Ascent issue No.3 by Shanghai American School

ASCENT

The Magazine of Shanghai American School â&#x20AC;&#x201D; Issue No. 03

A New Perspective

> S T A N D A R D S O F B E A U T Y ( P. 2 4 ) > L I F E I N T H E T H E A T R E ( P. 3 8 ) > B E Y O N D T H E D A Y J O B ( P. 4 8 )

SHORTS

F E AT U R E S

p.16

> T H E N I N E ( P. 1 4 ) > A L U M N I I N T E R V I E W ( P. 3 6 ) > BEST FIT

( P. 4 6 )

Editor in Chief Abigail Torres

A S C E N T: T H E M AG A Z I N E O F S H A N G H A I A M E R I CA N S C H O O L

Managing Editor Kelsey Heeringa

Ascent is a partnership between the students of Shanghai American School and the

Art Director Lisa Knight

life at SAS, always seeking perspectives from within our community that dig into the

Designer Jasmine Jin Editor Amber Broekmans â&#x20AC;&#x2122;19 Intern Anderson Luan â&#x20AC;&#x2122;19

Marketing and Communications Office. We aim to give an authentic snapshot of excitement, challenges, and real heartbeat of our school. Want to be part of it? Email us at: ascent@saschina.org P U D O N G C A M P U S : 1 6 0 0 L I N G B A I R O A D , P U D O N G D I S T R I C T, S H A N G H A I , C H I N A , 2 0 1 2 0 1 . T E L : 6 2 2 1 - 1 4 4 5 . P U X I C A M P U S : 2 5 8 J I N F E N G R O A D , M I N H A N G D I S T R I C T, S H A N G H A I , C H I N A , 2 0 1 1 0 7. T E L : 6 2 2 1 - 1 4 4 5 .

WRITE THE CAPTION Looking for your most creative captions to go with this artwork! Winning lines will be featured in the next issue. We are also taking image submissions for the next round of Write the Caption! Send it all to: ascent@saschina.org

YA W E

HIEDA

“ Fox News: Backstage ”

— A K I YO TA N I ’ 2 5

Runner-ups include: “Stand up for yourself.” “The Real Food Chain.” “Lion about my work.”

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LAST ISSUE’S WINNING CAPTION

“So much for natural selection.”

I S S U E N O. 0 3

Features 16 30

FAVO R I T I S M

FA S H I O N FORWARD

LIFE IN THE T H E AT R E

B E YO N D T H E D AY J O B

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S TA N DA R D S OF BEAUTY

Inside SAS

14 22 34 36 46

USING OUR VOICES

THE NINE

A D AY I N T H E L I F E

PEER PRESSURE

ALUMNI INTERVIEW

In Each Issue BEST FIT

08 10

28 45 52 54 55

HUMANS OF SAS

STUDENT VOICES

A CLOSER LOOK

DEAR JUNO

N E W S + U P DAT E S

HOROSCOPES

EAGLES IN FLIGHT

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WRITE THE CAPTION

Using Our Voices

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BY CYNTHIA WANG ’20

I never got what being a journalist entailed. I’ve been on the receiving end of journalism, but until recently had never considered writing news - school news, in particular. Now, I’m a news writer for Pudong Press, and here is why students using their voices, and a school newspaper in particular, matter. In a world where echo chambers, biased “news” sources, and constantly shifting opinions are all the rage, it is important to practice non-biased writing. Years of debating taught me that: it all comes down to perspective. Writing news has taught me how to be the “middleman” between the event and the reader, and how to recognize bias. It reminds me of how readers of Pudong Press won’t be living under a rock like the middle school version of me; with an awareness of school-wide events and opportunities, the SAS populace will gradually become more of a community. It has helped me in developing a sensitivity to reading any form of literature: to consider the author’s background, compile possible perspectives, and weigh his or her arguments. It will continue to lay down the metaphorical cobblestones on my path towards contributing to a more conscious school community, towards true global citizenship, towards the mystical realm of real journalism. As boundaries between peoples, communities, and countries fade, the distinctions between the leaders and the youth of today become nothing but clear. Why do adults have more power than us in shaping the world that we will grow up in? Shouldn’t we take matters into our own hands and at least try to decide for ourselves a system that’ll work for us - us being the whole of Generation Z, from the citizens of the Global North to the Global South? I remember watching a TED-Ed video on understanding power, and it said that to properly conduct power, one must “read and write power” first. To read power is to spot power dynamics in every article, every crisis, every socio--economic disaster. It is by reading power that one recognizes the ways in which power compounds, spreads, and flows over time. How it works, what it complements, the mechanics of your operation of

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global citizens.

it. To write power is to practice utilizing power, to weigh the sword in your palm, to figure out how it works alongside you, a group, a community, a country. Reporting, in essence, is a form of “writing power.” You identify the power dynamics within key issues, laying them before you like a storyboard. You arrange the events, key players, and dates until a comprehensible story surfaces; a reliable one with the facts any reader would need to analyze the respective event. Today, we want the power to evoke change. Today, we’ll start reading power, we’ll practice writing power, until we become the politicians of tomorrow. Specifically, going from writing opinion editorials to news articles has allowed me to stop writing lackluster reflections on my weekly experiences and to start writing (sort of) trustworthy content. Model United Nations taught me the ways of cluttering my resolutions; Pudong Press taught me the ways of (mildly) de-cluttering my writing. It’s a bad habit, but news calls for concision and objectivity. Whenever I finish an article, I send it to our Student Editor for approval. She gives me tips on avoiding bias: like using “said” instead of flowery verbs that can blur your facts and potentially confuse the reader. At a weekly club meeting, she said, “basically with news, the more paragraphs there are, and the shorter they are, the better.” No more 1-paragraph-per-page business; you are now the omniscient narrator, the minimalist photographer. Frame your story in the simplest of frames, because it’s the events, quotes, and statistics that are in the spotlight. We can now play a role in local, regional, or even global politics. Let your readers take what you say for granted, and let them form their own perspective before you blast them with your oh-so-important opinions. Lessons like this help me be a better writer, but also a better, clearer thinker. School newspapers matter, to me and to you. SAS Pudong campus has Pudong Press uploading articles every Friday on pudongpress.wordpress.com, while SAS Puxi campus hosts The Echo at echosas.blogspot.com. Let’s all take a step towards becoming local, regional, and

HUMANS OF SAS HUMANS OF SAS, INSPIRED BY THE WORLD-RENOWNED PROJECT “HUMANS OF NEW YORK,” HAS THE AIM TO PHOTOGRAPH, I N DA I LY L I F E , A S A M P L I N G O F PEOPLE WHO MAKE UP OUR C O M M U N I T Y.

BY G A B R I E L L E Z H U ’20, P U D O N G CA M P U S + D O N N A Q I ’19, P UX I CA M P U S

MARTIN ’28

When I was in first grade, I wanted to be an astronaut, but then they don’t do that a lot anymore. So then in second grade I thought about being a scientist… but then I started thinking about being an author. I have a lot of choices in my mind, but these are the two choices that I’m stuck with… scientist and author. If I become an author, I would write about my own adventures, because

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I like Tintin books very much, so I kind of want to write adventures about myself.

ANDREW

in Hong Kong. When I found out that my time was 36.66 seconds, I was really surprised, especially since I went to the swim meet without even thinking about the record. Even though it means that I have less time to do other things that I enjoy, like reading and writing, I still swim a lot and I'm still on the school’s swim team.

Honestly, I kind of fear success. After succeeding once, the pressure of achieving that same success just follows you everywhere. Earning 100% on a math test means that everyone around me would expect the same score on all my following tests. It creates high expectations that I don’t know if I can follow through on. It only warrants the nagging thought of “what if I fail?” which is quite distracting. In the end, I don’t think success really means anything—in fact, failure itself is important. I’m unsuccessful at math and all around quite average, but I am happy, which is probably more important.

CLAIRE ’21

I’m so grateful for our community and our really close friends here. Moving halfway across the world is one of the most intimidating things to do, and we have children on top of it. There are just so many unknowns. The people here so take care of our children when we needed to be away. The understanding of the common experience that we’re having, and the willingness to support each other, there’s no way I

MRS. LAURA

could do this without that.

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willingly took us in, whether to help us find good sugar or

WOLF 09

’24

When I was eight, I broke a thirteen-year-old swimming record for the 50-meter butterfly

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B Y O R I A N A TA N G â&#x20AC;&#x2122; 2 1

It is never easy to step out of your comfort zone.

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circumstances change. At a vital moment of match point, Emilie had thought, “I’m not going to be lobbed anymore, so what should I do?” This time, she stopped a few steps earlier. When her opponent hit a lob, the ball flew towards Emilie within her reach. She turned, bent her elbow, reached up, and sent a smashing overhead into the court. We gasped and clapped and cheered. In the next few points, Emilie adjusted her style of playing to fit her opponent. “You’re faced with a problem,” she reflected after the match. “If you try a tactic and it doesn’t work, then you should switch to another one, or else the results will be the same.” Adaptable describes the students of SAS — we are quick to learn, no matter from teachers, peers, or even opponents. We adapt quickly from middle school to high school and form fresh habits. When new students arrive, we form new friend groups. We are open to change. Like most clichés, the story finished with a happy ending: a victorious match for the Eagles. But this story was absolutely not a cliché, and this match was a special one for Emilie as well as all Eagles. It taught Emilie what to do if things aren’t going your way, and it also made us realize the adaptability of our SAS community. In a constantly changing 21st century, much can be gained from learning to adapt.

