The
HOWLER November EDITION
30 OCT 2023
Middle School Students to Kick-off Expanded 23-24 ACT’S Season!
THEHOWLER@ALLENDALECOLUMBIA.ORG
Forum Fallout: A Student Perspective
AMANDA MELDRUM
JAMES THORNBURG
MS students have a new elective this year called How It’s Made! Theatre Edition co-taught by Ms. Meldrum and Mrs. Hucko. This class is the answer to a request we’ve been getting for the past few years: “We want to do a play AND a musical!” Traditionally, MS students have had the opportunity to participate in creating a musical production from the end of January through mid-March. But this year, the students taking How It’s Made are finally getting the chance to do a play (non-musical) that will go up in November. The play is an adaptation of William Shakespeare’s “A Midsummer Night’s Dream” by Gillette Elvgren, where half of a clown troupe is abandoned by their fellow clowns, leaving only 5 performers to portray the numerous characters in “A Midsummer Night’s Dream.” The antics that ensue involve actors wearing multiple hats (literally), sharing scenes with mannequin stand-ins, and a clown stage hand attempting to keep all of the characters straight. We are so excited for this addition to kick off AC’s ‘23-‘24 theatre season. Not only did we add a MS play, but you may have also noticed that we are closing the season with a LS musical! The 4th and 5th graders are participating in a new foundational performing arts special that will culminate with a fully staged production of Honk, Jr., a musical retelling of The Ugly Duckling. We will still be producing an US Musical, US Play, and MS Musical, for a total of 5 shows this year! We hope you will join us for some wonderful theatre. You can purchase tickets and check out our social media through the QR code. •
No matter who you are you can agree that last year’s freshman forum ended badly. Students were unhappy with the cancellation of the forum and the lack of free speech on campus. Administrators saw student turmoil and pushback unlike what they had seen before. What went wrong? Was there a better way to deal with the sensitive topic of the forum? For Those Who Don’t Know For those who may not be aware, last year, the freshmen at our school chose to focus their forum on transgender people in athletics. The students worked hard to write their essays, practiced their speeches, and were eager for their forum presentation. However, the forum was unexpectedly canceled. The freshman were informed in a meeting with admin. The rest of the Upper School was informed via an email from the school. In the email, it was stated that “the contents of the essays were not the problem.” This suggests that the Allendale Columbia community might not have been ready for such a discussion. Additionally, one can’t help but wonder if the administrators were concerned about transgender students potentially facing bullying or discrimination as a Picture by Rapheal Renter on Unsplash result of the forum’s subject matter. A group of students organized to oppose the cancellation of the forum. They collected signatures and managed to secure a meeting with the administrators. Unfortunately, after the meeting, little progress was made to address the fact that the freshman forum participants never had the opportunity to present their speeches. What Went Wrong? An Alumni Perspective from Chis Smoker Canceling the Freshmen Forum was single handedly the worst decision that I have ever experienced at Allendale Columbia. I love the students, faculty, community, and administration, but sometimes circumstance can truly sour relations. Faculty were asked about the decision, and the answers varied obviously, but student input lacked severely. Forum Fallout: A Student Perspective continued on page 2
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THE HOWLER
Forum Fallout: A Student Perspective continued from page 1
I was a part of a student group that met with administration about the sudden cancellation of the Freshmen Forum. We went knowing that there was no guarantee we could change the outcome, which was expected. Unfortunately we as a group did not feel heard. It was explicitly stated that the contents of the student essays were not the problem. Considering there have been forums about BLM, transgender rights, and even abortion it was shocking to see a Freshmen Forum about, “Transgender individuals in sports” be the straw that broke the camel’s back. Lastly, I understand administration is supposed to make its constituents happy, but administration should have their own beliefs and opinions. Some things are not very negotiable, but the lack of transparency resulted in confusion and resentment. There is always time to forgive, and improve.
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The Role of the Federal Government in American Life The Cost of College Should Celebrities Speak Out on Political Issues? Transgender Issues in the U.S. Mass Shootings in the U.S.- What Can Be Done? Illegal Immigration Teenage Suicide All of the above topics are challenging but they will come up in our lifetimes. If school is supposed to prepare students to be adults then students must be prepared to talk about real world issues in a civil manner.
