had been there for only a week, I felt welcome due to the love and acceptance the Lakota people provided. Yet, this comfort was soon coupled with a feeling of confusion – I still couldn’t understand why they would include and invite us to experience their culture. I previously thought that they would want to protect their culture and tradition from the outside world, as it was stripped from them by
three suicide attempts in the time we were there. It was after learning these things that I realized that I was powerless. There was no way that I, a 16-year-old high school student, or anyone for that matter, could fix anything. Perhaps working at the day camp would have a short-term impact on the kids; they may remember the girl who was on their Gaga Ball team or who they shared cherries with. But I had to realize that I play absolutely no role in the long-term. I thought my privilege would fix things for them, and in retrospect, I realize how conceited that was. Privilege does not mean you are a hero. It doesn’t mean you have this magic gift to fix things, to make change. I didn’t help the Lakota community; they helped me. They let me see the cracks in American society – how the ones who are the most giving, the most accepting, are the ones who are forgotten. Native Americans are constantly treated as second-class citizens. I can see that more than ever right now, as the COVID-19 pandemic accentuates how the U.S. favors those with a higher socioeconomic status.
pushed westward in the 19th century: the Indian Removal Act of 1830, the Indian Appropriations Act, Battle of Little Bighorn, the list goes on. Suddenly, the class started talking about the lives Native Americans live today. Someone mentioned how the conditions in Native American reservations are absolutely terrible and that they live awful lives. This comment angered me. While it is true that Native Americans are pushed aside, to say they live awful lives is an assumption. This summer showed me that, despite all the injustices they face, they still live a life of color, love and tradition. Their morals beliefs that everyone is inherently good and that the world should live in harmony is nothing but admirable. Their values are what the rest of the world should follow, not believe they are superior to. I pity the way they are treated; I do not pity them as people. I will forever be in awe of them. Eventually, with time, Morgan, Kira and Delaney may forget me – perhaps they have forgotten me already. But, I will never forget them or the Lakota people. This article is for them. Thank you for humbling me and teaching me that there is always room to love.
Opinions 9
Corporal punishment must end CHLOE HOWELL chloe_howell@asl.org
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The danger of this practice is being overlooked not only by the American government, but by society as a whole.
Corporal punishment is a legal practice in America which allows parents and school administrators to use physical violence towards minors in order to correct behaviour. The danger of this practice is being overlooked not only by the U.S. government, but by society as a whole. The number of minors affected by corporal punishment is vast. According to National Center for Biotechnology Information, 160,000 students face corporal punishment each year. While physical punishment is permitted in households in all 50 states, according to the New York Times, 19 states permit corporal punishment within public schools. Furthermore, since private schools are not obliged to abide by the same laws as public schools, corporal punishment is still used in private schools across 49 states. The most common forms of corporal punishment include spanking or paddling (to hit someone with a paddle), and are intended to help minors learn good behavior. Historically, this form of discipline was used against adults who committed minor crimes in the middle ages. However, it was outlawed completely in Britain for both adults and minors in 1986. According to a transcript on the U.K. parliament’s website, parliament member Giles Radice classified it as “wrong in principle” and “barbaric.” Yet, it is 2020, and this type of violence is still being used against minors in the U.S. Since it is illegal to strike an adult in the U.S., it shouldn’t be legal to use force against minors, especially since they often aren’t capable of defending themselves against a fully grown adult. According to the Child and Youth
Care Network, corporal punishment can cause various psychological problems, which include anxiety, depression and alcohol and substance abuse. Furthermore, spanking and hitting often result in the feeling of fear towards the guardian who is giving the punishment. Overall, a form of discipline should not lead to horrible mental health outcomes. While in the short-term corporal punishment can be successful in changing behavior, its long-term repercussions for the victims are often overlooked. Many authorities concerned with child welfare, such as Child Services, have been trying to abolish corporal punishment for minors in the U.S. Not only do they recognize the long-term effects of it, but they often see abuse in households being justified as corporal punishment. Yet despite their attempts to eliminate this type of discipline, it continues to be used across the U.S. Corporal punishment can create ambiguity between discipline and physical abuse. An example of this is a Supreme Court case in Minnesota in 2008. A man struck his 12-year-old son 38 times with a maple paddle. The court ruled this case as abuse, but the decision was reversed on appeal. The Minnesota Supreme Court stated that they didn’t want to create rigid guidelines that the infliction of pain is physical abuse. This ruling also suggests that the Supreme Court puts greater importance on the continuation of corporal punishment within households than ensuring the safety of minors. Furthermore, statistics show that certain segments of our society are more likely to be subject to corporal punishment than others. According to the Human Rights
Watch, gender, race and age heavily influence the severity of the punishment that the minors receive. African American students make up only 17.1% of public schools nationwide in America. However, they account for 35.6% of those who faced corporal punishment. These statistics show that African American students are being beaten more frequently than their white peers. This also suggests that corporal punishment could be seen as an institutionalized justification for racism. Race, however, is not the only key determinant. For instance, according to the HRW, a student with Tourette’s syndrome or autism is more likely to undergo corporal punishment as a result of their “inadequate behavior,” which often cannot be controlled due to their disability. A person in authority shouldn’t be enabled to use violence against those that are vulnerable; it is wrong for a civilized society to permit this type of arbitrary violence. School is meant to be an environment that helps students learn and prosper: a positive educational environment is a productive one. However, corporal punishment undermines this as it creates an unsafe and fearful environment, which can hinder students’ ability to thrive and learn. Instead of resorting to cor-
ILLUSTRATION BY POLINA DASHEVSKY
Progress Report
PHOTOS BY POLINA DASHEVSKY
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The new Editorial Board of The Standard gives the school its final progress report of the school year.
10 Opinions
poral punishment, authorities should use positive reinforcement to influence behavior by rewarding success and good practices. Instead of taking away, guardians can grant something that motivates minors to make the right choices. Positive reinforcement can increase the likelihood that good behavior will be repeated. Therefore, households and schools should be adopting positive reinforcements rather than negative ones. How can America justify a position where the use of violence against adults is illegal, yet the use of violence against some of our most vulnerable members of society, children, is permitted? By using corporal punishment as a form of discipline, an ineffective lesson is being provided – parents and schools are showing children that it is okay to resort to violence. However, the time has come to regain the rights for minors and put their safety first.
2020: (B) I love summer, but the COVID-19 pandemic 4. Sleep schedule: (D-) I wish I still had one... Maarya Adil 1. Summer has ruined all my summer plans. Polina Dashevsky (A) So so grateful for you, but also can’t wait to leave (A) Would be an A+ if I hadn’t been stuck inside study2. Weather: 5.Zoom: you <3. Helen Roth ing as it taunted me. Emily Forgash exams: (B+) Shorter tests are better, but it wasn’t worth Island: (D-) It’s cancelled. Is what it is, but it is still very sad... 3. Love 6. AP all the failed submissions. Jasmin Taylor Sajah Ali Post Scriptum: Zoom Zoom
The Standard
Not returning for the remainder of the year has prompted the community to adapt their teaching and learning styles as well as maintain connections.
features
Campus closure incites mixed reactions Ella Podurgiel | Features Editor: Print
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hen Head of School Robin Appleby announced the closure of on-campus learning for the rest of the year, the graduating class found out that the rest of their last year at ASL would be spent at home. Caps and gowns were delivered and smaller, in-person graduations have been planned, but many seniors still feel disheartened at not returning to campus. Catherine Bennett (‘20) said that senior spring was something she had been looking forward to for a while. “I had seen my two older sisters graduate and I was really looking forward to it this year,” she said. Through live ceremonies and passing the diploma videos, ASL has planned a lot of different things to give graduating seniors closure with an end of year ceremony. Bennett said even though this wasn’t what she was expecting, she’s happy with the way the school is handling it. “Given the circumstances, ASL is doing everything they can to make the seniors feel special and appreciated, and although I’m disappointed that we won’t have an in-person end of year ceremony, I know ASL is making the best of the situation,” she said. With the uncertainty around when quarantine will end, some colleges have not decided if they’ll be open or online for the first semester next year. For the class of 2020, it means their first college semester online. Bennett said this will have an impact on the rising college freshmen especially. “A really important part of first semester is getting to know your teachers and your classmates so if we have to start online, it’ll definitely be a unique experience,” she said. Being online has not only affected the seniors, but the entire ASL community. Arthur Sadrian (’23), who has been in Manchester, Massachusetts, since the beginning of distance learning, said he always thought he would return for the remainder of the year. “I guessed that school would be closed for a brief period of time, but I never really imagined that we’d be out for so long,” he said. One day I went to school, and the next I’m planning to go to America.” Similarly, Social Studies Teacher Christin Putnam said the news was unexpected for her. “I was in advisory listening to my students, when I started to realize that school might close because [everyone] was very sure of it, but I was still very surprised when [the school closure] happened,” Putnam said. With learning for the rest of the year moved online, including AP tests, final exams and projects, teachers and students have had to find alternative ways to connect.