A tennis match can reveal many things about people. Amongst the cheering voices of “GO EAGLES!”, one intense match told a story of adaptability. “Five five,” Emilie Guan ’22 called out the score in a steady voice. She bounced the ball a few times, tossed the ball lightly, controlled, and swung her racket. This routine is no stranger to tennis players; we all like to perform this set of actions before a serve. Familiarity is comfort. Just like outside of tennis courts—we have habits, friend circles, and comfort zones. The “swish” of the racket was sharp. After a few rounds of consistent forehand hits, Emilie ran forward, as usual, expecting to finish off the point. Then her opponent hit a lob. Emilie stretched for it, but the ball sailed above her and out of her reach; it landed in the empty court behind her. It is never easy to step out of our comfort zone. In trainings and practices, we always volleyed at the net, so Emilie’s opponent’s lob took us by surprise. Emilie fought for it in the next points, dashing to the net, split-stepping, and preparing to volley. But every time her opponent’s lob soared over her in a high parabola. “You can do it, Emilie!” My friends and I watched, on edge. Emilie breathed deeply and looked up with determination. Familiarity is comfort, but

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In life there are changes, some planned and some spontaneous, but how you get adapted is the important thing. There is no such thing as “unadaptable change.” Change is common in life, and at SAS we tend to accept it with confidence. Sami Rearick ’20 spontaneously moved across the world because of her parent’s job when she was fourteen. She was born and raised in a particularly non-diverse town in Hebron, Connecticut. There were only 10,400 people in town, 95% white, so when she heard she was moving to Shanghai, one of the most globalized cities in the world, she didn’t know how to react, considering the culture and language barriers. She had no clue about China, and guessed it was an exceedingly undeveloped communist country. However, her move to Shanghai was a turning point in her life. Her poor expectations of Shanghai were proven abundantly wrong, and she is now one of the biggest fans of the city. In Connecticut, she went to a huge public school, and in addition to this, SAS was different in various ways. Before she moved, she didn’t expect the huge diversity of SAS, so she was surprised by how so many cultures could share each others’ experiences and get along. It was her freshman year when she failed a test for the first time ever in her life. She walked out of geometry class thinking she did all right, but she got an F, and that was the moment which pushed her to take her classes more seriously. Before she moved here, she was a decent student who had never failed any kinds of tests, but her failure on her first ever geometry test pushed her ego down, which motivated her to work and adapt to the new curriculums. She accepted the challenges and changes rather than giving up, and now she is very capable of balancing all her academics

with other activities. Starting from her first year, she accepted the changes, grew, and broke stereotypes. She adjusted to the SAS community quickly, feeling more comfortable than at her old school. Like any foreigner, Sami also had to deal with the culture and language barriers. At first, she was not interested in learning Chinese, but her miscommunications with taxi drivers made her accept changes and learn Chinese, and she became one of the fast learners in her Chinese class. She enjoys speaking the language and is always eager to learn more about Chinese culture. During her sophomore year, she also was a star in “Pudong Rocks,” an annual talent show. It was her first ever solo performance in front of such a large audience and it brought her a sense of joy when she got a lot of appreciation from others. The experience also built her self-confidence, which is also one of the best and most valuable pieces from her time in the SAS community. When she first moved, she definitely saw herself graduating from SAS Pudong. However, another life journey is now waiting for her. Sami moved after her first semester of junior year, as her parent’s job got transferred. But she isn’t letting the new journey bring her down; she now knows from experience to accept it with positivity. She now attends school in Florida, USA, and even if she will miss every part of the SAS community and Shanghai, she is excited about the new change. She definitely will be visiting Shanghai later in life, maybe with her own future kids, proudly showing them where she spent the first few years in high school. Sami Rearick will begin her new journey across the ocean, to chase her dreams, leaving us with the message, “nothing’s final until you are dead.” Farewell.

BY VA LE N C I A PA R K ’ 2 0

She was surprised by how so many cultures could share each others’ experiences and get along.

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THE INVISIBLE PEOPLE OF T H E N E A R LY I N V I S I B L E C I T Y W H E E L I N A B I R T H D AY C A K E L ARGER THAN MY HEAD. “SURPRISE! WE REMEMBERED.” THE FIRST THING I NOTICE IS T H AT T H E C A K E I S U N D O U B T E D LY AMERICAN. EVERYTHING FROM ITS BUTTERCREAM TO THE CURVING SERIF NAMES WRITTEN U P O N I T S S U R FAC E CA R R Y A D I S T I N C T Q U A L I T Y. W E S T E R N . T H E C A K E I S C R E A M Y A N D S W E E T, A P E R F E C T R E P L I CAT E O F I T S W E S T E R N C O U N T E R PA R T S . T H E H A P P Y B I R T H D AY SONG BLASTING FROM THE INTERCOMS IS OF COURSE IN ENGLISH... WE’RE IN C H I N A , W H AT E L S E W O U L D I T B E ? ? MY HOTEL ROOM HAS PLUSH PURPLE V E LV E T H E A D B OA R D S , G O L D AC C E N T S , AND UPHOLSTERED CHAIRS. THE COMBINED EFFECT IS REMINISCENT OF A REGAL

T WO O I L PA I N T I N G S S P O R T I N G E N G R AV E D W O O D E N F R A M E S H A N G I N T H E B AT H R O O M . W E S T E R N . T H E S O U V E N I R S H O P T H AT S U S TA I N S L O CA L FA M I L I E S S E L L S TAC K Y K E Y C H A I N S

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A N D T H E K I N D O F TO U R I S T P O S TCA R D S YO U S E E I N U. S . G A S S TAT I O N S . A L L W E S T E R N . M O R E W E S T E R N . O N LY W E S T E R N . 120 NINTH GRADERS AND 15 TEACHERS ARE IN WUYUAN, A SMALL CITY IN THE JIANGXI PROVINCE. B U T I F YO U H A D N ’ T K N OW N A N Y B E T T E R, M I G H T 14

H A V E T H O U G H T W E W E R E I N T H E W E S T.

BY SHERISSA WU ’22

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In September of 2018, the entire freshmen class of Shanghai American School's Pudong campus embarked on a five-day long journey to immerse ourselves in culture and a world outside the limitations of our bubbled city. We were the first class experiencing TheNine. We were introduced to things we’d never seen or heard before: The Nuowu opera, the preserved Yu village that for hundreds of years maintained an architectural beauty, and the daily agricultural routines that lives were created around. But we were also met with tiny cultural norms that bore uncanny resemblance to the very culture and city we had just left. One of the most unique activities we witnessed was the Nuowu opera. As 30 students and teachers sat in an arc around two elderly locals performing their tradition for us, their story of a slow but sure loss of their culture was heartbreaking to hear. The young men and women who usually would have been tasked with carrying on the legacy were in cities searching for work, or working at tourism sites. The old-fashioned crafts that they had grown up with were being forgotten for water raft rides and gaudy attractions. Was this the role we were meant to play? Ambassadors of the popular culture? A small portion of a larger group who come to places like these not to cherish the abundant culture, but to replace it? Through many nights of reflection time, the teachers provided us with many probing questions… should practices like the Nuowu opera even be preserved? Should we continue to care for villages like the Yu? At what point is culture’s own cost of culture too much to pay? Culture and progression can not be defined easily. However, they can be represented in the abstract. A hike we went on in Wuyuan was scenic, and the views were pretty, but it can be used to illustrate a deeper truth. The weeds, the dirt, the stone, the ground, can all be tied back to this idea of culture, or more accurately, the loss of it The mountain hike was beautiful. Surrounding rice paddies, plump for harvest, were organized in tiers - a ripe green vastness that was only interrupted by the darker forests. The terrain was paved, but with unevenly cut stones and tiny flowers growing along them. Planted in neat rows, their vibrant succulence stood in stark contrast to the worn path. We came to see the flowers, because we wanted to see a different world. We were also met with weeds, perhaps a natural mirror of ourselves, showing us the truth. The weeds, much like the invading common culture, snake out of the common earth. They siphon resources from the ancient soil, choke the traditional, and creep along the local carefully-set stone path. The new culture weeds press on, eroding the structural integrity of the stories and lives passed through generations. These are the stories that make up our world. These are the narratives that really tell us how much we’re losing. It’s the story of the western birthday cake, it’s the story of the Victorian velvet headboards, and it’s the story of the weeds underfoot. These are the stories that tell of worlds of culture, being lost. At the end of the Nuowu opera performance, we asked the locals what their hopes were. They said that they were happy to see us, because their goals were simple. Go back to Shanghai, they said. Spread the news of our tradition. Don’t let it die with us. These lines particularly resonated with me, because that was what our teachers were trying to get at all along. From the moment we got on the train to see all this culture, the reason why we came was clear: the two elderly men asked us to spread the word. I know that with our stories and voices we will. We will spread the word, because the goal of TheNine is just that - to celebrate, to pass on, and to remember.

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MIA CHEUNG ’21, PUDONG CAMPUS

E DDY XU ’ 21, PUXI CAMPUS +

Real Imagined?

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Favorit [ ]

ism. “Fortunately for serious minds, a bias recognized is a bias sterilized.”

The hallways and classrooms of every school - especially a school in which grades are sometimes held as a personal god - are perpetually filled with both students complaining that “teacher X hates me” and teachers swearing that they “don’t play favorites.” The problem is that, logically, both sentences form a paradox - or do they? On this subject, there seems to be a fundamental clash in education between the perspective of students and teachers. This dichotomy of real vs. fake bias is almost impossible to settle there are just too many competing factors in the classroom - but what can be analyzed is the pure perception of bias. Here, we take a look at three hypothetical scenarios that are often cited as evidence for bias, with teachers and students from Pudong campus and Puxi campus sharing their opinions on the role (or lack thereof) that favoritism plays in these classrooms. The hope is that students can lessen their perceptions of bias, teachers can notice trigger actions that give the appearance of favoritism, and the school can help foster communication between everyone. By analyzing the same situations, students and teachers, and you the reader, have the opportunity to bridge gaps between understandings and move forward together.

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— B E N JA M I N H AY D O N

F E AT U R E

[Scenario 1]

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Extroversion and smooth-talking are John’s middle names. John Extroversion Smooth-talking Smith is always the one to start the conversation, crack jokes in class, and talk to Mr. Teacher about the recent Broncos game. Johns are particularly strong in certain classrooms while having more apparent areas of growth in others; the commonality between all their classes is that they have an unwavering, undeniably impactful presence in the classroom. However it looks from John’s seat, the classroom surprisingly has 17 other chairs, each occupant with their own interpretation of what is happening. An observer in the second row notices two things: Brandon Quiet Keepsto-himself Jones being quiet, while John is being loud. The teacher interacts a lot with John, while Brandon sits in the corner without getting a word in all class. There have been times the teacher exclusively asks John to answer questions, goes straight to John to check on his work, or even just uses John’s name when telling a joke. Mr. Teacher also breaks the class into groups a lot, where John can always reign supreme leader of his. Yeah sure, Mr. Teacher might offer Brandon sticky notes as an alternative to questions in front of everyone, but overall, it looks like John’s experience in the classroom is definitely different than other people’s. What’s happening here?