Moving Forward As a community, we need to push for our right for freedom of speech but we also need to continue to have forums. The forum is a bastion of free speech that exists to talk about challenging socially relevant topics. Without What can we do better? it, we become students trapped in a permanent state of Fundamentally, the issue can be traced back to emotional and idelogical infancy, uninformed of today’s Photo of Clay Banks on Unsplash a lack of communication. As the president of the issues and unable to civilly disagree. Gender Sexuality Alliance, I was never informed about the discussions In essence, without the forum AC fails to “prepare students for the word surrounding the freshman forum or the consideration of its cancellation. they will inherent.” • Allendale Columbia School values the opinions and representation of its students leaders. Given that the forum was centered on transgender A committee of faculty and administrators is working on clarifying the issues, it would have been beneficial to consult the GSA. By not including purpose and process for the forums. It is their goal to provide structure and the club in these discussions, our position as student representatives support to each grade level as they prepare the students. The presentation of the LGBTQIA+ community was undermined and student voice was format will be reimagined, moving from a debate format to a symposium ignored. format that presents research from various perspectives rather than If the administration had genuine concerns about the aftermath debating other individuals’ points of view. The presentation will allow of the forum, there were alternative approaches they could have students to practice recognizing the rhetorical situation, ie context of a taken. For instance, if they were worried about transgender students source, understanding bias, and making a qualified argument. This format facing bullying, they could have provided support structures. They will ensure the presenters provide a broader “spectrum” of perspectives could have reached out to these students, ensuring they had adults rather than two opposing sides of an argument. to turn to if they experienced bullying. However, by cancelling the forum, bullying, name calling, and harassment were not prevented. Further, even though forums can discuss difficult or controversial topics they must be talked about. Here is a sample of past forum topics: Picture Retake Day is November 1st from 9-11 am in the CPC If you have not been photographed please arrive at 9am If you would like a retake please read the instructions to the right
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The Unseen Bruises of Bullying MeET Your student representatives and Harm in Schools ANGELICA DAVIS-BERNARD
To any and all marginalized, unseen, or invisible students you have a place here at AC. Most people fail to recognize that the educational setting can be a source of trauma, bullying, and unhealthy competition. Teachers, coaches, and adults oftentimes miss the opportunity to interrupt hate. Interrupting hate in the locker rooms, gyms, bathrooms, hallways, etc. requires awareness and courage. It saddens me to reflect that risk factors for being targeted include being seen as weak, being different from peers (including race), “LGBTQ+, having learning differences or visible disabilities, being depressed or anxious, and having few friends” (Brenner, 2001). Parents and Caregivers send their children to AC to be safe. What do we do when it is also a place where they experience racism, sexism, queerphobia, bullying, and other whispers of harm? Furthermore, Fraser (2023), states “targets suffer anxiety, depression, PTSD, poor academic[s]and yet rarely know that their brain is unwell and needs help.” The unseen and invisible suffering can have long-lasting impacts on students’ brains and sense of belonging. It is important to note the potential harm of being a silent witness to hate and harassment. According to Loh (2011), not intervening… • Leaves the target at risk for more harm • Sends a message of approval to the attacker • Can normalize the habit of ignoring to other bystanders Our AC community is about action. So I have to ask where is the compassion? There are more caring students at AC than those who want to spread harm. I challenge all of us to be an upstander. If you see Picture by Ilayza on Unsplash or hear harm, tell an adult or submit an anonymous reporting form. Taking action to make the AC community safe requires speaking up. We acknowledge October as National Bullying Prevention Month (there are several national awarenesses for the month of October). In an effort to stomp out hate and bullying at AC, we all play a role. Your actions matter. Your actions of being an upstander can be the bandaid (prevention) to those unseen bruises. Shoutout to Clark Lovett, who stood up against hate. According to stompoutbullying.org: Being an Upstander: • Takes courage - Telling a friend who is bullying to stop is hard. They may be mad at you. But at least you won’t feel guilt for being silent and allowing the bullying to continue. And you will be doing your friend a huge favor in the end by helping them stop really hurtful behavior. • Takes action - Doing something that does not support the bullying can be a really small intervention with big results! Two words - “That’s bullying” - can open others’ eyes to recognize the problem. • Takes assertiveness - Telling a friend how their behavior makes you feel and how it affects others requires being able to use your voice! • Takes compassion - Upstanders have the gift of compassion. They recognize when someone is hurt and take steps to help. • Takes leadership - Upstanders are leaders in their social group, helping others to recognize ways to get along and be supportive of others. • Shoutout to everyone doing the right thing. You all can make a difference. •