Sadrian said he has found it harder to connect with teachers outside of the classroom. He said while it is important to continue school in these times, he feels that learning at a distance can be a lot less effective specifically with the lack of hands-on learning and being distanced from the teacher and classmates. “It’s hard to feel motivated when I won’t be back at school until next September at the earliest,” he said. For councils, not returning to school for the rest of the year greatly alters what their goals are for the end of the year and how they approach them. Within the Student Council, there has been a lot of brainstorming for different events to raise spirit online, despite the end of the year celebration, Bangers and Bash, being cancelled. Some of the events happening
online include ASL “Love Island” on Instagram IGTV, as well as featuring student talents on the Instagram page. Public Relations Officer Maddie
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For teachers, lesson plans for the rest of the year have had to adapt to online schooling and the DLP. Knowing that teachers will not be seeing
One of my goals is to find ways to continue to build a virtual community. Christin Putnam Social Studies Teacher Wilkin (‘22) said not being together to celebrate the end of the year is disappointing but she said she is confident everyone will find a way to make the best of it. “We haven’t had Bangers and Bash for two years now, so it’ll be our job as StuCo to make it really good next year,” she said.
students in the classroom environment for now means teachers have had to find alternate ways to connect with their students. Putnam said she has had to adapt her teaching to online and to try to have more office hours or opportunities to meet with students in smaller groups.
“One of my goals is to find ways to continue to build a kind of virtual community even when we can’t be together in the classroom,” she said. With the community events such as the Late Cafe and LSSAs transferring to online platforms, Putnam said even with virtual learning, everyone can remain connected. “The community action seminar, along with the Late Cafe and LSSA videos and just seeing [other students and teachers] in a less formal environment contributes to finding new ways to connect with the community,” she said. Additionally, Sadrian said that although the learning is now virtual, the community is still staying together. “We’re all in different time zones but we’ve made it work so far, and I think we can still finish the rest of the year strong,” he said.
GRAPHIC BY CAMERON SPURR, PHOTOS BY ELLA PODURGIEL
May/June 2020
Features 11
Conservatives carry political stigma Holding a minority political view at ASL, those who identify as conservative in relation to U.S. politics can feel isolated. However, some conservatives have become more comfortable and choose to be more open with their ideas in the High School. Lea George | Deputy Editor–in–Chief: Print
Establishing political views
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ika Pertsovsky (’22) identifies politically as an American conservative. “I am a conservative, but I wouldn’t describe myself as far right.” Pertsovsky said she is often associated with far right mentalities due to her conservative viewpoints. “People just kind of associate me [as far right],” Pertsovsky said. “It’s horrible. People think I’m a racist, anti–feminist, pro–life person.” Additionally, Pertsovsky said people are often surprised by her political standpoints due to her gender. She said there is an assumption that feminism and conservatism cannot coincide, which she disagrees with. Moreover, Pertsovsky said that conservatism does not limit the rights of women. “I want to work, I want to have equal rights and I’m a conservative,” she said. Similarly, Connor Eaton (’21) identifies himself as a financially conservative person. “I consider myself generally economically pretty right wing, pretty small government conservative, the typical stuff,” he said. When defining his political beliefs, Eaton said he is not part of extreme associations surrounding the conservative party.
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Isabelle Lhuilier | Deputy Editor–in–Chief: Print Emeritus
“None of the extreme new stuff,” he said. “[I’m] more libertarian and constitutionally conservative.” Moreover, Nick Lockhart (’20) said he considers himself to be center–right on the political spectrum. “I tend to lean center, but I’d say center right on most topics,” he said. Lockhart said that his more conservative opinions and perspective sometimes prevent him from speaking out in class discussions because of the disparity between him and left-leaning students. “There have been times where, obviously, if I’m the only one in that room who has a [right-winged] view on a particular topic and the majority in that room happens to be more left leaning if not further left, I would prefer just not to speak,” he said.
Liberalism at ASL
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aton said he thinks the majority of the school community is on the left of the political spectrum, which can result in those on the right hiding their views. “It is such a minority of people with conservative contentions to the extent where I think people just get uncomfortable sharing,” he said. Lockhart said he believes the values of the school may foster this more left–leading environment, which he also said he has observed.
“Going to an American school that promotes free speech and democracy, it’s inherently going to be more left leaning,” he said. Likewise, Pertsovsky said ASL promotes a liberal agenda, as most teachers lean left in discussions. “The majority of the population are liberal,” she said. “A lot of articles, like even in The Standard, are focused on liberal [ideas], and there’s nothing wrong with that. The ASL image is just created upon liberalism.” Likewise, Eaton said he has not met a teacher who is outwardly conservative. “Now that I think about it, I cannot think of a teacher that I have met at ASL who is particularly conservative,” he said. “I’ve met ones that are a lot more understanding of conservative viewpoints.” However, Eaton said that a greater variety of political views among the faculty would create a more productive environment. “In terms of what is healthiest for a developing student body, I would definitely say a lot more political diversity,” he said. Nevertheless, Eaton said he does not believe that political opinions should have any input when selecting a new member of staff. “I’m not a proponent of the notion of identity politics where we select teachers based on a political standpoint,” he said. “We should select teachers based on their ability to teach.”
Regardless of where they stand in politics, Lockhart said he believes teachers should refrain from commenting on certain topics, in particular the current administration in the U.S. “Teachers should remain impartial on that matter, just because students need to form their own opinions without other people sharing theirs, especially authoritative figures like teachers,” Lockhart said.
Receiving judgment in school
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hen a conservative opinion is brought up in class, Pertsovsky said that it normally results in a negative reaction. She said she finds it hypocritical that a school of thought that preaches acceptance is often intolerant of opposing views. “The whole idea of liberalism is acceptance of everyone, but that doesn’t really make any sense if they don’t want to accept my opinions,” she said. “Maybe they’ll follow their philosophy eventually.” Although Eaton said that most people at ASL remain respectful to him, he said there is still judgment surrounding those who express more conservative viewpoints. “There is definitely this subsurface, unspoken judgement on who you [are] depending on your political viewpoints, which I think is a problem
“ There is this subsurface unspoken
judgement on who you are depending on your political viewpoints. Connor Eaton (’21) 12 Features
The Standard
“ People’s opinions of my political beliefs are slowly evolving, and they are accepting me. Vika Pertsovsky (’22) to be perfectly honest,” Eaton said. “You go into school every day and you should feel comfortable.” Similarly to Eaton, Lockhart said that there seems to be an association between conservatism and the far-right. “When you say that you’re a conservative, people automatically assume that you have these super strong viewpoints about all these topics, when, in reality, I might just be conservative on one or the other,” he said. Lockhart referenced the discussion surrounding abortions as an example of instances where conservatives are automatically correlated with having a specific view. “I’m just center right,” he said. “I just happen to lean slightly more conservative on some issues and not all. Just because some conservatives may be pro–life, doesn’t mean that I support that.” When starting to form her own political identity, Pertsovsky said she felt similar judgment as Lockhart has experienced. “Once I got into politics and figured out what I believed in for the first time, I didn’t want to talk about it; not really hiding it, but definitely not embracing it,” she said. “But now I don’t really care.” Despite feeling nervous at first to share her ideas in
school, Pertsovsky said she now believes the ASL community is becoming a more tolerant place for conservative beliefs. “People’s opinions of my political beliefs are slowly evolving and they are accepting me more, and more as they try to listen,” she said.