This particular classroom dynamic seems to be very familiar to students. However, not everyone instantly recognizes it as an example of favoritism or bias. “I feel like a conversation is always both ways,” says Steven Shi ’19. “For someone who is always quiet in the class, the teacher may just think that they don’t want to be asked. The teacher wouldn’t try to go against what the student wants.” Furthermore, students even discussed the possibility that “a teacher’s treatment toward other students depends mostly on how much extra effort they are willing to put in, regardless of favorites,” as said by one junior. Overall, it’s commonly recognized that teachers can and will engage more frequently with those that exhibit high energy. The effect though, seems to be that those who are by character more quiet might feel (or look like they feel) detached or under-prioritized. Students seem to believe that in these moments, the teacher still holds the responsibility to create an environment inviting for everyone, regardless of their outgoingness. Lindsay Land ’22, says, “I do think that equal amounts of attention should be given to all students, because even if Brandon doesn’t talk, he should still feel

that he is a part of the class discussion.” Others echo this sentiment, such as one freshman that shares that, “I’ve had teachers who seem to ignore Brandons like me all the time. When that happened in middle school, I would slowly stop caring about their class.” Among students, the common consensus held seemed to be that while it is understandable for teachers to pick on louder students, that behavior can create a perception that there is an imbalance for how much attention is given to different types of students. As always, there is the possibility of the true existence of favoritism. This was acknowledged by Drama teacher Mr. Joshua Hatt: “If Brandon is obviously trying to participate, but John is constantly the one that gets called on because the teacher likes him more, then this could absolutely be perceived as favoritism.” There are other teachers, however, who believe that regardless of how much in-class interaction occurs, overall attention is divided up equally amongst all students. “Sometimes a student is introverted. Sometimes a student just doesn’t want to talk that much. As a teacher, it isn’t my job to force them open,” says high school Psychology teacher Ms. Laura Wolf. “I check in on them in different ways. I try to implement a warm-up quiz or formative on Schoology, and if a student is consistently not doing well I will check in on them individually.” To add on, English teacher Mr. Brady Riddle describes the possibility of using “sticky notes as an alternative to answering questions,” in order to gather evidence of learning from every student. Likewise, setting up small group discussions is itself a way to give quiet students a chance to participate without having to speak in front of the whole class. In terms of how to combat this problem of different perceptions, Ms. Wolf describes how “a student who lets me know what they know and don’t know helps me properly engage with them.” Rather than the amount of time spent talking as the ultimate decider in a student and teacher relationship, it is the willingness of the student to let the teacher in on their learning that truly determines how much that teacher can best engage with that particular student.

As a teacher, it isn’t my job to force them open.

[Scenario 2]

guidelines/requirements to boost their grade, or no one is given the opportunity,” as said by one sophomore. However, when considering a grade boost, Ms. Wolf explains that she also factors in whether or not a student has “overcome a struggle that they faced in the beginning of the semester and are much improved now.” She says, “if you haven’t shown growth for this year, even if ‘I like you’ I can’t give you that boost.” The challenge lies in whether or not this is effectively communicated; unclear standards for grade boosting can result in a student believing that they are just disliked by a teacher. This is in and of itself is a problem, as analyzed by one senior: “Being in a situation like this could make you feel helpless. It seems like no matter what you do - especially in subjective courses - nothing you do is deemed good enough, so you might just stop trying.” The second question then to ask is: Who is the one allowing this mentality to persist? In this case, oftentimes neither party is fully doing their part. Mr. Riddle says that it seems as if Mark is “carrying too much to himself, carrying a grudge, and not being a self-advocate,” while a sophomore points out that the teacher is not “noticing what is happening or handling it with the student’s best intentions in mind.” Similar to before, this scenario could feed into a never-ending cycle of blame, and yet seems to be derived from a lack of conversation from both sides. When there is a system of communication, students and teachers can both understand what fuels perceived bias and how to stop it. For example, one student brought up the idea that although bias may look obvious to a student, she didn’t think that teachers did this intentionally or knowingly. This issue could be easily solved, if only the teacher had knowledge of how student perceptions were creating a problem.

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Students listed many reasons as to why Mark might feel hated. They suggested maybe he was being constantly compared with an angel sibling, or maybe teachers appeared closer to students of the same race. Some thought teachers preferred students of a certain temperament or held a grudge over a past behavioral issue. Others think he was targeted for expressing an unpopular or rude opinion in class… almost every student asked said that they have worried about a teacher disliking them at some point. The first thing to address is: does the teacher actually hate the student? High school counsellor Mr. Eric Motzko firmly says no, sharing that “in the twelve years of doing this job, [the most recent three at SAS] hundreds of kids have claimed that a teacher hated them – but that has never been the case.” So where does this perception come from? One example of a common source of perceived bias at SAS are the infamous end-ofthe-year pleas for grade boosting. From a teacher’s view, the reality seems to not be related to favoritism, but more appropriately “exceptionalism,” as said by Mr. Riddle. He believes that the teacher is “making the exception for the kid who has gone above and beyond, rather than the kid who has quietly ruminated on his feeling of being left out.” On the other hand, Melody Xu ’21 believes that exceptionalism is still unjustified. “I think that Mark should get his grade boosted as well, because although Wendy deserves it, it would be unfair to Mark if he didn’t get it,” she says. The mentality for most students seems to be “either everyone gets the chance with the same

One example of a common source of perceived bias at SAS are the infamous end-of-the-year pleas for grade boosting.

Mark hates 4B. He might not hate the class - to be honest he has never had a problem with history, math, intro to pottery or whatever - however he hates the teacher for hating him. Well, it sure seems like she hates him. As months progress, Mark feels like she continues to give him a ruder attitude, less patience, and worse grades than his peers. He gets tired of seeing his teacher ignore him just because he never contributes. He sees Wendy Brownnose everyday: doing four times the required work, volunteering for everything, and dotting her i’s with little hearts. When perfect little Wendy forgets her homework she gets an extension but when Mark does he gets points off and an inclass lecture. Nearing the end of the semester, Mark’s grade is *this* close to an A, and Wendy seems to be in the same position. While Wendy requests a boosts and gets it, Mark gets rejected for asking the same exact thing. What’s happening here?

F E AT U R E

[Scenario 3]

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There are three types of students: those who know what the teacher wants to hear, those who do not know, and those who do not care. Jack is one of those who does not know AND does not care. He struts the hall in Fortnite t-shirts and asks people to refer to him by his gamer tag. “There will always be haters,” Jack says, “and I will always whip out multi-layered arguments with HARD FACTS to pwn these noobs in any field. I could talk about the benefits of gaming and the role of gamers in the future of tech in the world 24/7/365”. Ms. Teacher, on the other hand, plasters her room with Facebook mom posters advertising ‘an unplugged life’, generally carrying a vibe that says, “I’m better than you because I’m not addicted to tech.” Logically then, when given the opportunity to write argumentative essays, Jack is sure to take a stab at why gaming should be integrated into the curriculum at every school. In fact, Jack writes his final essay on Fortnite as a beneficial social institution with a third paragraph addressing his problem with modern-day teachers’ attitudes on gaming. Two weeks later, Jack’s paper is slapped with a 76.5. He scurries across rooms obsessively comparing with his peers and observes that his teacher feedback is generally disinterested in entertaining his basic premise and less constructive overall. Jack goes to Martha to complain: “Ms. Teacher is an old fossil biased against gamers. She marked me down because she hates my passion and disagrees with me,” says Jack. “Well what did she mark you down for in the rubric?” Martha asks. “As if that matters! I am right, my facts were right and relevant, my analysis was airtight and elegant. She’s just salty.” What’s happening here?

Carmen Crosetto ’23 believes that this is a form of bias, mainly because “the teacher should be grading him on the quality of the writing, instead of the topic.” Middle schoolers tend to side with Jack, saying that “if I really wanted to write about Fortnite, then I would,” and claiming that the lower grades are unfair because “[Jack didn’t] write about more ‘important things’.” However, there are ways that what happened was completely justifiable from the teacher’s end. For example, Jack could have completely disregarded an extremely specific checklist-esque rubric. The middle school has been making strides in establishing clear proficiency scales, which are described by former middle school Social Studies teacher Mr. Matthew Zeman as “employing research-based assessment practices” that allow teach-

ers to gauge a student’s “relation to a particular standard, task, or goal.” In that case, it seems as if Jack can likely be faulted for ignoring a clear and objective rubric - this is most likely his downfall as opposed to teacher bias. The other possible hypothetical is that Jack is confused by the open-ended rubric and thus calls injustice instead. There are certain teachers that definitely do see the value of thinking outside of a rubric. For example, Mr. James Linzel, Science teacher, lays out his opinion, saying that “a rubric should provide guidance for the student in what the teacher is looking for in a response BUT NOT become a checklist. Students need to be able to synthesize/integrate/communicate understanding/application/ analysis/evaluative/creative skills WITHOUT the teacher telling the student HOW to do these things. Students need to do the hard thinking. As a teacher, I want my students to have to create and communicate their answers without my telling them how to do it.” SAS wants to encourage creativity and personal discovery in every assessment, and rubrics can potentially restrict the extent of that learning journey. The unfortunate down-side to this is that while subjective standards might stimulate more thinking, they are also much quicker to seem arbitrary and unfair. In this case, the ambiguity of the rubric paired with Jack’s preconceived notions that the teacher hated gaming worked towards creating a picture of clear bias and injustice in Jack’s mind. The real situation however, is probably that Jack’s mediocre score was a re-

SAS wants to encourage creativity and personal discovery in every assessment, and rubrics can potentially restrict the extent of that learning journey. sult of him not doing what he was being directly assessed on - which exists in both possibilities. Rubrics, specific and open-ended alike, all outline the specific goals of assessments that teachers are employing for students. The quality of an assignment can only be determined by how well it completes the goals being assessed. The difference is most notably the separation between content and skills. Mr. Kirk Irwin from Social Studies says that if

a teacher needs to “assess your knowledge of a certain concept or content, then they would grade Jack down for his essay or presentation because he’s not showing his knowledge of the content. But if the teacher is solely grading the structure of presentation or writing, then the topic would matter far less.” Therefore, Jack’s essay, while possibly flawless in execution, would almost surely not reach the requirements of knowledge understanding. The solution then, as suggested by Max Zhou ’22, is to let kids know that “in order to combat possible bias, it is the student’s job to voice concern directly to the teacher or the administration.”