6th grade: • Sofia DiLoreto • Amaya Knapp • Kate Moles 7th grade: • Gracie DiPalma • Teddy Doheny 8th grade: • Sumana Bollineni • Thomas Yu • Maria Nichols Freshman: • Lucas Cabral • Brennan Fallen There are no sophmore representatives as of the printing of this issue Junior: • Oliver Riveros • Maddy Manske Senior: • Marcus Frassetto • James Thornburg • Evelyn Kacprzynski Responsibilites of student representatives: • To represent their respective classes and the student body in meetings and activities • To maintain an accurate record of all that is discussed at Student Council meetings • To help in all Student Council functions • To advise respective classes at the weekly class meetings on the issues and actions taken by the Student Council •
Picture by Chad Stembridge on Unsplash
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THE HOWLER
Falcor Falls JAMES THORNBURG
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New LIBRARY Books JESSICA SHUFF
On Wednesday the 27th of September a crowd gathered near the peace pole near the large soccer field to watch one of the few cremations that has taken place on a school campus. Near a small fire, a crowd watched as Mr. Godkin placed a couple of pieces of wood in the fire pit and doused the pieces of wood with lighter fluid. After placing a box wrapped in brown paper labeled Falcor and Vizerion along with various other names in the fire pit, Mr. Godkin lit the fire. As the box began to burn some of the fire began to burn green due to magnesium that Mr. Godkin placed in the folds of the box. During the cremation of Vizieron students made tearful remarks about the dragon, Ms. Colson sang a Klingon death/war song and students joked. When all the students had returned to classes Godkin remained to monitor the fire. • Photo of funeral pyre
In MEmoriam
TRAVIS GODKIN
I owned my first bearded dragon when I taught in Oregon. My school’s mascot was the Dragons and I had a beard, so it seemed like the perfect classroom pet. When Ms. Crosby asked if I wanted to take over care of Vizerion, I jumped at the chance. I renamed him “Falcor,” after the luck dragon from the Neverending Story, a movie I loved as a kid. It wasn’t until later that I figured out that my freshmen students at the time, the class of 2024, were the first group of students to have Vizerion as a classroom pet in first grade! He was a great classroom pet. Of course, as a Biology teacher, he made frequent cameos in my lessons. We could talk about the evolution of camouflage, visual displays to deter predators, the waterproof nature of reptile skin, or the daily habits of cold-blooded critters. The best part about Falcor, though, was seeing how many students loved to feed him, pick him up, and even take him for walks around campus, much to the chagrin of Ms. Colson. It was cool to watch apprehensive students touch, or even hold, a reptile for the first time. In the end, Falcor lived for at least 12 years, had plenty to eat, and didn’t need to worry about predators, so I guess it was a pretty good life! • Photo of Mr.Godkin with Falcor
If you have been to the library recently, you may have seen me hard at work inputting brand new books in the library system, adding stickers to books, and covering books. I have ordered a plethora of new books in the past year since becoming the Library Media Specialist. I am adding books that feature diverse characters, authors, & illustrators with unique perspectives so AC students can build empathy for individuals different from themselves. It is also important that the books added to the library reflect our student population so students can “see” themselves reflected in the experiences characters face. With censorship and book banning on the rise across the country, I am honored to work at a school that values equity, diversity and inclusion for all students. Below I’ve compiled a list of a few new books to the library. You can find these books under the “Featured Books” section on the glass room walls. All My Rage is the 2023 winner of the Michael L. Printz Award for Young Adult Readers. All My Rage features characters with pasts in Lahore, Pakistan, who presently living in Juniper, California. The characters are forced to navigate life in America and the costs the American Dream has on family, friendships, and their overall way of life. This Book Is Gay has been on the banned book list numerous times and is currently the 10th most banned book in school and public libraries. This nonfiction text informs readers what it’s like to grow up LGBTQIA+. As Juno Dawson states, this book is like an instruction manual for individuals in the LGBTQIA+ community. Freewater is the John Newbery Medal and Coretta Scott King Award book winner for 2023. This book shines light on the fictional experience of Homer, an enslaved twelve-year-old, who escapes the Southerland Plantation and finds a secret community called Freewater. As the story progresses, Homer enlists all his courage to return to Southerland Plantation to help free his mother and then help the community of Freewater from devastation. •