“Everyone’s voice needs to be heard,” she said. “It’s really interesting when someone with a different perspective stands up to the rest.”
Importance of differing views
lthough there is some discomfort surrounding conservatism in general, Pertsovsky said there is particularly severe judgement on the topic of U.S. President Donald Trump. Pertsovsky said she supports Trump, primarily for his economic policies and would vote for him in the 2020 election. “I know he’s not a great person, but I am focused on him as a president rather than a human,” she said. “What he is doing for the economy, for me, that’s more important.” In the upcoming election, Eaton said he is currently leaning towards voting for Trump, but he still has some reservations.
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aton said that having a diversity of political opinions is particularly important in a school environment, as it teaches students going into the workplace to work cohesively with those who think differently to them. “It’s about exposing students to a wide range of ideas,” he said. “If you can deal with things that you don’t like [...] it’s going to help you out.” Likewise, Pertsovsky said it is important to expose students to both sides of politics.
Trump and the election
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“My support of Trump is primarily based on foreign policy, economic policy, corporate tax cuts and trade deals with China,” he said. “I’m not really in for the frankly horrendous way he conducts himself in the press.” However, Eaton said he usually refrains from sharing this openly at ASL. “I would not be very comfortable expressing that at ASL, and, if I was, I’d be very apprehensive about the way I presented myself,” Eaton said. Lockhart said that he supports some aspects of Trump’s presidency. “I agree with some of his policies that he has passed,” he said. “He’s attempted to tackle a lot of important issues.” In addition, Lockhart said he thinks the Trump presidency was necessary for the American people. “After almost a decade of a democratic candidate people became quite comfortable with that,” he said. “It was just, in a way, important to open people’s eyes to the far right, which pretty much has been suppressed since Bush.” With that being said, Lockhart did vote for democratic presidential candidate Joe Biden in the primaries because he said he feels that Trump does not demonstrate the professionalism needed by a president.
ILLUSTRATION BY ZAINAB SHAFQAT ADIL AND ISABEL LINK
May/June 2020
Features 13
Students share new hobbies during lockdown With more time to be spent inside, certain students are working on skills that range from rapping to baking to drawing. Some began their hobbies prior to lockdown, while others are using this time to experiment and try something new. Isabel Link | Lead Features Editor
“IF THERE WASN’T A LOCKDOWN, I WOULD HAVE BEEN OUT. SO, IT REALLY HAS GIVEN ME EXTRA TIME.” KLEIDI LIKOLA (’21) ILLUSTRATIONS BY ISABEL LINK
14 Features
The Standard
Rapping Iyou know, the rough in the diamond,” Rohit Venuturupalli (’21)
“ t’s not a diamond in the rough, but,
“I like a lot of rap. I have a lot of inspiration,” Venuturupalli said. “But I really just started this because I wanted to start creating myself.”
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said of his upcoming album “St. Johns Hood,” which he has been writing songs for since March. In the past two and a half years, Venuturupalli said he has gained some experience performing raps at summer camps and Late Cafes. “I would go and I’d rap something, not by me but by Eminem, or my favorite thing to do was to rap a Dr. Seuss song because they actually come out pretty nice,” he said. Now that he has more time, Venuturupalli said he is working on his own music. He said some of his musical inspirations, or “rap heroes,” include Tupac, Biggie Smalls, Lil Wayne and Childish Gambino.
Even though Venuturupalli said he plans to publish his finished body of work on Spotify by the end of the year, he is not pursuing a future in rap. “It’s just really about having a good time,” he said. “That’s what it is at the end of the day. I’m not taking this su-
Baking
“The Victoria Sponge was a little bit overcooked because you’re supposed to bake it in two tins of the same
ince lockdown started, Ellie Lowe (’22) said she has attempted to learn how to bake chocolate fondant, chocolate croissants and Victoria sponge cake. “I was baking a little bit before quarantine ... but since lockdown started, the baking has grown a lot,” Lowe said. Although she has had many successes, trying new recipes has not come without mistakes. Yet, she said she is happy with what she has made so far.
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Drawing Kleidi Likola (’21) said she Although has always been interested in art, she first began experimenting with
digital drawing last summer. Now, in lockdown, she has taken it up again. “It was actually the first week of lockdown,” she said. “I looked at my iPad and I was like, ‘Why not? Let’s just go do it.’ I have so much time now, well, when I’m not studying.” Additionally, Likola said she had not predicted spending so much time drawing at this point in the year. However, in accordance with the government-mandated orders to stay home, she has more time to practice. “If there wasn’t a lockdown, I would have been out with friends” she said. “So, it really has given me that extra time to kind of realize that this is something I like to do.”
May/June 2020
I really just started this because I wanted to start creating myself. Rohit Venuturupalli (’21)
per seriously where I want to start going professional and making money.” Additionally, Venuturupalli said he and other Grade 11 students are collaborating on a few new tracks, which will likely be included in the album. He said some of his friends contribute lyrics, while others provide beats so that he does not have to buy them off of a platform like YouTube or use them from another creator on SoundCloud. With Zoom classes, homework and end–of–year projects Venuturupalli said he uses rap as a way to take a step back from academic subjects. “As someone who’s not very creative, as someone who’s really into math and science, this is a great outlet for me to really explore something I’ve never had the time to explore and really pursue,” he said.
Rohit Venuturupalli (’21) writes lyrics in his notebook. Recently, he began writing his own raps after getting inspired by other creators and performing their songs at past talent shows.
At the same time, there have been some positive outcomes of experimentation, and Lowe said she has found
“My favorite recipe is the chocolate fondant, and I’ve made it three times now because it’s really good,” she said. Oftentimes, it is only her in the kitchen when she is baking. However, she said her brother “helps when he wants to.” Prior to lockdown, Lowe said she subscribed to a number of baking channels on YouTube, such as the Korean account Cooking Tree, although did not often try recipes herself. Now, Lowe uses baking as a time to get away from school work and looking at her computer. “It’s a pastime because just staring at my screen is exhausting,” she said.
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I was baking a little bit before quarantine but since lockdown started, the baking has grown a lot. Ellie Lowe (’22) size, but I only had one,” Lowe said. “So, I had to bake it for longer and it was overcooked, but it was still good.”
some staple recipes which she will continue to make even after the lockdown is over.
Likola remembers the first time she considered doing digital illustration when it came up on her Instagram explore page. “I just saw different forms of art and was really inspired by those crea-
she uses ProCreate on both devices. Using the app, Likola can trace the outline of figures in images and then add color and shading where she wants with different tools. “It’s kind of really difficult for me at
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It was actually the first week of lockdown. I looked at my iPad and I was like ‘Why not?’ I have so much time now. Kleidi Likola (’21) tors on Instagram,” she said. “I’d just seen a couple random ones, kind of went from there, and tried it out for myself, and I realized I actually really liked it.” To begin with, Likola said she used the app ClipStudioArt, downloading it on her computer and iPad, but now
PHOTO COURTESY OF ROHIT VENUTURUPALLI
To watch a video of Venuturupalli performing some of his latest work, go to standard.asl.org.
the moment, so ... I’m doing outlines of people, like of photos,” Likola said. “I have a couple of drawings I’ve done of celebrities or some of my friends.” Although Likola primarily draws using an app now, she said there are both positives and negatives of drawing on paper and online.