Overall, it is evident that communication is key when it comes to obstacles that might arise between faculty and students. Mr. Motzko suggests using counsellors as middlemen while talking to teachers, working out emotions, and deciding the best course of action. Additionally, he recommends that teachers implement deliberate time slots that are dedicated to discussing class dynamics

(individually and/or as a class). He mentions that in every case “there has almost always been a communication breakdown between that students and that teacher. Teachers always are trying to be as equal and professional as possible, and if they’re not doing a good job, you should help them.” As mentioned before, the common belief of the existence of favoritism and its impact on class performance can pose a major threat to the motivation of students. Alternatively, teachers who are not given the chance to recognize potential problems are incapable of creating classrooms unbiased in both reality and appearance. Ultimately, throughout all examples where students might feel that there is bias at hand, it is important to assess the situation from all sides and instigate constructive conversation. As a community, we should never just accept a situation where a student might feel targeted. We have the skills, resources, and well-intentioned students and educators to step up and ensure that this doesn’t have to be the case.

ONE MORE PERSPECTIVE

When I was a student in high school, I believed that most teachers did not understand what their students were experiencing. I believed that much of the work I was assigned had little relevance to my future and that teachers cared primarily about their own subject areas. I believed we students were the authentic ones, victims of a hypocritical institution that preached “living the mission” but really rewarded conformity and gaming the system. I told myself, if I were to become a teacher, I would be different. When I became a teacher in my early twenties, I often believed my administrators did not really understand the pressures I faced in the classroom, that they were more focused on serving a personal agenda than supporting my interests as a teacher. I believed that what they feared the most was an angry parent or Board member. I told myself, if I were to become an administrator, I would be different. When I became a principal in my late thirties, I believed that my boss, the Head of School, exaggerated the school’s accomplishments and stated everything with hyperbole in order to protect the school’s (and his own) reputation. I wondered if there was in fact actual value in his working so closely with the Board when he could be spending more time with his team. I told myself that I would be different if I were to become a Head of School. Now I am a Head of School, and I have come to understand a few things. First is that reality is almost always more complicated than we choose to believe. Second is that we never escape being evaluated in life, and that every evaluation is imperfect because it has a human element. Third is that schools are messy places, arenas where human beings of all ages are brought together to achieve a higher calling…and that one person’s higher calling is another person’s suffering. Think about it. Parents, students, staff, teachers, administrators and trustees all come into the community of the school with their own agendas. We all share a common goal—a great education—but what that means and how it is achieved and whether it is in fact being achieved for each student… THAT is subject to point of view. I often think it would be an amazing experiment to have us all trade places one day, stand in each other’s shoes, and grow in empathy. What a revelatory day that would be for us all! Now, I wonder what I’ll learn if I am to become a Board member…

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BY MARCEL GAUTHIER, HEAD OF SCHOOL

8:30 am Pull and reshelve books, create displays while working with dropin faculty, staff, and students, including Apple Service Center and Print Recharge

8:05 am Cross-campus Admin and Leadership meeting in Library common area; pull books for the Asian/China Historical Fiction Display

501 161 40

7:58 am Talk with HS student

NEW BOOKS CHECKED OUT

about INTEL ISEF Club project, ED Program Staff Meeting set-up in Garden Room 1

NEW CHINESE BOOKS PROCESSED INTO THE LIBRARY

04 73

PEOPLE ENTERED THE LIBRARY TO USE SPACE AND SERVICES

NEW OVERDRIVE AUDIOBOOKS ORDERED

OVERDRIVE EBOOKS CHECKED OUT

7:48 am Set-up for MS Parent Coffee including

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projector and food, while checking in returned

7:37 am 7:00 am

Quick Library staff

Turn on lights and Circulation

meeting, while checking

Computer, review calendar,

out a book to a student

check Book Drop, reset tables

and beginning work on a

and chairs, change and refresh

poster for display

displays, email announcements

books, and collecting money from student paying for a lost book

9:00 am MS Coffee with Parents

9:42 am

10:30 am

Start the process of

Help parents find books,

finding books without

talk with a volunteer, sign

correct Genre Call

for new switcher box for

Number and re-spine

Non-Fiction Projector,

out headphones to MS

labelingâ&#x20AC;&#x201D;continues all

reset Non-Fiction area

students. Door counter

morning.

after meeting

9:29 am Help HS student reserve a study room. Clean out the Book Drop, check

while MS students sign-up for ASA time in the library, set up HS Book Club meeting with student leader

so far today: 130 people

9:48 am Help students find

12:40 pm MS and HS students use

books, work with IB

puzzles and checkers,

student on Extended

Library helpers reshelve,

Essay, approve a staff

students search for books

calendar Room Usage

and read, staff asks for a

Request

lost and found water bottle

12:55 pm MS ExploratoryCommunity Service meeting

1:20 pm Book suggestion from a student. Checked for the book on shelf, then checked Puxi Library to see if it was available

1:36 pm Parent volunteer cataloging Chinese books, teacher-student conference in C1, Admin meeting in Garden Room 1

2:36 pm Order books on OverDrive, suggest a book to SAS staff member, and help a parent find books about plastics in

2:40 pm Weed books from

5:20 pm

Realistic Fiction, work

final Library check, lights

4:21 pm

off, staff heads home

Questions about TV remotes for Garden Rooms from a student, teacher practicing presentation in Reading Room

3:00 pm

with staff to help refine

MS students work on

a rubric

Yearbook and Robotics, student flies drone in the Library, HS students do homework

Circulation Desk closes,

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the ocean for a MS trip

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of beauty

F E AT U R E

standards

for many in our world today, borderlines on obsession. There’s certainly nothing wrong with wanting to be beautiful–in fact, beauty often incites positivity from those who witness it. Often times, as I’m on my way to classes, I’ll hear friends complimenting each other with an enthusiastic I love your jacket or Where’d you get your earrings? They look so cute! In our school environment specifically, which is very much characterized by close-knit friendships and an emphasis on classes, I’ve found that beauty standards usually take a backseat in the entire spectrum of things that we are drawn to. Instead, natural beauty, rather than constructed beauty, is much more prevalent. However, this is not always the case when it comes to society. Just flip open the cover of any fashion magazine, and dozens of models will fit molds of homogenized beauty. In recent years especially, beauty standards have become increasingly whitewashed. In nearly every culture, doe-eyes, high nose bridges, and full lips for women, and sharp jawlines and muscles for men, have become an emblem of beauty, despite the

differences in the ways that people of different cultures look. This exposure not only bolsters a facade of ideal beauty, but also spreads an untruthful perception that exceptional beauty is widespread and easily attainable. Whether or not we do so knowingly, there are ways in which we both conform to these standards and even at times, reinforce them. It’s often said that we tend to post the best versions of ourselves online, and a quick scroll through social media proves this to be nearly always the case. Pictures of friends, selfies, pictures on travel are almost always part of the “typical” profile among not only people within our school, but also among profiles of teenagers all over the world. When we see these “perfect” profiles it may make our lives seem bleak in comparison, but in reality, the perfection we see on someone’s profile is only a small representation of what their lives may be like. At our school, even things like fashion can reinforce beauty standards–clothing fads, especially, often spread quickly throughout the school. While these may not be as direct of a reinforcement of beauty standards, they demonstrate the power that

The pursuit of beauty,

S PI RNITNEGR 22001188 - 1 9 W

BY IRIS CHEN ’20

F E AT U R E 26

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standards hold in general, and how they often lead to conformity. As images of ideal beauty pepper every facet of our society, the pressure exerted by them can crack even the most self-confident of individuals. While beauty standards may seem like an issue that only affects adolescents and adults, children are nearly as susceptible. Some sources claim that over 80% of ten-year-olds have been on a diet, and children as young as five have reported being unhappy with the way they look. For children, TV programs and movies play a huge role in reinforcing gender and body stereotypes, and subsequently encourage conformation to these stereotypes. Movies like Snow White, Cinderella, and Sleeping Beauty showcase the same petite, dollfaced princesses, who have a typical feminine personality–kind, loving, soft-spoken, and as a result, loved by those around them. Prince charming, similarly, is always portrayed as the most attractive male in their film, and embodies the typical traits of masculinity–brave, muscular, and extroverted. While most conversations about body image happen at the teenage years, these findings suggest that these talks might need to happen much sooner. Earlier this year, a group of elementary school girls, in an after-school activity led by Ms. Logan Zeman, have been reconstructing dolls to better embody realistic beauty standards, in an attempt to start this conversation, and redefine the beauty-oriented culture of our society.

On a Tuesday after school, I found myself sitting in a circle next to six diverse girls and their dolls. Despite there being a series of ethnicities present among the group’s chosen dolls, for the most part, the same doe eyes and petite figures resonated across the spectrum–Barbie,

sporting a purple minidress and plastic wedges was a popular choice among others. In a way, the scene itself was fondly reminiscent of my own childhood. The ASA aims to transforms dolls from the overly glammed original, to a new, natural-looking doll, that better represents the average (but in no ways less beautiful) girl and boy. Taking place over five sessions, the transformation would include new clothes, a new hairstyle, and a redesigning of the face. The project of the day was hair–specifically, shampooing, cutting, and restyling. As the girls began to wash their doll’s hair in little tubs of fabric softener, Ms. Zeman showcased a few before-and-after cases: a Bratz doll, complete with its winged eyeliner and full lips had been transformed into a normal-looking girl, with smaller, natural-looking eyes, a button nose, and thinner lips. Another Barbie with sharp brows and large eyes became a normal-looking teenager, with rounded lips, softer brows, and freckled cheeks. The contrast was uncanny–it seemed impossible that the second, transformed doll had come from the first. Ultimately, the goal of the project was to emulate those same transformations. Within the next few weeks, the doll’s makeup would be removed and faces redrawn more naturally, the hair would be restyled, and the clothes remade. Ms. Zeman was inspired to do this project after coming across an artist online who’d done something similar, transforming dolls with heavy makeup to a more natural look; the finished dolls became a sensation, each selling for over 200 dollars. It occurred to her that while children of seven, eight, or nine years were playing with these dolls, the dolls themselves not only had extremely unnatural faces, but women’s bodies. Throughout the course of this project, she talked about self-image as well as both internal and external beauty, shedding more light on not only the authentic side of

Children as young as five have reported being unhappy with the way they look.