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BAM! Th e P e r f e c t C hi ld Lucinda Berry Genre: Thriller Rating: 9/10
“The Perfect Child” centers on Janie, a
six-year-old girl discovered by Christopher and Hannah, a surgeon and nurse, in the hospital where they work. They adopt her despite her challenging past, as she arrives in a malnourished and distressed state. However, their lives take a chilling turn during Janie’s second visit to their home when she exhibits violent outbursts
without discernible triggers, biting
Christopher and spitting at Hannah. Her behavior becomes increasingly emotionally manipulative, occasionally escalating into violent acts. Author Berry skillfully maintains suspense throughout the narrative. Interspersed between chapters are snippets from police interviews with Piper, Janie’s caseworker. These interviews hint at a harrowing event related to the Bauers due to Janie’s presence. Initially appearing routine, the interviews gradually delve into more
De s i re : I wa n t t o T u rn I n t o you
concerning territory. The hinted incident initially seems related a drowning incident involving Cole, but a far more sinister event involving Hannah’s sister is unveiled later. Moreover, these interviews unveil Janie’s involvement in her mother’s death, leaving readers craving answers and fostering suspense and fear throughout the novel. • REVIEW BY JAMES THORNBURG
her influences. She skillfully One of the most notable aspects blends their elements with her of “Desire” is Polachek’s evident own unique style and lyrical admiration for artists who have depth, resulting in an album Caroline Polachek’s fourth studio album left an indelible mark on her. that feels both nostalgic and “Desire: I Want to Turn into You” begins with The album’s second track, “Pretty contemporary. Her ability a howl, reminiscent of Sinead O’Conner, and in Possible,” carries echoes of to combine these diverse then a warning. “Wel-come to my is-land. I Dido’s (who collaborated on track inspirations is partnered with hope you like me. You ain’t leavin”, she sings seven, “Fly to You” along with a musical range that deepens in a half-chant, and like the narrator of “Hotel Grimes) ethereal vocal stylings and Kate Bush’s the experience. Bagpipes, Spanish guitar, California,” the listener is trapped. Polachek’s innovative production techniques. There are and the Bodhrán all make appearances, latest effort is a captivating and poppy moments in the tracks “Welcome to My Island,” as do a children’s choir and Dominican musical journey that provides a fun homage “Blood and Butter,” and “Crude Drawing of an to a range of influential artists from various Angel” that channeled Debbie Harry, Bjork, and dembow. These traditional sounds are woven, or sometimes smashed, into genres and eras. Her ability to seamlessly Dolores O’Riordan among others. incorporate these influences into her own While “Desire” is a compelling homage modern synthesized and electrical unique style is a testament to her range as to these iconic artists, it’s important to note elements to create an album that is a pleasure to hear. • a musician. that Caroline Polachek doesn’t merely mimic REVIEW BY SETH HOPKINS Caroline Polachek Genre: Thriller
An na b e l le Director: John R. Leonetti, Gary Dauberman, David F. Sandberg Genre: Horror/Thriller Rating: 8/10
The movie Annabelle, which is a prequel to the Conjuring, is about a doll that is possessed. Paranormal activity and horrible events occur wherever the doll is. I like how Annabelle and other movies from the Conjuring franchise use the experiences from Ed and Lorraine Warren. While it has some spine chilling elements to it, I would recommend this
movie to those who are just starting to watch horror movies as it is tamer than others. From brutal murders and freak accidents to terrifying jump scares the movie will be sure to give you a good fright. I would definitely recommend this movie to anyone who loves a good scare. • REVIEW BY MARINA ELLMAKER
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Inside The DEn Girls Tennis Goes HOmeCOming Scores to states! ERIC ROOF
Elie Swan, an 11thgrade girls tennis player at our school, recently shared her insights on the ongoing tennis season. She mentioned that her favorite part of this year’s tennis season has been the support she’s received from her teammates. The strong team camaraderie has been Photo of Varsity Tennis team with plaque a key factor in their success. commerating their regional win Elie highlighted their thrilling match against HF-L as her favorite this season, where they secured the sectional title. The excitement of the game and their victory made it unforgettable. Looking ahead, Elie expressed her anticipation for the regional and State Championships. Her aspirations are driven by her dedication and love for the sport. For Elie, State Championships means an opportunity to bond with her team and compete against top girls tennis players in New York. She also draws inspiration from professional players like Serena Williams, believing that watching their techniques can improve her game. Photo of Varsity Tennis team Surprisingly, Elie doesn’t follow any pre-match rituals. Her approach is simple: love for the game and giving her best for the team. Elie Swan’s journey this season is marked by teamwork, ambitions, and a deep passion for the game. With future matches on the horizon, she and her team are ready for whatever challenges come their way. •