“I’ve always liked drawing, like on paper, but what I like about digital art is that it’s easy to go back and fix mistakes,” she said. “It is a lot more difficult in terms of shading because on paper you have your finger, you can manipulate it the way you want.” As she spends more time drawing, Likola said her goal is to be able to free–draw as opposed to relying on the outlining feature. “Hopefully, in the future, I’ll be able to start drawing without outlines and without maybe references,” she said. “But we’ll get there slowly.” Right now, Likola said she is trying new things, but she may explore other kinds of art in the future. “Hopefully, it will be something I can continue to do,” she said. “With the work that I’m doing, maybe I’d be able to make comics in the future or do some fun stuff with it and see where it kind of takes me. I’m kind of just having fun with it at the moment.”
PHOTO COURTESY OF ELLIE LOWE
Ellie Lowe (’22) cuts into some bread. She has been trying new recipes in lockdown.
ILLUSTRATION BY KLEIDI LIKOLA
Kleidi Likola (’21) drew this image of Instagrammer Brian Whittaker using ProCreate on her iPad. She started by tracing the outline of real photos and then added colors and shading herself.
Features 15
CULTURE
‘Such a fun age’ examines subconscious racism Kiley Reid set sparks flying as debates erupted over her new novel in which she highlights a lesser known and under-reported type of racism that challenges preconceived stereotypes. Emily Forgash | Editor-in-Chief
Emily’s Bookshelf A Thousand Splendid Suns Khaled Hosseini
Educated Tara Westover
We Were Liars E. Lockhart
She Regrets Nothing Andrea Dunlop
REVIEW
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ne of the most alluring aspects of Kiley Reid’s debut novel “Such a Fun Age” is the fresh and imperfect voice of 25-year-old Emira Tucker. Emira, who is African American, is an uninsured babysitter for the white Chamberlain family. Alix Chamberlain is a feminist blogger and public speaker. She seems to have the best intentions, but doesn’t always do the right thing – whether that be with her daughter Briar or with her seemingly indifferent babysitter. When Emira is celebrating her best friend’s birthday, she gets a phone call from Alix, who she calls Mrs. Chamberlain, asking her to pick up Briar and stall her at the supermarket. Emira warns Alix that she is in no way dressed for babysitting, but Alix – who is
evidently preoccupied – is desperate, and tells Emira she’ll pay her double. Hours later, Emira is being held up with Briar at the grocery store by a white security guard. He asks her why, if Briar is not her daughter, Emira has her at a grocery store so late at night dressed like that.
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familial relationship with her babysitter, and Kelley is determined to help Emira fight for her rights and avoid the rampant racism that is around every corner. After much self-reflection and growth, Emira has to re-evaluate who she surrounds herself with and how often she stands up for what she needs.
Reid showed me what underhanded racism looks like in the situations that don’t get circulated around the media. During the confrontation, Emira sees another man filming the tensionriddled exchange and advocating for her rights. The security guard tells him that he doesn’t have the right to interfere in a crime. With that, a very frustrated and shocked Emira speaks up and offers to call Briar’s dad. She said that he’s “‘an old white guy so I’m sure everyone will feel better.’” When she’s finally allowed to leave, the man recording the interaction, who she learns is named Kelley, catches up to her, offering to send her the video so she can have the security guard reprimanded. Days later, Emira sees Kelley on the subway and, after hanging out for some time, they start dating. This tips an unknowing Emira into a tug-of-war between her white boyfriend and white employer, who have a curious connection. Alix is frantic to create a
In addition to a complicated and multi-faceted plot that challenges modern day race relations in America, Reid’s style of writing creates an immediate and important connection between her readers and Emira. A little ways into the book, it became so hard to put down. I had the urge to read Emira’s story as she maneuvers a situation that I am completely ignorant about. Emira is not only a window into experiences I will never have because of the color of my skin, but she forces me to challenge my perceptions of race and empowerment. For example, prior to reading this book, it was less clear to me that trying to get a person of color to stand up for their rights could be condescending and inappropriate. However, through careful character development and shrewd observation, Reid made me see that, sometimes,
white people are motivated to “protect” people of color to prove to the world that they aren’t racist. Reid also expertly develops a loving and strong relationship between Emira and Briar. Briar, although only 3, seems to understand Emira best out of all of the characters in the book. This relationship brilliantly proves that young children – who haven’t been impacted by the racism that riddles America and the rest of the world – are some of the most accepting people. This also shows that there is so much work to be done to try to reverse the prejudices that infect all of us. Tackling racism is a fragile but necessary task. “Such a Fun Age” shows that the best ways white people can contribute is by listening, being an ally and acknowledging how their privilege means they will never understand certain experiences. Ultimately, Reid showed me what underhanded and subconscious racism looks like in the situations that don’t get circulated in the media. Police brutality, murders and corrupt legal cases are topical online, but the micro-aggressive racism that Emira faces every day is less reported on and explored, and, therefore, even more necessary to understand.
The Nightingale Kristin Hannah
Little Fires Everywhere Celeste Ng
Why I’m No Longer Talking to White People about Race Reni Eddo-Lodge 16 Culture
ILLUSTRATION BY ZAINAB SHAFQAT ADIL AND EMILY FORGASH
The Standard
‘Never Have I Ever’ paves new path for representation Netflix’s show about an Indian-American teenager portrays South-Asians in a new and refreshing way, normalizing their culture and traditions. Zainab Adil | Culture Editor: Print REVIEW
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hen I first saw the new Netflix show “Never Have I Ever”, which was released on April 27, pop up on my Netflix home screen and on social media, I questioned the accuracy of its racial representation. Would this show feature another awkward nerdy Indian-American character with strict parents and an exaggerated accent, or would it finally give South-Asians the representation they deserve? I was sceptical about its portrayal of South-Asians, an ethnic group which has rarely been presented re-
to the fact that the villains were part of a cult who worshipped the Hindu goddess Kali, the movie’s portrayal of India and Hinduism was racist and alienated the country’s cultures. Another more recent example of Hindu-Indian representation is Ravi from Disney’s TV show “Jessie,” a young boy who was adopted from India by an American couple. I distinctly remember how in one episode of the show, Ravi is nearly crushed by falling furniture, and when his family members later call out to him to see if he’s okay, his reply is, “Gods? Is that you?”. Subsequently, a laugh track is played. Though the joke is not entirely
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Instead of cutting and pasting stereotypes which are already well-known to the vast American public, the show provides insight into parts of South-Asian culture which aren’t as reported. alistically in Western media. To my pleasant surprise, this show is anything but a montage of overused stereotypes, and instead it has created a new way of representing South-Asians in a healthy and more realistic way. The main character of the show is Devi Vishwakumar. She is an IndianAmerican teenager who is entering her sophomore year of high school after having dealt with the death of her father and short-term paralysis of her legs the previous year. The series begins with her praying in front of an altar in her house filled with pictures and statues of Hindu gods and goddesses. What stuck out most to me in this scene was how completely normal and laid-back the show depicted Devi’s praying. In no way was this religious ritual meant to be “exotic” or “weird.” It was simply a normal girl praying before her first day of her sophomore year. While watching the opening scene, I thought about all of the other well-known depictions of Hinduism which have been showcased in Western pop culture throughout the years. Sadly, “Indiana Jones and the Temple of Doom” was the first to pop into my head. The movie centers around archaeologist Indiana Jones “saving” a small Hindu village in India by bringing back sacred stones which had been stolen from them. From the way the Hindu villagers were shown as helpless and starving,
May/June 2020