...

“Which one’s more important–inside or outside beauty?” “It’ll always be better on the inside.”

...

“Who's the most beautiful person you know?”

Instead of taking the question as a reference to the physical, they instinctively talked about a feeling or characteristic that rests within us. It seemed that these girls, at least, were only remotely affected by the beauty facade. However, carrying that perspective beyond the affirming world of elementary school and Ms. Zeman, can be challenging. The divide usually begins to occur in middle school, though when I asked some of them about their perceptions of beauty, I found, much to my pleasant surprise, that most of their responses correlated to the innocence of the elementary responses. Beauty in the eye of the beholder came up among other comments about their personalities and the beauty of their friends. The difference emerged when I asked a high school friend about beauty. Her answer: Gal Gadot. And to that end, I couldn’t disagree.

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“What makes someone beautiful?” “When they’re being kind and sweet!”

“My mom.” “Why?” “Because she’s really nice. I know her inside, and it’s really beautiful.”

beauty, but the many ways in which beauty can be manifested. “I feel like girls need to be exposed to images and outside beauty in a real way,” Ms. Zeman explained. “Whenever we think of beauty, there’s an image that comes to mind. But what exactly is that–is it a flower, is it a mountain scene, is it a movie star, is it Kim Kardashian? I think that as a teacher and as a parent and as a school, we have a responsibility to expose these kids to authentic beauty. This is our body, and we have one body, and we should learn to love our bodies.” As the girls worked on their dolls, I went around asking them about their perception of beauty. Most of the conversations went something like this:

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A CLOSER LOOK

E X P L O R AT O R Y

WINTER 2018-19

Middle school is a time filled with exploring who you are and who you might become, even in the way we structure the days. Every week in the middle school we get to peruse interests, discover passions, take a risk, and try something new. Itâ&#x20AC;&#x2122;s called Exploratory. There, youâ&#x20AC;&#x2122;ll find us building CO 2 powered cars, filming for SAS TV, trying out digital fantasy painting, studying the stock market, climbing, knitting, mastering Chinese tea culture, learning about interior design, advocating for animals, analyzing documentaries, engineering and tinkering, recording our own music, sparring with medieval battle techniques, meditating, careening down the halls for The Amazing Race, or even horseback riding. Sometimes middle schoolers are even the ones leading these programs.

F E AT U R E ASCENT 30

>>>SAS

is one of the few international schools in China that does not require its students to wear a uniform. Because of this, there are frequent debates about dress code and what is “appropriate” for school. Surprisingly then, there is a phenomenon of consistency amongst student apparel; a uniformity caused by a lack of uniforms. Beyond the age when parents decide what we wear, students often wake up every morning indecisive about how to dress for the day. In a culture where individualism is cherished, it seems like there is a significant lack of individual thought in the way people dress, with a fairly dull consistency of brands and style. Although clothes certainly should not be the priority of any student, the general acceptance of just following what the crowd is wearing could be something of concern. Somehow, the pride of being unique doesn’t seem to be something SAS students are generally proud of. Does our fashion show that we are content to be anyone, not someone? Ultimately, fashion is just one of the many subliminal factors that creates the atmosphere of SAS. And while wearing one thing over another will not carry much significance, it's still good to keep in mind. Now, take a cross-campus look at some of the quirky aspects to fashion at SAS, and even try on some apparel. Manage the budget, aesthetics, and a “social rating” by your peers, and dress up your own SAS student!

“ l r i g ” P in k

Some students at SAS truly do their own thing when it comes to fashion. Introducing Ruby Chao ’21.

Fashion Forward

>>>

BY ANDERSON LUAN '19 PUXI CAMPUS +

VALENCIA PARK '20

I wear pink every single day, mostly because

old. It started with me and my mom looking

I genuinely like the color. Growing up, I’d wear

through the clothes my grandparents used to

pink from head to toe. It was only as I got into

send us as kids. My mom put me in a purple

high school that I began incorporating other

shirt, and I tried to take it off. I wasn’t able to

colors into my outfits. At this point, pink is synon-

speak at the time, so all I could do was frown at

ymous to normal with me. When most people

the purple. I then would waddle to the rest of the

dress in all pink, they feel strange and uncom-

clothes and pick out the pink ones. From then

fortable, but I feel no different. It’s only when I’m

on, my mom knew only to dress me in pink.

not in pink that I feel weird.”

“I started wearing pink when I was two years

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PUDONG CAMPUS

F E AT U R E

n o i p m a Ch hoodie

>>> An all-time favorite item. Champion hoodies don’t have a lot of lettering

which is also one of the reasons why Pudong campus students LOVE them so much. When it comes to outfits for school, simplicity is the key. Champion hoodies have a lot of simple designs with various colors, which comes handy when you want to give a little bit of point!

>>> Some might say

k c Bla gings leg

Bombe r

>>> An everyday fashion item for girls. It’s

simple, comfortable, and nice-looking. Choosing outfits for school is one of the hardest things to do in mornings, but if you've got a pair of black leggings, you can match it up with anything! Sometimes, high-waisted leggings are the best (when wearing a cropped shirt so you don’t go against the dress code)!

it’s now out of trend, but is it really? Bomber jackets were originally created for pilots and eventually became part of a popular fashion piece. You can wear it on top of a shirt to be stylish, or maybe take it off in school where a heater is provided (EVERYWHERE).

jacket

D U P

G N O

S A S t a s d n e r t n o i h s a F Nike Air Force 1

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>>> A type of shoes that nearly 60% of your

Pudong campus classmates own. Even if you sort out a perfect outfit for school, you need perfect shoes to work with it. AF-1 in white is the most popular style within SAS, but there are also other designs with eye-catching colors like red.

Fashion

r i a l f r i Ha

tre nds

>>> Try honoring

your inner Ruby and add a pink headband!

at SA S P UX I College sweatshirt

>>> Great for any weather, the upperclassman’s (or under-

classman try-hard’s )quintessential item, the college sweatshirt is the proclamation of a dream. If you look like one of the students attending the school, you’re certain to get in. Right…?

ts n a p t a e w S

>>> Although mostly worn by peo-

>>> A pricey, but extremely comfortable pair of sneakers. The

memory foam allows for a snugness even when worn unlaced. Get your hands on a limited edition and it’ll even be better (if you’ve got the Benjamins, that is).

as d i d A st o o b a r t l U

WINTER 2018-19

ple who are too lazy to even sweat, they still make a great addition to the class-napper starter pack. Keeps you warm, cozy, and ready for a good nap through the dreary day.

Peer Pressure B Y E L I Z A B E T H Z E C K ’ 2 1 W I T H A S C E N T S TA F F

SAS students can feel an immense amount of “pressure to perform” in

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both the arts and academic settings.

We often hear our community talk about how students constantly compete with each other, whether it is in academics, athletics, or other areas. Pressure and competition between students can either aid their growth or make them feel ashamed that they can’t “keep up” with their peers. This is what I define as peer pressure. Each and every person within our community has a different perspective on peer pressure. Comparing ourselves to each other or the masses can foster healthy competition, but it also risks damaging a sense of self-worth. Beyond the commonly examined views on peer pressure, that of students and parents, I’ve interviewed teachers and administrators on both campuses for their opinions on how this plays a role in our school dynamics. I asked every teacher I interviewed the same question : if they had to choose a side regarding peer pressure within SAS, is it a good or bad thing? Their answers weren’t always black or white. Mr. Lee Halpert, head of the Puxi campus high school Mathematics department, believes that peer

positives. He adds that grades should encourage students to learn, not to feel ashamed. Ms. Bethany MacCarter, high school Science teacher at Puxi campus, also sees how students often don’t feel they have the freedom to make mistakes, and that SAS’s competitive nature negatively affects students. She notes that she has a different awareness around student and parent reactions to grades, as there are different pressures and responses here than when she taught in American public schools. For many teachers, this is a pressing issue. Ms. MacCarter hopes that, in the future, students can learn that it’s “okay to make mistakes” and that school is a safe place to “own up to their mistakes.” Beyond the core subjects, peer pressure also seems to play a role in the fine arts. Ms. Joan Lueth, a Pudong Visual Arts teacher, says that in an art studio, “there are two driving forces. Young artists want to do a good job, and to use art to express themselves. However, this self-expression can leave artists vulnerable, waiting for others before committing to a direction.” When starting an art project, Ms. Lueth says that there are unspoken dynamics regarding what is considered an acceptable way for a student artist to express themselves. Ms. Lueth notes that when students are “making [their] first mark”, either in a sketchbook or on the final canvas, there is always some anxiety and hesitation. She believes that this is the result of peer pressure, making it hard to commit to forming a unique vision. They fear judgement on whether they think they've found a socially acceptable direction to go in. However, when students have finally made their first mark and they see their peer’s styles and work, students begin to “find [their own] voice and unique style,”

students who’ve been at the school longer. Mr. Karl Poulin, the Pudong middle school Vice Principal said that peer pressure happens “all the time,” and that students often use peer pressure for different reasons. He believes this leads to people either becoming better versions of themselves or can affect them negatively. Mr. Poulin makes the connection between students pressuring each other to stress. He further categorizes the stress into “distress and eustress.” He says that peer pressure should be used “for good, for the sake of good, and not power.” Similar to many other staff, Mr. Poulin believes that peer pressure can be beneficial, to a certain extent. It is up to the students to decide what that limit is, and how to use peer pressure in a positive way. Personally, after conducting all the interviews I gained a better understanding of the thought processes of teachers, both when they worry while scoring a test and how they perceive in-class behavior. As a student, I tend to focus on my own progress more than what others think. But when someone brings up academics, I usually shy away. I acknowledge that I’m improving, but sometimes it feels as if no matter how much I improve, the pressure from my peers will only revolve around the grade, not the time and effort I’ve invested. However, it has been good to be reminded that teachers do see the effort students put in, and they care more about how students arrive at a grade instead of what grade they arrived at. If students adapted and understood teachers’ perspective, the negative side effects of peer pressure would slowly diminish and instead, students would be encouraging each other to perform and express themselves to the best of their ability.