DIG PINK DONATES BIG JAMES THORNBURG
On October 12th both the varsity and JV HAC wolves and South Seneca went head to head to volleyball. However the game was more than a competition, it was also a fundraiser and an event to raise awarness about breast cancer. Fans were asked to wear as much pink as possible . The gym was also decorated with pink streamers and ballons, making the gym appear much like a bubblegum factory. The HAC wolves managed to raise over 1,000 dollars for the Rochester Breast Cancer Coalition through the sale of raffle tickets and food items. Way to go wolves! •
Photo of five varsity volleyball team members at Dig Pink
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Darkroom and Advanced Photography classes of Ms. Rogers KEXIN CAI
Darkroom and Advanced Photography classes are taught by Ms. Rogers. The Darkroom class primarily focuses on black and white 35mm film photography. Students can learn film processing, darkroom printing, and work on projects using 35mm film. Advanced Photography covers alternative darkroom processes like lumen prints, medium format camera use, and gum bichromate prints. It also delves into digital photography, including advanced editing and lighting techniques. The Howler asked Ms. Rogers to answer questions and get photos of the students’ work. We hope these can help you understand both interesting courses better.
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Q. Are there any opportunities for hands-on practice or fieldwork in the two courses? When it comes to art courses, everything is hands-on! In the darkroom, you’re using the film, enlargers and going through the chemical processes to create your final prints. For Advanced, it’s the same in the darkroom with alternative processes, as well as using the digital cameras, lighting equipment and using the laptops for Adobe Photoshop to edit the images. Students have the opportunity in both classes to complete projects outside of the school setting so there’s more variety in their work. Q. Is there exposure to exhibitions for student photography? Of course! As the semester progresses, there will be opportunities for students to submit work for next year’s Image City Student Showcase, the Scholastic Art Awards and much more! We will also have work from the photography classes in the school gallery for November and December.
Q. What new perceptions and skills do you think each of these two programs can bring to students at the end of the courses? Darkroom is a process that everyone should learn how Q. What topics and techniques will be covered to do at some point in their lifetime! Unfortunately, throughout the semester in each class? Is there any throughout the years, many schools have done away difference between the two classes? Darkroom is more heavy on the 35mm side of photography. photo by Micheal Zurell ‘23 in Advanced with their darkrooms due to the costs of the chemicals Photography and film. I have met many parents and people outside We start off the semester with a little bit of history and of school that have mentioned that they always regretted not taking a some historic photo capturing processes, such as photograms and darkroom class when they were younger. Compared to schools in the pinhole photography, before taking on the SLR cameras. Students will area, we are lucky enough to have a darkroom class, where others can only have multiple projects to complete in the semester using 35mm film. In Advanced Photography, we are taking on more alternative processes of do one unit on film photography. the darkroom as well as digital. We are exploring processes such as lumen Why not take the risk and try prints, using medium format cameras, gum bichromate prints and more. something new? We are adding on to what would be taught in Digital Photography if that With Advanced Photography, like course were a year long class, such as lighting techniques, scanography mentioned above, you’re learning about darkroom processes that and a more advanced look at editing software. you normally wouldn’t learn Q. How do you typically structure your classes, and what about unless you took advanced photo by Ella Herberger ’22 in Darkroom photography classes in college! teaching methods do you use? Photography These are advanced Being a project based class, you’re given smaller techniques that not many students in a high school setting would assignments to lead into larger projects. I try not ever be taught. On the digital side, you’re continuing on from to give out tests, because I understand what it was Digital Photography and becoming more comfortable with Adobe like taking tests when I was their age. Instead, Photoshop and Adobe Lightroom. In the workforce, especially in I give out small assessments to test on prior a Marketing/Communications aspect, it’s incredibly beneficial to knowledge to see if there’s anything I need to go know how to use these programs and how to use a digital camera. back over in a future class. Notes are beneficial • when you’re learning about a new skill and even though the beginning of the semester may have quite a bit, it helps later down the road! What I tell the classes at the beginning of the year, is there’s photo by Siena Ardizzone ’23 in no magic in terms of being great at photography. Advanced Photography You need to just keep taking photos! That’s it.