based on the fact that Hinduism has multiple gods, Ravi’s foreign culture is definitely still intended to be a source of laughter in this instance. However, the portrayal of both Hinduism and South-Asian culture in “Never Have I Ever” was completely new and refreshing, especially for someone like myself who identifies as South-Asian. Instead of using Devi’s culture as the butt of a joke or a tool to make the show more “exotic,” “Never Have I Ever” normalizes South-Asian cultures and religions by portraying them in a subtle and unbiased way. This casual yet powerful form of representation continues throughout the episodes of the first season. For example, the show shares a number of small insights and quirks about South-Asian culture, which not only inform and educate nonSouth-Asian audiences, but are also bound to make South-Asian viewers laugh and relate the show to their own lives. Unlike many other shows featuring South-Asians, these jokes and quirks are not created for the sole purpose of making fun of Indian culture and providing non-South-Asian viewers with some comedy. Instead, they grant South-Asian viewers a chance to see themselves and their own families portrayed in the show. One of these small quirks of Indian culture was the portrayal of “aunty” culture in the show. In the words of the narrator, “aunties” are “older Indian women who have no
blood relationship to you but are allowed to have opinions about your life and all your shortcomings. And you have to be nice to them because you’re Indian.” Almost any South-Asian can relate to this aspect of culture, which is what sets “Never Have I Ever” apart from so many other shows and movies that have come before it. Instead of cutting and pasting stereotypes which are already wellknown to the vast American public, the show provides insight into parts of South-Asian culture which aren’t as reported on and instead gives the opportunity for South-Asian viewers to relate to the show, which is a rarity for many of us. Furthermore, as the show centers around an Indian teenager who has lived in the U.S. her entire life, the series makes sure to highlight the fact that Devi identifies with American culture as well, and often feels alienated by the heritage and culture of her family. For example, while wearing a sari, Devi says “I don’t really feel at home right now in my choice of clothing.” On top of providing insights about Indian culture, the show makes sure to also depict Devi’s struggles with being both Indian and American, a unique challenge which applies to many South-Asians who have grown up abroad. I can definitely relate to Devi’s struggles regarding her sometimes conflicting identities. Even though I am very proud of being South-Asian and love visiting Pakistan, it can be tough to find a balance between being both Paksitani and being British. I often feel out of place in both Pakistan and Britain, as I identify with pieces of both cultures. However, having this challenge portrayed in a Netflix show like “Never Have I Ever” assures me and other South-Asian viewers who have similar struggles that their feelings are valid and normal. Moreover, the plot of the show is fairly cliché, as it follows similar
plots from other recent teen movies and shows. After facing the trauma of her freshman year, Devi wants to improve her social status at school by losing her virginity to the most popular boy at school. For this reason, many argue that the show is not as revolutionary and powerful. However, the fact that the series incorporates a subtle and progressive method of representation in a plot that is cliché and fairly ordinary in the world of teen entertainment makes the show even more amazing. By featuring a South-Asian main character and portraying Indian culture in a show with a familiar plot, “Never Have I Ever” revolutionizes the way in which SouthAsians are portrayed in Western media.
ILLUSTRATION BY ZAINAB SHAFQAT ADIL
Culture 17
Herron leaves 26 year legacy behind After working at ASL for more than two decades, Performing Arts Teacher Buck Herron is leaving the school with a memorable legacy. Former and current students reflect on the impact he has had on them. Imogen Weiss | Media Director Emeritus
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alking down the theater foyer staircase to his office, Performing Arts Teacher Buck Herron said he felt at home. “Somehow I felt more relaxed in that one little walk,” he said. “It was just the excitement of what was happening [and] my appreciation for the [school], because I feel so lucky that I’ve been able to do what I’ve been able to do.” Herron’s journey working in both the arts and teaching was somewhat non-linear. As a college student, he studied both psychology and English, convinced he would pursue a career in psychology. However, after spontaneously deciding to participate in a play, “You Can’t Take it With You,” he said he “fell in love with the camaraderie of what we were doing as a group of actors.” “I just thought, ‘Oh this is the greatest thing that someone can do,’” he said. “When I graduated college, I went to graduate school and it’s there,
that I continued [to study drama].” After having worked as an actor in Los Angeles for 15 years, Herron came to London to participate in “The Las Vegas Series” and decided to stay for longer. Soon after that, a friend of his recommended him to ASL. He then
had made the choice to continue to teach at ASL. “I stayed, and I must say it was the best decision for me because suddenly I was creating more often than I was finding creativity in my acting life,” he said.
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ing a skill-based program “ultimately challenge” his students and help them become better actors. Herron also said he finds it exciting when he sees an actor “grow and take on a challenge.” “[Watching] them become confi-
He’s always pushing you to think about something in a different way. He never lets you settle. Daya Benami (’20) began working at the school as a substitute teacher in the English department. “In the afternoons I would direct the [school] musicals to help out the music director at the time, and after two years they asked me if I’d like the drama position,” he said. “I thought, ‘I’ll do it for a year, it will be good for me’ and that was 24 years ago.” Herron said that he is glad that he
Herron said he feels grateful that the school encouraged him to create his own curriculum. “When I came to ASL, they allowed me to establish a program that was a little bit unusual,” he said. “It’s really modelled after my advanced actor training program which is skill based, looking at voice and movement, script analysis and scene.” Herron said it was “exciting” hav-
dent in making choices on stage [and] seeing them find their voice was always exciting,” he said. Max Olsher (’21) said Herron challenged him to reach his full potential as a performer through the variety of roles he cast him in. “Each year he’s just challenged me to try and become better at acting through roles I may not have been 100% prepared for the first day, but I
became comfortable portraying [by] the end,” he said. “He set very high bars and never let me tell myself that I couldn’t reach them.” Olsher did not have any acting experience prior to auditioning for the production of “Cabaret” when he was in Grade 9. “I never thought I would do acting, [but Herron] gave me a chance by giving me one of the main roles and it completely opened up the world of theater to me,” he said. Riley Steege (’19), who was in the Advanced Acting class and in multiple plays and musicals, said she always looked forward to going to Herron’s classes. “I liked the structure of his classes and the environment he created,” she said. “Acting class was the only class [where] I never thought, ‘ugh I have acting next.’” Steege accredits Herron for teaching her how to be “a smart actor.” “He taught me to really understand why I was doing what I was doing,
PHOTO COURTESY OF BUCK HERRON
The 2019 cast of “Les Miserables” posing for a photo alongside Buck Herron and MS/HS Choral Director Lisa Ross. This was the final musical which Herron directed at ASL.
18 Culture
The Standard
PHOTO COURTESY OF BUCK HERRON
Buck Herron with the 2019 cast of “Prettiest Friend,” which was written by one of Herron’s former students specifically for the Advanced Acting: Play Production class. The play explored topics related to peer pressure and high school cliques. to look at a script and analyze it and analyze a character’s choices,” she said. “He taught me how to deal with the ups and down of what being an actor is.” Similar to Steege, Daya Benami (’20) gained a lot of critical thinking skills from Herron’s program. “He’s always pushing you to think about something in a different way. He never lets you settle,” she said. “I could play a character one way and he’ll say, ‘okay, now let’s try it this way.’ He always makes you look at things from multiple perspectives.” Throughout her time enrolled in Herron’s courses, Benami said she came to realize the power theater has to unite people and spark dialogues, particularly after partaking in the Advanced Acting production of Prettiest Friend in 2019. Herron agrees with Benami and said that theater can “help with awareness and spark change within a community,” and therefore, he chose to put on “edgy” and “unusual” pieces such as “The Picture of Dorian Grey,” “The Laramie Project” and “Avenue Q.” “Theater provides so many different ways of helping,” he said. “Sometimes it’s an escape and entertainment … Sometimes it’s where certain topics are not discussed and so therefore, it’s a safe place to allow someone to comfortably sit and observe horror in front of you ... hopefully [it] pushes people a little bit.” Herron said he’s feels very fortunate that in the 52 productions he’s directed at ASL, the school never censored his work. “We’ve done some very, very edgy pieces of work, so I have to be grateful for ASL who said, ‘Keep going, just keep going,’” he said. Herron said that he is very appreciative of the community’s consistently positive response and attendance of the productions he has directed at the school.