WINTER 2018-19

creating a more affirming process for everyone. Ms. Lueth concludes the interview by answering the question, “is peer pressure good or bad?” She says when peer pressure becomes positive it is usually no longer called peer pressure but “group dynamics or encouragement.” In the performing arts, Ms. Karolina Pek, the Puxi campus high school Band and Choir teacher, agrees that SAS students can feel an immense amount of “pressure to perform” in both the arts and academic settings. Oftentimes, she’ll hear students ask each other about their grades. For new students, she believes that peer pressure can be intimidating. One example she provided was how new singers who come to SAS may not want to sing because they don’t have the same experience as other

pressure has an overall negative effect on students at SAS. He sees this mostly play out academically, noting that while “it’s good that we want to improve,” and the pressure from each other can drive students to learn, it also negatively affects the students when it causes them to focus on the grade instead of the learning. When another student scores better than us, within the comparing forces of peer pressure, we often believe that somehow, we are inherently worse than them. The fundamental assumption which peer pressure is built upon (in the academic sense) is that external assessments are accurate tools with which to measure ourselves against our peers. This self-induced pressure is observed by Mr. Halpert, leading him to conclude that the negatives of peer pressure outweigh the

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PROFESSIONAL ARTIST ’12 M E E T C H L O E Y E E M AY ’ 1 2 , F O R M E R LY K N O W N AS CHLOE CHAN, FREEL ANCE ARTIST WHO R E C E N T LY D I D S O M E S O LO S H O W S . FROM FINE ART TO COMMERCIAL WORK,

Trajectory since graduating from SAS: Definitely always bettering myself as a person and also learning all the many ways I could potentially have a career in art and design. I threw myself fully into college life at the Rhode Island School of Design (RISD), where it is truly an all-creative environment. I probably grew ten-fold in design knowledge within those four years. Nowadays, discovering and innovating are the two things I really focus on no matter what kind of job I take. Man, there’s so much I want to do!!

T H I S A L U M N A I S C A R V I N G H E R WAY

Lessons learned at SAS that have been especially meaningful in adult life: It was within my SAS years that I realized that hard work and ambition worked hand in hand. It sounds pretty basic, but you would be surprised how many people don’t actually act upon this mindset. Hardest and the best parts about trekking a life path as an artist: Hardest part? I’m always at war with myself. Art is such a personal thing, that making “good” work can sometimes come down to how you were feeling that day. I can definitely admit that I can be so critical of myself that it cripples my work. Best part? Being constantly re-inspired by discovering all the incredible art and design out there in the world. You really will never stop learning, no matter what age.

A bit about the work you see here: There is always a story behind each piece. Probably heavily influenced by how I felt that week, and trying to grow as an artist. I would say if you chronicled my work, you can see all the phases. As of right now, I’m trying to get back that child-like wonderment in my work that I felt I had lost after transitioning out of RISD. F O L L O W M E @ C L O Y E E M AY I F Y O U W A N T T O SEE ALL THE WEIRD THINGS I’M UP TO!

WINTER 2018-19

Advice to young people interested in pursuing art: No matter what field you end up in, always try to find a balance between making art for yourself and for others. When I was young, I made art for myself, as opposed to when I was at RISD, I was making art for my professors (sounds strange, but when you’re critiqued everyday this will happen). Now I’m at the phase where I’m finding that perfect in-between.

IN THE WORLD AS A P R O F E S S I O N A L A R T I S T.

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Li I F E

n the

F E AT U R E

IE GG A M US BY MP A C XI PU

’20

O CR

N TO

20, O ’ H US Y C MP ND A A C + NG DO U P

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F E AT U R E

Director

Mr. Josh Hatt Musical Theatre is a passion of mine. I am known around the school as a person who is singing, and basically lives in a musical. We have such talented and inspiring young performers and artists and facilities at SAS that it is my pleasure to work with them, and it is like no place else. “Elf, The Musical” is a comedic musical based around the theme of family, the power of kindness, and the importance of being true to yourself. I hope that the cast, musicians, crew, and directors look back and say, “I am proud to have been a part of that magical (crazy!) show!” Want to get involved in theatre? Stop holding yourself back! What’s special about our Theatre program is that if a student has the time, then we have a role onstage, backstage, in the orchestra, or doing publicity! Our program keeps growing because more people are reaping all of the rewards that a journey through the performing arts can provide. Just do it!

Director

ASCENT

Mr. Kirk Holland I've always loved “The Music Man,” the story and songs are great. They're classics. The show is about bringing out the best in people and believing in them even when they might not believe in themselves. It's about hope and transformation. We as a Fine Arts team had a vision last year of combining all three divisions on campus and coming together to create a great, fun event. We're hoping that the idea of bringing elementary, middle school, and high school together to create one big show will be something we continue to do in the years to come. If you’re thinking of getting involved, I would encourage you to try something new. Even if it's scary, even if you don't think you're going to be great at it at first, try something new. I have students who have auditioned for shows in the past, and some are seniors trying it for the first time. They discover they love it and wish they had been doing it all along.

Vocal Coach

Mr. Andrew Melton

Ms. Karolina Pek

The most challenging thing has been making the fourpart harmonies work with the cast. Additionally, different songs have different numbers of sopranos, altos, and so on, which makes it hard to keep it straight. Sometimes harmony notes don't get covered, and it's my job to identify which ones we can live without.

The most challenging aspect of teaching students how to sing is the boys’ changing voices that occurs during their teenage years. The vocal larynx grows, causing the voice to deepen, so boys can find it hard to find the right control. Developing that changing voice with vocal exercises is what I target.

Luke Heald ’20

E Jen Liu ’20

Collaborating with such a large cast is always difficult at the beginning. When we started combining the music and the acting it took us a while to get used to it. Some of the musicians are classically trained and are not necessarily used to following an actor. We have to be able to adapt to certain changes in the play. Playing pit is quite different from other ensembles.

I personally found it very challenging to practice without the cast, because there are a lot of pauses in the music and unconventional rhythms that didn't make sense until we all came together. Also, in the musical, we rarely hold the melody. I personally found this to be very challenging because there wasn't a general tune that I could hold onto and make sense of. Constantly changing time and key signatures isn’t often seen in music for other ensembles which makes it completely different from playing in the orchestra.

Victor Chang ’19

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Many of us are used to playing in a classical and/or jazz setting. For me especially, since I have not played jazz before, the key signatures are different from classical music, as well as some of the time signatures. The biggest difference is that we have to be incredibly attentive to cues. If we miss one downbeat or do not stop in time, the entire musical is put into jeopardy. Therefore, we are forced to watch the conductor with extreme concentration, at the same time as playing the music, which can get a tad tricky.

F E AT U R E

Emma Kielgas ’19

Alice Chen ’19 The process was pretty long with rehearsals almost every day after school. I’ve never been in a production before, so learning how to act was pretty challenging. I had to put myself in the shoes of Marian and build this world around me to figure out how to play the part. I knew it would be a huge time commitment, but one of my friends pushed me to audition and it’s been a wild ride.

For a large production such as “The Music Man,” we typically have a lot of time to prepare, which has allowed us to explore our roles to a greater extent. I have been able to work on my Irish accent more, to hopefully successfully convey a comedic and hearty character onstage. The accent did, however, come somewhat naturally to me as I once spent an entire summer talking in a British accent (it drove my family insane). I love theatre and I am planning on studying theatre. With a lead role I am able to spend a lot of time thinking about and perfecting one complex character, which is a skill that will help me in my further studies.

Carlos Lao ’19

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I auditioned for the lead role because I simply love theater. It started when I played in “The Wizard of Oz” as a munchkin in seventh grade. “Oh what happened next was rich” was my only line in the musical back then. I remember thinking that it was useless, because it was just one small line. However, then during rehearsals, I didn’t say it once and one of the teachers told me that I had to say my line, because if I forget my cue, the next person forgets their cue and the person after that, too. That was the moment when I became really dedicated to theatre and saying my lines the best as I can. Ever since then, I became passionate about theatre.

Daphne Tsai ’20 Rehearsals have been fun, and it's kind of nice to have mandatory singing-and-dancing time before I have to go home and do work, even though it has also been a bit of a strain on my schedule. I had to memorize my lines first, and then practice the pieces I'm in, working on technique. I'm also more of a singer than an actor, so I had to work on that too. I like Jovie’s attitude, and her song I get to sing is really fun.

Austin Eggett ’22 I decided to try theatre at the start of 6th grade, watching a movie with my sisters about people obsessed with drama. So I signed up for Drama class, fell in love with it immediately, and have been auditioning and performing in the shows every year since. I love the process of everything. I like that it takes work and time to put a show together and that you can’t fake it. The roller blading and the dances in this musical are really fun. I also convinced a friend to audition this year, and it is great to see him experience what I love. The worst part is at the end, when you have to let your character go.

Zoe McCarthy ’25 The high schoolers know what they are doing. I definitely look up to them for guidance and advice, although Mr. Hatt has also made every scene very easy to deal with. My favorite thing has been acting, being onstage with my friends, and getting to know so many new people. It has been so much fun!

Emre Caglar ’25 I based my character around how the other "Iowans" are acting and added a little shyness to complete that Winthrop trait. The best experience during rehearsal was meeting new people from all sorts of different grades.