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Q’s with the News MACKENZIE OPIRA
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Ms. Livingston
Middle and Upper School History Teacher
Q. How long have you been teaching? This is my third year teaching and fourth year working in schools. Q. Where did you teach before AC? I was working at the University of Rochester. Before that, I taught in New York City and Albany.
Mrs. Offord Lower School Literacy Specialist
Q. How long have you been teaching? I’ve been working in schools since my student teaching placement in New York City in 2004. Before that I worked as a Deaf Education Notetaker sub all through college Q. Where did you teach before AC? My journey to AC started in a Montessori school in Virginia right out of college. My husband and I moved back to Rochester and I worked at Geneseo Elementary School as an Academic Interventionist, and then a 2nd and 4th grade teacher over 13 years. Most recently, I was the Literacy Instructional Specialist for the Special Education Department at Monroe 2-Orleans BOCES. I coached teachers in grades K-12 to help develop the literacy skills and talents of students with multiple and complex disabilities. Q. What’s your favorite spot on campus so far? This is a tough one--there are so many that I am growing to love! I think it’s the spot approaching the courtyard where the big beautiful tree is changing color on the left, and the view of the courtyard and birch trees opens up before you as you walk toward the windows of the dining commons. Q. What’s a fun fact about yourself? I prefer being out in the middle of the wilderness, hiking, to just about anything else. I run a Dungeons and Dragons campaign as the DM/GM (Dungeon Master or Game Master) with a group of friends locally. I also do dog sports (agility, rally, scentwork) with my two Belgian Shepherds.
Q. Whats your favorite spot on campus so far? Either the nature trail or my classroom! Q. What’s a fun fact about yourself I have a very cute hamster named Fievel.
Ms. Shults
Middle and Upper School Counselor Q. How long have you been teaching? I have worked in schools for 13 years as a mental health clinician. Q. Where did you teach before AC? Before joining the AC community, I worked for Hillside Day Treatment at O’Connor Academy (Monroe One BOCES). Q. Whats your favorite spot on campus so far? My favorite spot(s) on campus is the green space, nature trails, and courtyard. I look forward to co-leading the Garden Club & Campus Clean Up club this school year! Q. What’s a fun fact about yourself? I enjoy nature and being outdoors. I look forward to camping every summer with my family! My favorite place to vacation is Maine. •
THE HOWLER
Vol. 2 Edition 2 OCT 30
HOWLARIOUS LOGIC PUZZLE BY JAMES THORNBURG
CAndy Survey
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THE HOWLER
Vol. 2 Edition 2 OCT 30
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Classifieds
DECEMBER 4TH
MASTHEAD COPYRIGHT OCTOBER 27, 2023 PUBLISHER ALLENDALE COLUMBIA SCHOOL EMAIL thehowler@allendalecolumbia.org Answer to the logic puzzle
STAFF Evelyn Kacprzynski, James Thornburg, Eric Roof, Marina Ellmaker, Caitlin Swartz, Mackenzie Opira, Kexin Cai, Aryana Saedi CONTRIBUTORS Angelica Davis-Bernard, Amanda Meldrum, Seth Hopkins, Jessica Shuff
COPYEDITOR Vincent Bissonette DIRECTOR Amy Oliveri LAYOUT James Thornburg