May/June 2020
“Some people have come up and thanked me for doing certain plays,” he said. Herron said when he is directing he always appreciates “the relationship between myself, the actor and the script.” “It’s when those three components come together – the actor, the material, the playwright – that art is created,” he said. “I’ve had moments where I thought, ‘Oh, I never thought the scene would end up this way,’ but it has, not necessarily because of my input, but because of all three fractions coming together.” Elna Baker (’00) said she found Herron’s directing style to be both supportive and constructive. “He would always get the job done but in a really compassionate way,” she said. “He treated me like an adult and like a peer. I felt like my mind was being taken seriously and my passion was encouraged.” Baker said she attributes Herron’s guidance to helping her get into New York University to study drama at Tisch School of the Arts and for laying the foundations of her career in the entertainment industry. At the time, Baker, who comes from a Mormon family, said she felt “a lot of pressure” to do what her family expected and apply to Brigham Young University instead of pursuing her passion for the arts. “I find him to be instrumental in that he fulfilled the role that for many a parent would fill saying, ‘go follow your dreams,’” she said. “He was very hands on and helped me when it came to applying to NYU. He helped me work on my monologues — choose my monologues. He built up my confidence so when I went to audition I felt prepared.” Herron admits at times part of his directing approach can be “blunt,” but he said his tough love stems from his belief in his students.
“For me it’s really important to be direct when I can with students and I think, for the most part, they interpret it as, ‘He means well, he does mean well,’ he said. “‘He does want me to look good and he does want the production to go well.’” With that, Herron said that he has had to learn to be flexible with his directing style in order to accommodate his students’ needs. “I have to be sensitive to what may be going on with them because [there may be some] unusual situations or personal things I wasn’t aware of,” he said. “The connection is always impor-
tant between director and actor.” However, Olsher said that Herron’s “directness” is what ultimately elevated his work as a performer. “You loved him for his directness,” he said. “He broke everything down for me.” During his time at ASL, Herron also expanded performing arts by introducing both dance classes and creating the film festival, a collaborative effort between the English Department, Visual Arts Teacher Erik Niemi’s Video and Animation class, and the Director’s Independent Study. “Dance felt like something we were missing in terms of expression, so I’m glad we have that as part of our performing arts program,” he said. “Also the film component is something not every school has. We’ve produced around 75 films at this point.” However, Herron said that he wished that there were more students who had the opportunity to try drama instead of simpy sticking with one passion. “There are so many students who are married to their instrument at a very early age at ASL, and they don’t want to venture out to drama,” he said. “It’s not to take away from what music offers at all, but I always thought there were so many kids that would have been great on stage but we never saw them.” Whether students pursue the arts professionally or as a hobby, Herron said his ultimate goal is to “help students find their voice so perhaps when they’re in an English class they can just raise their hand.” “If they become actors, how nice,” he said. “But it’s really to give them more confidence, to be less self-conscious, and to be able to find their voice so they can stand up for themselves and express themselves in whatever they do in their lives.” After Herron retires, he said he
plans to travel and hopes to return to directing professional acting. “There’s a lot of the world which I have seen and feel very fortunate to have seen, but there’s also a lot I haven’t see,” he said. “I’d love to go to South America, I’d love to go to parts of Asia.” Herron said that he will miss the daily interactions he has with students and faculty. “In a time of my life where I was at a crossroads debating whether or not I go back to LA, ASL came into
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I feel so lucky that I’ve been able to do what I’ve been able to do. Buck Herron, Performing Arts Teacher my life, and I had such wonderful and supportive faculty and staff and it surprised me,” he said. Herron said that the connections he made with his students have lasted long after many of them have graduated. He said he still remains in contact with many of his former students to this day. “I never thought when I taught them [that] would be the case, but I go to their weddings, almost one a year,” he said. “It’s sort of an extension to my family Steege said she can’t imagine where drama would be without Herron and his contributions. “There would be no ASL drama department without Mr. Herron,” she said. “His legacy and his impact will be seen on the walls of the yellow hallways for so many years, and I hope people recognize and remember that.”
PHOTO COURTESY OF BUCK HERRON
Buck Herron with the 2018 cast of “Cabaret,” one of the many musicals Herron directed throughout his career at ASL.
Culture 19
SPORTS
COVID-19 impacts student athlete Katherine Demetris (’23), a three season varsity athlete, reflects on her athletic life before and after the coronavirus pandemic. Maarya Shafqat Adil | Media Editor
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atherine Demetris (’23) started playing sports at only 5 years old and hasn’t stopped since. Demetris played on the varsity soccer team this school year, was the only Grade 9 student on the varsity basketball team this past winter, and played JV softball in Grade 8. Demetris said that her family inspired her to play sports as her dad and brothers love sports. “I continued because I really enjoyed it,” she said. “It’s one of my favorite things to do and I’ve made almost all my friends through sports.” Demetris said that getting on the varsity basketball team took a lot of hard work.
so going out there, playing in front of a lot of people, I’ve had to learn and become more confident,” she said. However, with COVID-19, Demetris said that her athletic life has changed drastically as she is no longer able to compete alongside her teammates. Demetris said that before the pandemic, she was getting at least two hours of exercise a day, but this has dropped significantly. To exercise, she said she has switched to running and said she feels bored running by herself. “I would rather just run and be back in practice than being at home and running by myself,” she said.
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When you go out there and play an actual game in uniform, there’s just a special feeling. Katherine Demetris (’23) “I was happy that I made it cause I put in a lot of work,” Demetris said. At first, Demetris said she was anxious to start playing on the varsity basketball team. She said she was nervous about not being able to make friends, but these feelings quickly faded. She said that the team was more inclusive, welcoming and encouraging than she thought they would be. “I made friends with these upperclassmen that I was scared of,” she said. Moreover, Demetris said that she uses the competition of these sports as a way to create friendships. “I love being on a team,” she said. “You make so many friends and you make such close bonds.” In addition to making friends, Demetris said that being able to play on these teams has been beneficial to her self esteem. “I’m not a very confident person,
Furthermore, Demetris said that the absence of sports creates more challenges in her life. “When I have sports, I have to be very disciplined about my work,” she said. “I don’t have as much time, but now when I have all of this time, I just tend to get off task and not [be] as productive as I should be.” There are a lot of things Demetris said that she has come to miss. “I miss just playing sports after school, and I miss my team, the coaches, my friends, everything,” she said. “I miss the games. When you go out and play an actual game in uniform, there’s just a special feeling.” Demetris said that this absence of sports, although difficult, has changed her perspective greatly. “I didn’t expect that I would miss all the practices as much as I did, I even miss the bad practices,” she said
PHOTO BY KIRA CRUTCHER
Katherine Demetris dribbles the ball away from an attacker from the International School of the Hague at Canons Park. Girls varsity won 5-0 Oct. 4, 2019. Demetris also said that the current situation has led her to learn to appreciate sports more. “I’ll just appreciate everything,”
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she said. “I’ll appreciate my coaches and teammates more than I already do. I’ll appreciate every single game we have and just everything, just be-
ing able to be out there and play that many times in the week and just appreciate that I’m on the varsity team and I get to have that opportunity.”