Emily Zhang ’23 The best experience during rehearsals is when we all get to go onstage and perform. Being in the musical with all your friends and classmates is the greatest thing, and I had so much fun meeting everyone in the cast. Performing with high school students has been such a great experience, since not only can we learn from their musical and acting skills, but also look up to them as a friend or "guide". The high schoolers are all so kind and heartwarming, and they are willing to help us whenever we have questions.

Nicholas Hwang ’19

The most challenging part about being in a musical is always staying in character. That is also the biggest thing I’ve learned about and the most important thing to remember when I am onstage. Stay in character.

Egan Torres ’26

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I wanted to join the musical production because I had the time of my life working in “Blondel” and I wanted to repeat that high I get when I step onto the stage to sing and act. I like to be onstage, but the best part is that I get to connect with people of different grades and ages. I made many new friends because of this show. Normally I would say I’m quite dramatic, because that really just means putting emotions into everything you do, which I do. I love to sing, whenever I’m in the shower, doing my homework, or in APAC Choir; I’m singing my heart out all the time.

F E AT U R E

Stage Manager Jamie Liu ’20

As a stage manager, my main job is to make sure everything backstage runs as smoothly as possible in order to provide the best experience for the audience. This includes cueing the lighting booth, communicating with the orchestra pit, talking to crew members about set changes, and keeping backstage actors in check during the performance. This experience introduced me to a brand new side of theatre, and I have enjoyed working as a stage manager thoroughly.

Stage Manager Gabrielle Zhu ’20

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Part of my role is to keep everything organized and running smoothly. Most of the challenges are rooted in communication. For instance, delegating tasks between the production crew, or gathering information about actors, which becomes significantly more difficult with 50+ actors involved. That's one of the (many) reasons why I'm grateful to have the rest of the production team to help me. Assuming I had talent in singing (which I do not, but one can wish), the parts I would audition for are probably Walter or Deb. I'd choose Walter because his musical numbers are some of my favorites, especially "In the Way." He is also the character that has the clearest story arc of the musical. As for Deb, honestly, she's just my favorite character.

Costume and Makeup Debbie Taylor

The process for designing costumes begins with the script, and a list of all the costumes for each character. With the large cast and multiple costume changes we counted over 110 complete costumes and estimated 350 articles of clothing. For “The Music Man,” I got inspiration from online Sears and Roebuck catalogues from 1912. I have to confess that I also look at pictures from other professional productions and even Downton Abbey. For Harold Hill my inspiration was one word: Dandy.

UNHAPPY

Dear Unhappy, I am sorry for the empty you feel, and also for the unhappiness. I’ve thought of you over the last weeks. How, as our lives seem to become more and more “full” as the years go on, do we sometimes feel more empty than ever? This is definitely worth taking a hard look at. I had a time of that can’t-get-my-headabove-water-style-unhappy last year myself. Trying to hold it all together felt like a fulltime job. Then round about April maybe, I had a bit of a meltdown. (The kind where you walk around like a zombie for a few days, all building to an ugly-cry.) While I tried to make some thoughtful changes in my life to lighten the load at that point, it turned out the only thing that released some of that emptied-out sense was the act of being honest about it. With myself, and with those close to me. What I learned is that yes, our workloads can totally impact the energy and outlook we have on life on any given day. And yet, we can’t let the load hijack our whole sense of self. We must learn to not let it own us. I think one way we allow that outside weight to control us, instead of the other way around, lies in that pesky little word you use: pretend. The more you pretend, Unhappy, the less authentic you are becoming, with yourself and with all your relationships. It is time to stop pretending like everything is okay. Everything is clearly not okay. And you know what? That’s okay. It is okay to be a mess sometimes, to struggle with finding happiness and fullness. Teasing out what those things mean to

us amidst a busy life is part of growing up and part of being human. And that can only happen after you take down the wall you’re hiding behind. You can only build a life with true happiness and fullness if you are moving through it as the most real and honest you. That is your first, and frankly, most important step to out of where you feel stuck: be authentic. Talk to a friend. Really talk to them. Choose some relationships (maybe even one with an adult-gasp!) and bring it to another level by telling them everything you told me. And after that, you ask? Well, some things that don’t bring us happiness are indeed stuck on our calendars. That is a truth we must live with. However, I feel most empty when all of life feels like it lacks any spontaneity or choice. So, take a look at the things you are committed to, and make sure that mixed in there are things that give your heart and gut a chance to come alive, to feel unfettered. You do have time for things like that. Find it. Make it. Your hours of life outside of schoolwork should be centered around real, meaty relationships and on things that fill you up. You officially have my permission to start shifting your commitments to start earnestly exploring both. The light is coming. Even if you can’t see it yet, I can. YO U R S, JUNO

WINTER 2018-19

S I N C E R E L Y,

I feel empty. I don’t really even know how to describe how I’m feeling. I guess “empty” is the only way to describe it. Maybe it’s the piling workload or just the everyday rigor of high school, but I don’t feel like myself recently. I’m struggling to be happy. I wanted to pretend everything was okay, that I had everything under control, but I can’t pretend any longer. I’m unhappy with who I am, and I don’t know how I could make myself feel better. Please help.

DEAR JUNO

Dear Juno,

Finding the BEST fit BY GRACE DENG ’19

Every fall, millions of students

she didn't apply Early Action to any

said. “But it is important. Rankings

around the world obsess over find-

schools in the hopes she’ll get into

say something.”

ing their “best fit” college. I’m no

New York University and finish the

exception. I scoured ranking sites

college application process just like

'19, best described how I also see

like Princeton Review and Niche,

that. Her mother, Tara Qu, said it’s

the search. He said his daughter was

contacted old friends (now college

the only thing they disagree on.

“in the driving seat,” a sentiment I

students) and did more college tours than I can name in one breath. For some seniors, finding a

of college admissions. Zheng was

you,” Qu said. She added, “no one

talking about stepping aside to let

can force” Zhou to apply to other

his daughter make her own deci-

chelle Zhou '19, who wants to major

schools, but Qu wants her “just to be

sions. I believe students should be in

in art marketing and management,

safe” and apply to more schools so

the driving seat—we should deter-

knows she wants to go to New York

she wouldn’t be “too frustrated if she

mine where we go, not an arbitrary

University—and only New York

has to work on other applications.”

ranking system.

When asked what factors are

Jasmine Majid '19, for one, said

Gallatin School of Individualized

important in finding a “best fit”

that while she wasn’t going to pick a

Study, to be precise).

school, Qu rattled off a list includ-

school solely on rankings, they were

ing location, majors, and the “best

important because “they attract

journey,” before pausing.

better professors and create a better

Zhou applied Early Decision to New York University, a school with a 32% acceptance rate. However,

ASCENT

believe is important in all factors

school doesn’t necessarily choose

“best fit” school isn’t as hard. Mi-

University (New York University’s

“You choose the school, but the

Sam Zheng, father of Jill Zheng

“I hate to mention rankings,” Qu

learning environment.”

but the only top school in America that teaches hotel

Aniketh Salagrama '19, who wants to major in engineering.

administration is Cornell University. As a city person, she

“But at the same time, people are always trying to get into

wasn’t sure about its location in Ithaca, New York, a city

top schools—and they are top schools for a reason.”

of about 30,000 people. However, she still thought it

Director of College Counseling, Ms. Mindy Rose, was empathic in her dislike for rankings as a factor when finding a “best fit” college. “The greatest misconception is substituting rankings for effective college research,” Rose said. “The notion that

might be her school of choice until she visited and realized how truly rural the school is. “I was like, is this the life I want?” Liang said, after describing a “rachet” bus ride to New York City. While every student has personal factors to consider

the list provides any sort of insight on the quality of an

when finding a “best fit” school, some students’ reasons

institution is simply not true.”

are truly unique.

In our interview, Rose contradicted several common

As far as Jade Cardot '19 knows, she is the only senior

beliefs—that it’s not who you know but what you know,

at SAS (both campuses) applying to college in Spain—

that rankings are a “shorthand for prestige,” and that the

even her twin sister, Oceane Cardot '19, is applying

name of a college “outweighs what a student does at their

somewhere else.

college.” While Rose acknowledged the power of alumni

Cardot is applying to Spain because she wants to

networks from top schools such as Harvard and Princeton,

become fluent in Spanish. Already fluent in French and

she insisted any school an SAS student goes to has an “im-

English, Cardot is hoping to do something in economics

pressive and staggering” alumni network.

and international relations, and feels like being trilingual

“The reality is that most students approach their college process by using rankings as a crutch,” Rose said. “If

will benefit her in those fields. “The only way to become very fluent is to actually

they end up matriculating at a college based on rankings,

live there,” Cardot said, adding that she also thinks it’s a

they end up at a school they don’t know well, which is so

good fit because she likes the culture and the “happy and

much less fulfilling and so much sadder when I know what

positive” sunny weather.

a meaningful college search can be.” However, Majid said she used rankings as a factor

Max Siu '19, a track and field athlete, wants to go to a Division 3 school—the lowest division for competitive col-

because she liked the competitive atmosphere and hard-

lege-level sports—because he wants to compete in track

working students highly ranked schools are reputed to

and field while also focusing on his academics. While Siu

have, and Salagrama made sure to emphasize the individ-

could probably make Division 1 or 2 based on his times,

ualized nature of the college process.

he said academics come first for him—even though he

“Even though rankings were important for my decision doesn’t mean it’s important for others,” Salagrama said. Majid, for example, found tuition fees much more

doesn’t know what he wants to study quite yet. “Many D1 athletes are looking to go pro and I can’t see myself going down that road,” Siu said.

important than rankings. She found her perfect college in

Whether it’s rankings, location, or major, every

the University of Southern California before realizing that

student has different wants and needs and should take

financially, it just wouldn’t work out.

them into account when approaching the college process.

“I thought it was really where I wanted to end up,”

While finding your “best fit” college might not be the

Majid, who is a Canadian citizen, said. “My parents have

most important step you take in your life, Zheng pointed

saved my whole life thinking I’m going to Canada. [They]

out everyone, whether a prospective college student or

made me realize how expensive a US university is and how

not, is looking for their right “fit” for something—

unrealistic it is for me.”

whether it’s their career path, workplace, or even their

Now, Majid’s top schools are both in Canada—where the tuition fees for Canadian citizens are less than a quarter the price of tuition at the University of Southern California.

marriage partner. “Our life is about finding fit, isn’t it?” said Zheng.

WINTER 2018-19

“People will always say rankings don’t matter,” said

For Adeena Liang '19, her deal breaker was location. Liang wants to study hospitality and hotel management,

Other students were more blunt about how they felt about rankings.

F E AT U R E ASCENT

B E Y O N D T H E D AY J O B THINK TEACHING AND GRADING MAKE UP THEIR WHOLE LIVES? THINK AGAIN. IT TURNS O U T O U R T E A C H E R S A R E M O R E L AY E R E D A N D

F A S C I N AT I N G T H A N Y O U P R O B A B LY K N E W.

M S .

S T E P H A N I E

C A S T L E

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It started a few years ago when I went to Turks and Caicos to scuba dive and there was a trapeze rig set up right there at the Club Med. I thought, “Well that looks fun.” There is nothing like the feeling of flying free through the air. I also love how the trapeze is so athletic, but becoming successful at it is very scientific. I can’t change the laws of physics, so that means I can watch videos of my mistakes and figure out exactly how to improve on the next swing. Failure is a huge part of the road to success, in trapeze and everything. If people only knew all the tricks that went wrong and didn’t happen… and yet all that risk-taking, failure, and reflection is how we grow as people and learners. Honestly, teaching and learning feels embedded in everything I do, and while I don’t risk breaking my neck when I teach, the process of evaluating experiences and finding ways to then make tangible improvements… that is learning. In every area of our lives.

F E AT U R E

M R .

D A K O T A

C R O N I N

Have you ever learned something from a master? Someone who is so innately good at something they have forgotten what it could be like to not know? That’s what it’s like to spend the summers fishing salmon with Tiffany Kelley’s dad in Alaska. Needless to say, it keeps me humble. For me, it is about balance. I love to go from a place with a population of 25 million to a place where the population is two. From bustling city to paradise beauty. The school year is hard work for me, in ways that are all cerebral. Fishing is more about pushing myself physically, reaching concrete goals, sleeping well for completely different reasons. I believe that over the course of our lives we have to keep trying things that we aren’t good at, things that are hard. I’m pretty sure that’s how you become an interesting person.

M S .

D E V O N

F I S H E R

On the roller derby track I’m no longer known as Ms. Fisher. There, they call me Shirley Temper Tantrum. Why do I ref? Well, because I have a fainting disorder so it isn’t safe for me to play! Where do I ref? Everywhere I’ve lived and beyond. I’ve reffed all the way to the roller derby World Cup in England. I love being a roller derby referee. I love the empowerment it gives me as a woman, and the ways that I can then empower other women by supporting them in doing this sport they love. We’re not talking fishnets and entertainment; roller derby is the fastest growing sport for women and is highly athletic and full-contact. It is team-oriented and competitive and physical, things I love to have in my life outside of my classroom. And yet I use the same logical brain that makes me a math teacher when I’m out there on the track, the same experience in group dynamics and management and expectations.

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M S .

C A R O L I N E

E L L I S

Teaching is where I get to put my mental energy, and soccer has always been my physical outlet. I’ve played since I was five, including D1 in college, in Spain on a futsal team, and Woman’s A league in the States. Here in Shanghai, I inquired at a co-ed league and one team, The Ronins, reached out. When I showed up on game day, I found out I was the only woman! It was a shock, and I was a bit nervous. Although soccer is soccer no matter your gender, there are gender dynamics that I am more aware of now. I find I push myself to be stronger and more aggressive each game, and even train during the week so that I feel that I can keep up and be an integral part of the team. Joining The Ronins, I was worried that I would be treated differently because I was a woman. But they welcome me as “one of their own,” listen to my ideas, push me to play better and harder, and joke around with me. They even made me a co-captain. And most importantly, I still have a ton of fun.

A D A M

M R .

J E R E M Y

G E R T Z F I E L D

I’ve always been fascinated by the idea that you can take a thread, or a piece of yarn, and turn it into something. I love that that is even possible, and that people all over the world do it. I think it is such an incredible art form. I’ve been knitting for over ten years, and recently learned how to weave. Mostly I’m drawn to the idea of wanting to create something with my hands. But the interest has grown from there, and I now collect textiles wherever I go. It became such a celebration of art and culture to me and eventually I found travel agencies that specialize in textile tours. Textiles are the unique lens through which I get to see the world, always visiting amazing places and artists and homes I otherwise wouldn’t have seen on a traditional tourist itinerary. I have so many textiles now. I would need a mansion if I wanted to display them all.

WINTER 2018-19

M I C H A E L

M R .

For a few weeks in Dubai, after the commercial came out, I couldn’t even go to the grocery store without being recognized. It was the World Cup in 2006, and I’d been recruited to be in a Pepsi ad with the Saudi National team. It was a day of a lot of sitting around with great catering, followed by two frenetic hours of someone shouting “AGAIN!” and all I could think was, This is fun! I did a few other commercials after that, and I was hooked. I think I’ve found the perfect retirement plan. I recently spent the summer at an acting school in Toronto, getting to know the studios there. Just like teaching, I enjoy being in a highly collaborative environment, where everyone has to do their part amongst many moving pieces. The difference between being a teacher and being an actor? I love that when I show up at an acting job, I’m not the one in charge.

NEWS + U P DAT E S The Hub The new secondary library on our Puxi campus is a center not just for our library, but for art, collaboration, College Counseling, technology, and innovative learning.

GOA SAS Pudong high school now offers courses through the Global Online Academy (GOA), an elite, consortiumbased online course provider offering subjects not typically offered in high schools.

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Banner Bags You know those giant THAT DAY banners that hang around school? Ever wonder what happens to them when their time is done? Well, one day John Ashenden, Puxi middle school Vice Principal, folded one up, walked it over to the wet market, and returned with it transformed into reusable bags. â&#x20AC;&#x153;Give me ALL your banners,â&#x20AC;? he triumphantly told the school. We call them Banner Bags, and they are our stories given a whole new life. Pick one up in the Eagle Shop.

Eagle Code Developed by students on the Activities Council last year, all our teams are now heading off to events under the spirit of the Eagle Code: Gratitude, Respect, and Engagement. Show gratitude by thanking the officials, conductors, and fellow participants. Be respectful of the environment in which you compete or perform. Be engaged by competing with passion, integrity, and humility.

International Fair The 24th annual International Fair on the Puxi campus brought the entire community together for a brilliant day of fun, food, and fundraising! The moms and dads cooked and served up delicious cuisine from around the world, high school student clubs fundraised by filling the fields with games, and performances included our local Huacao Community, students, parents, and faculty members on our two stages throughout the day. Our PTSA sponsors added to the festive environment, and with their support, International Fair 2018 was a great day and a successful fundraiser for the year!

2 23 40% 48 65 99% 1500+ 750k 24

By the numbers:

buses bringing families and faculty from our SAS Pudong community

increase in booths for student entrepreneurs and social activists

middle school students that took on what were previously ‘adult’ volunteer roles

games organized by high school students increase in sponsorship support visitors from outside of SAS

RMB raised for SAS Puxi school events and student activities, and

consecutive years of no rain!

WINTER 2018-19

This fall our Pudong campus revived their house tradition that began back in 2005 by unrolling the Red, Blue, and Silver Eagle houses. Almost immediately the competition between houses was as fun as it was fierce, and pride in one’s house quickly ran deep. House challenges are well underway, with students earning tokens through games, assemblies, and in class when demonstrating character traits - Gratitude, Respect, and Engagement. Tokens that are now on display in containers on Main Street, so check your house’s progress! And maybe feel one step closer to being a student at Hogwarts.

different SAS departments and offices that worked to support International Fair

Houses in Pudong relaunched

HOROSCOPES WINTER 2018-19 A R I E S : You take risks that somehow always pay off and since it’s a new year, try something new! Join a club or try a sport, but make sure to practice mindfulness.

T A U R U S : You are always on top of your schoolwork, but you need to compromise more on projects. Don’t limit yourself, new friends may be coming your way.

G E M I N I : You want both xiaolongbao and salad for lunch, but you should only get one. Relax more and prioritize the important things, like spending more time with your family.

C A N C E R : Stop the constant daydreaming in class! Put that energy into new ventures, like that project you’ve been putting off. Remember, any stress you face now will pass.

L E O : You should probably stop distracting everyone else in class. Despite the fact that you’re involved in a million activities, your devotion will shine through and ensure your success.

V I R G O : You may face some difficulties completing a project this semester despite how much work you’ve put into it. Instead of constantly worrying about grades, spend more time with your friends. They miss hanging out with you.

L I B R A : You’re going to make a lot of new friends this semester. Practice self-care amidst

your intellectual pursuits. Remember: you have the power to make things happen in your life, so wake up and don’t be complacent.

S C O R P I O : Instead of keeping that fight you had with your parents bottled up, try to talk to your friends. Despite what you think, they care about you a lot.

S A G I T T A R I U S : You are extremely energetic and motivated right now, but you need to harness that and make reasonable goals. Instead of getting mad at your parents, go to your room and read a book.

C A P R I C O R N : You are always the smartest in the class, but you should step back from your academic life and focus on your social life. Let go of something by the end of this month, whether that is an old pair of shoes or a notebook.

A Q U A R I U S : You never stick to your resolutions, but this year you should. Your peers look up to you and are constantly amazed at what you do in class and outside of school. Be more disciplined and you will see great results.

P I S C E S : You radiate pure energy in class and influence others to be more cheerful. Instead of stewing in your own emotions at home, take walks with friends.

B Y D O N N A Q I ’ 1 9 , T H E U N L I K E LY A S T R O L O G E R

ASCENT

COMICS CORNER

BY ANN YOU ’26

FROM TEXAS LONGHORN FOOTBALL

OUR ALUMNI KICK SOME BUTT TO

WINTER 2018-19

H A R VA R D R U G B Y

IN THE NEXT ISSUE

Are our Futures Planned Out? Life As a TCK Cross-River Pen Pals