Going out there, playing in front of a lot of people, I’ve had to learn to become more confident. 20 Sports
Katherine Demetris (’23)
The Standard
Running teaches lessons that extend beyond track Sports Editor: Online Jasmin Taylor explains how track and field has strengthened her character and revealed the importance of perseverance, both inside and outside the sport. Jasmin Taylor | Sports Editor: Online
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anting to win is part of my DNA, and if I am not performing at my best I am not satisfied. In a sport like track and field, winning and improving after every single race is difficult and not always possible. For me, every race is just me against myself: the hardest person to beat. My true adversary lies within myself – in my ability to flawlessly execute the motions I go over so many times during practice. Under the pressure of the clock, the gun and the seven other girls beside you, it’s hard to master your nerves and emotions. In the short sprints, one mistake alone can snatch away any hopes of a gold medal. Unlike some other sports, in track, you cannot win by exploiting the weaknesses of your opponent. It’s just you, in your lane, running your race.
track and field ISSTs in the spring. Until the 2019-20 school year, track and field ISSTs were divided into U14 (JV) and U18 (varsity). So there I was, a middle school student, competing against high school students in my first competition overseas. I was a bucket of nerves to say the least. On day one, I placed fifth in the long jump finals (which didn’t bother me because jumps aren’t my primary discipline), but I was elated to have made finals in the 100m, 200m and 4x400m relay. Day two began with the 100m finals, the most stressful race I compete in. The 100m is the most popular and prestigious sprint, and one of the most competitive events in track and field. But for an event so coveted, it is not as strategic as others. From the moment the start gun
quickly with time; other times they require more serious measures like surgery. Thankfully, my torn muscle didn’t require that, but for weeks it hurt to even walk up the stairs. Tearing a muscle vital to hip extension meant I couldn’t balance on one leg or lift my knee higher than shin level without pain. As a result of this injury, my knee on the other leg overcompensated and also became strained. Running was definitely out of the picture, and I couldn’t return to the sport I loved for six months. The feeling of having track snatched away due to injury is akin to how I feel now that sports have ground to a halt due to the COVID-19 pandemic. Knowing that the track is a 40-minute TFL journey away, but having no way to get there that does not put the health of myself
“THERE IS NOTHING LIKE THE FEELING OF STANDING AT THE TOP OF THE PODIUM.” PHOTO COURTESY OF NATALIE COSTELLO
Despite my strong drive to win or run a personal best every race, not every race is perfect. I have definitely slipped up in the past, such as the 100m ISST final last year. I came up from my drive phase (first 30m of the race) too early, causing me to lose vital time and distance to build up speed. Although I could have made up the lost distance if I remained calm, I panicked and started to tense up, which isn’t favorable in any sport. The race ended in a disappointing secondplace finish to someone I had beaten in the past, and although I definitely value the silver medal, it was a downgrade from year before. Every race is a lesson to learn from, so that situation should not happen again. Even though I sacrificed a gold medal then, that experience may help me win another one in the future. In Grade 8, I was part of one of the groups of middle schoolers to attend
goes off, every step is like a hammer driving a nail into the track. Pow. Pow. Pow. Drive. Drive. Drive. It’s a race exclusively about technique, power, speed and leg turnover. In the way the 3000m is a test of stamina, the 100m is a test of who can maintain maximum velocity after the drive phase. So in a race that banks on your ability to run in a straight line as fast as possible, when you tear a muscle in your hip mid-race, as I did in the 100m finals my first time at ISSTs, hopes of success in that race and for the rest of the season vanish immediately. I returned home from ISSTs proud of the team for placing second overall, but nonetheless distraught to be carrying an injury, my first one at that. Injuries can be one of the greatest setbacks an athlete can face. Sometimes they are small enough to heal
PHOTO COURTESY OF NATALIE COSTELLO
Jasmin Taylor (’21) (third from the left) starts the 2019 track and field ISSTs varsity 100m final. She finished second in the finals.
May/June 2020
and my family at risk is just as much of a barrier as the injury was. After my injury, the only thing that kept me going is thinking about the future, and I have found myself applying the same principles to my life now. Whether it is next month, later in the summer or next season, I will get the opportunity to compete again. And even sooner than that, I will spike up on the track again. However, I find solace in the fact that now I’m not going through this hindrance alone. All over the world, athletes of every sport and gender are grappling with losing the sport they love in some form for the time being. As athletes, when faced with adversity, we must make the most of what we have. Although my workouts are now adapted to suit a garden or park environment, instead of the usual track and gym, I recognize how important it is to continue working hard and staying dedicated to my sport. I can’t quit training now because what if there are other girls in the country who are still training, still working hard? If one day I race against them, I don’t want them to have the upper hand. When I was recovering from my hip injury, I spent days reading up on how to strengthen muscle, types of treatments and how to massage the newly forming scar tissue. Then, during the winter when I was healthy, I trained extensively, knowing that I wanted to be on the podium at ISSTs the next year. The hard work paid off: I won gold, achieved school records, in the
Jasmin Taylor receives her varsity 400m gold medal at the 2019 track and field ISSTs. It was her fifth track and field ISST gold medal. 100m, 200m, 4x100m relay at ISSTs, placed first in the 4x400m relay, and was awarded the ASL coaches award at the end of the season. Overall, the whole team and the JV girls also won ISSTs. There is nothing like the feeling of standing at the top of the podium, especially after spending so many hours killing yourself on the track, so I cherish it. Literal blood, sweat, tears and even vomit – which always concerns non-runners, but if you’ve never thrown up at practice are you even doing it right? – gets shed on the track, just to feel that indescribable sense of joy and achievement after
you win or the satisfaction after running a personal best. I felt blessed knowing I did everything in my ability to prepare for my comeback at ISSTs in my freshman year, and that when the time came, it was more than enough for me to reach my goals. With that being said, whenever you start something new the beginning is tough. It may seem like all the hours you put in to improve are just a waste of time, but if running has taught me anything it’s that the results of perseverance will show eventually and shine even brighter than expected.
PHOTO COURTESY OF NATALIE COSTELLO
The 2019 track and field ISST team stand together after the medal ceremony. Overall, the team won ISSTs, with varsity and JV girls placing first, varsity boys placing third and JV boys finishing sixth.
Sports 21
How ASL eagles ended the sports year: 2019-20 sports recap With the 2019-20 school year coming to a close, athletes reflect back on fall and winter sports. Maarya Shafqat Adil | Media Editor
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BOYS SOCCER
oys varsity soccer captain Jonathan Novak (’20) said that he felt that the team grew a lot throughout the season both “as players and as a team.” The team enjoyed more wins than losses. “It was a lot of fun, we had a really good time together,” Novak said. “It was a good season apart from ISSTs, which didn’t go to plan.” Boys varsity soccer finished eighth at ISSTs and were relegated. Novak said he was upset considering it was his really last year on boys varsity soccer. “[It] was one of those things about sports, I was obviously gutted about the whole thing, I still am, but sports are sports and life is life, sometimes things don’t go your way so you just have to take it on the chin and keep going,” he said. The boys JV soccer team started the season undefeated, and were “excited to travel to Brussels to play,” captain Jay Heyman (’21) said. Heyman said that this trip, which they named the JV tour was a good experience and taught them a lot. “Playing against the varsity taught us about our team dynamics and showed us what we needed to do in order to improve,” he said. Later in the season, the team secured a fourth place finish at LSSAs. Heyman said.
• Kira Crutcher | Sports Editor: Print • Jasmin Taylor | Sports Editor: Online
“We played in the rain during LSSAs and beat Cobham,” he said, “Unfortunately, we lost our third game and were knocked out, but beating Cobham was all we needed.” JJV boys soccer team captain Brandon Likola (’23) said he felt that the boy’s JJV soccer team didn’t start the season off the best, but improved throughout. “When it got to the end we got a lot better, we were making jokes and having fun, so we became a real team in that sense,” he said. “In the beginning, we were just solo players, but in the end, we became an actual team,” Likola said. They placed fourth at LSSAs.
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GIRLS SOCCER
irls varsity soccer captain Lousia Linkas (’21) said the team had a great season with lots of wins leading up to ISSTs and that the tournament was very successful. “We had a very exciting ISSTs, scoring tons of goals and getting creative on the pitch,” Linkas said. The team made it into finals but lost in a penalty kick shootout. Linkas said that the team has a promising future with many underclassmen talents “The team was very young and talented and we worked really well together and did great things, so we are
PHOTO BY KIRA CRUTCHER
Louisa Linkas (’21) takes a corner kick against The International School of the Hague. The girls varsity team won 5-0.
22 Sports
looking forward to what that brings us in the future,” she said. Girls JV soccer captain Cecelia Muecke (’21) said the team had an amazing season despite some of their results and finishing LSSAs in fourth. “We can all really say now that the true measure of our season was not the number of games that we won, but all the moments that we spent together laughing and bonding,” she said. Having only four returning players, the girls had to get used to playing together. “We ended up having a really close-knit team and it was a really fun time whenever we were all together,” Muecke said.
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BOYS VOLLEYBALL
espite having a young and new team, varsity boys volleyball finished third at ISSTs. In addition, many varsity players also played on the JV team. Although a majority of the team was new, JV boys volleyball went undefeated almost the whole season. Captain Calvin Jacobs (’23) said he felt the team was able to grow throughout the season. Over the season we really bonded and we ended up going almost undefeated the whole season,” Jacobs said.
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GIRLS VOLLEYBALL
irls varsity volleyball placed second at ISSTs and only lost two games during the season. Captain Lindsay Harris (’20) said it was “probably one of our best seasons we’ve ever had since I’ve been on the team.” Captain Taylor Lewis (’21) said the JV girls volleyball had a “really amazing” season. They ended their season by winning LSSAs. “Which is of course exciting,” Lewis said. She said they grew a lot throughout the season. “It was really cool, especially for the older girls on the team, to see everyone grow and improve, and to end the season as a real team who worked together very well,” she said. Girls JJV volleyball won LSSAs. Captain Iulia Savescu (’22) said the team did not have strong connections at the beginning of the season. “The divide in the team was shown as we lost our first couple of games,” she said. However as the season progressed, she said they grew closer. “With practice and bonding, everyone was able to refine their own skills as well as become a better team player,” she said.
Savescu also said she credits this development and success to their coach, Luca Toth.
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FIELD HOCKEY
aptain Mackenzie Morris (’20) said the loss of Coach Randy Richardson over the summer was difficult for the entire team, but that they came together throughout the season. “Although we entered the season with the loss of our coach, our team motivated each other to play to the best of our abilities and work together, where our skills dramatically improved and we were proud of our efforts on the field hockey pitch,” she said. The team finished fourth at an end of the season international tournament.
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CROSS COUNTRY
he cross country team finished the season with an overall fourth place finish at ISSTs. The girls team won gold, with Madeleine Ashton (’21) placing sixth and Maddy Whitman (’22) winning bronze. The boys team finished seventh with Lorenzo Collier (’22) placing 16th. Captain Elijah VanderMolen (’20) said that he believes that this was the team’s best season ever. “This year our roster was filled to the brim with kind, outgoing and passionate individuals,” he said. “Everyone was ready to run their hardest, always
PHOTO BY EMILY FORGASH
Varsity girls volleyball players celebrate after winning a point against Cobham Oct. 16, 2019. The team won 2-0.
The Standard
PHOTO BY MADDY WHITMAN
Athletes run after the gun signals the start of the LSSA cross country championships, hosted by Cobham Nov. 2, 2019. Tarika Roy placed third in the varsity girls category and Luke Martinez placed second in the JV boys category. pushing themselves to perform better. It really felt like everyone was friends on the team.”
SWIMMING
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he swim team finished first and second place at most of their races, and second place in the replacement ISST tournament. Captain Lorenzo Collier (’22) said he felt they had a good season. “This season went really well for us and was diverse through ages,” he said. They even brought some middle school students to meets. “It was people of all ages swimming together” Collier said. He said that a favorite memory was when the team raced against their coaches, who beat them.
GIRLS BASKETBALL
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fter losing the first game of the season, girls varsity basketball went undefeated. Captain Natalie Vann (’20) said that this season was different to any she had previously experienced, and that they really grew as a team. “We meshed really well on and off the court, and had so much fun getting to know each other, spending time with each other and playing with each other,” she said. Because of the COVID-19 induced lockdown, winter ISSTs were cancelled. Vann said she is upset about the cancellation because she thinks the team would have done well. “I was definitely sad about the end of the season because I know we would have crushed ISSTs, but I feel fortunate to have had such a wonderful time besides that,” she said. Girls JV basketball won LSSAs and beat The International School of Brussels both times in back-to-back games when they visited ASL Feb. 7-8. Captain Solenne Jackson (’21) said “The basketball season this year was really great.” Jackson said she felt the team grew a lot throughout the season both as players and as a group. “At the beginning, not everyone knew each other, but by the end it was clear that we were a team, that we worked really hard and worked well together to achieve our goal,” she said.
May/June 2020
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BOYS BASKETBALL
oys varsity basketball started their season with a 12-game winning streak. Captain Darby Craig (’21) said that despite the young age of the team, he thought they were good. “Most of our starters were underclassmen, but we had a lot of expectations going into the season because we knew we had a good team, but we didn’t think we would have that kind of start,” he said. “In some ways [the season] was a disappointment because we didn’t get to finish what we started.” Craig said the team also did “really well” in a round-robin tournament in Dusseldorf against The International School of Brussels and Zurich International School when they came to ASL, and beat Cobham twice, which is “always satisfying.” Boys JV basketball had a “great” season “winning almost every single game,” Captain Rohit Venutrapalli (’21) said. “Everyone played a lot,” he said. “We all had really good team chemistry and had a lot of fun, it was a great bonding experience.” Venutrapalli said the team spirit helped the team secure first at LSSAs. Losing their final game by just one point, JJV boys basketball finished second at LSSAs. Captain Owen Steege (’22) said their season was a progression and their work was met with good results. “[It was] very successful because of the hard work that every player put in,” he said. “That hard work rewarded us in the end because we came close to winning LSSAs, even though there were some people on the team who had never played basketball.”
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CREW
aptain Alice Bake (’20) said that Performance Crew’s biggest struggle this year was getting to the races as weather and lockdown caused many to be cancelled. “So many of our races have been canceled, especially the ones we’ve been working towards all year like Nat[ional] Schools [Regatta], Henley Women’s Regatta and Henley Royal Regatta,” she said. Several students rowed at the Head
of the Charles Regatta and Claire Graham (’21) won Scullers Head of the River Race. Development crew had several timed trials against neighboring boat clubs throughout the year. They were captained by Leyth Sousou (’22) in the fall season. Sousou said that overall the season “was a fun experience where [people] interacted [who] would likely not have talked otherwise.”
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PHOTO BY EMILY FORGASH
Darby Craig (’21) shoots a layup against Lakenheath at the homecoming game. The team won 57-48 Jan. 10.
DANCE
aptain Mia Harrell (’22) said that the dance team had several performances throughout the season which “went well.” She said that despite the unusually small team and the fact that the season was cut short, it “was enjoyable and a growth experience.” Some dancers had no experience prior to the season, but Harrell said they improved a lot throughout.
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RUGBY
his year there were multiple changes made to the ASL rugby program. For example, games switched from rugby fifteens to sevens. In addition, the team had a new coaching staff. The International School of Brussels hosted a rugby sevens tournament, and ASL won three games and lost one. When ASL hosted a rugby sevens tournament, they won two games and lost one.
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COMMITMENTS
everal students have committed to playing sports at their respective universities for the upcoming school year. For swimming, Lauren Brantley (’20) will be competing for Rice University. Jackson Olin (’20) will be swimming at Boston University. Anna Podurgiel (’20) will be attending Brown University next year. All will be competing at the Division One level. Jack Wilkin (’20) has committed to rowing Division One next year at the University of Pennsylvania. Jonathan Novak (’20) will be playing Division Three soccer at Amherst College in the fall.
PHOTO BY KIRA CRUTCHER
Maddie Wilkin (’22) takes a shot at the homecoming game against Lakenheath Jan. 10. The varsity girls basketball team won 62-9.
Sports 23
SPORTS
Community reacts to closure S
ince the announcement of the school closure March 13, students and faculty have been working from home through the Distance Learning Plan. Members of the community share their reactions to the closure of the school for the remainder of the year, which was announced May 4. Read more on page 11.
The school, usually filled with students, faculty and staff, now remains empty due to the COVID-19 pandemic. End of year traditions like graduation have been altered to comply with government guidelines. PHOTOS BY ELLA PODURGIEL
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