The Bolles Bugle September/October 2018

The Bolles Table of Contents Bugle Staff Editor-in-Chief: Kennedy McKinney

Special Issues Editor: Claire Cywes Online Editor-In-Chief: Salma Shalaan Copy Editor: Havana Frakes

P. 4

P. 10

P. 6-7

Student Life Pages 4-16

Writing Coach: Jisette Baquet

P. 8-9

P. 12

Sports

Design Editor: Anisa Patel

P. 16

Pages 26-30

PR Editor: Jacqueline Emas Perspective Editor: Avani Bansal Coffeehouse Promoter: Gabe Bassin Contributing Writers: Ellie Anderson Kloe Brill Su Ertekin-Taner Taylor Ford Julia Johansen Thomas Keaveny Ian Peiris Soraya Rafat Anya Raheja Sarah Scherkenbach Ava Sickler Askshay Swani

6

P. 14-15

P. 24

P. 20-21

P. 26

P. 28-29

P. 22-23

Arts

Pages 32-38

P. 30

Academics Pages 18-24

Adviser: Ms. Jacobson Questions or comments, contact: jacobsona@bolles.org or bollesbugleonline@gmail.com

P. 18 P. 36-37

P. 34-35

Pages 40-43

Editorial Policy: The Bolles Bugle is the newsmagazine created by the journalism class atThe Bolles School. Our publication focuses on increasing community awareness of in-school events and topics relating to the five news values: relevance, proximity, timeliness/ novelty, conflict/controversy, and human interest.

Content in the Bugle is the responsibility of the editorial staff and not meant to reflect the views of the school’s administration or the student adviser. Please reach out to our faculty advisor, Ms. Jacobson, with any questions or comments. She can be reached at jacobsona@bolles.org or at bollesbugleonline@gmail.com.

Copyright 2009-2018, The Bolles Bugle

2

Opinion-Editorial

P. 32-33 P. 40

P. 40-41

P. 43

Letter from the Editor Dear reader, First and foremost, thank you for picking up our first edition of The Bolles Bugle. The writers, photographers, designers, and editors that make up our staff greatly appreciate it.

There is something special about the start to a new year. Students meet new people, join clubs, and develop new ways of thinking. A new beginning isn’t necessarily a groundbreaking change in your life. Sometimes they can be the new book in the library or the new teacher that you really like. No matter how big or small it is important to try new things.

The theme of this issue is Bolles Beginnings. Every year we start over as a staff and add new aspects to our coverage. This year, we have new video and photo equipment and a redesigned website that we will use to expand our broadcast coverage. We also have eight new staff members each bringing a fresh perspective to the Bugle.

During our pitch meetings, interviews, and editing process our number one goal is to present an accurate story that allows you, the reader, to walk away with the feeling that you learned something. As a publication we focus on stories that have one or more of the following news values: Relevance, Timeliness and Novelty, Proximity, Conflict/Controversy, and Human Interest.

I am also embarking on a new beginning as I take on the role of editor in chief. After three years of being on staff, editors before me have prepared me for this endeavor. I am excited to lead this year and I hope to have the chance to leave an impact on the staff the way those before me did.

The articles ahead focus on everything new. New teachers, new policies, new athletes, new movies, new school organizations, etc.

I hope you enjoy this issue.

Sincerely, Kennedy McKinney Editor in Chief

3

New Beginnings for Mr. Hodges “The pursuit o knowled f ability t ge is the ob empathe e an tic listen er.”

“You co s is e l l o uld B “ have the g to n i o g never latest fad, building fanciest the e e s w don’t ha but if you a h o c h ve good ww o n k t eachers, we then the school is re.” a nothing .”

In a wide-ranging discussion with the Bugle about his goals for Bolles, new Head of School Tyler Hodges shared his message about what experiences make a valuable education. Hodges said he feels it’s important that students are encouraged to take risks, for it is often in risky situations that students learn the most. Hodges explained that when he made his college decision, he took a risk that paid off. Instead of going to the local college everyone expected him to, he attended UVA. Hodges felt out of his comfort zone, but in the long run it was worth it. Hodges emphasizes critical thinking and encourages ‘deeper learning, not deeper memorization’. He encourages students to ask “polarizing questions” for those often bring the biggest challenges. Hodges also urges students not to put too much value on scores, “No one is going to care what my SAT score was... (they are going to) care about who I impacted how I left this world a better place.”

Over the summer, Mr. Hodges ran a 5K in Colorado and hurt himself badly. Instead of quitting the race, he limped to the finish line with a new way to explain resilience.

“ If you compare it to sports, all that hard work you do, you are miserable, sore, it would be easy to give up. It is preparing you for when you run that race. Sometimes you stumble, sometimes you fall as you are going down that mountain. But I will run that race again next year.”

4

We Know What You Did Last Summer

Havana Frakes Copy Editor

Although summer is

supposed to be a break from school, many Bolles students spent the past summer trying out different colleges and universities, hoping to discover the right fit.

For example, Caroline Camp (19’), born in England but raised in America, visited colleges both in the United States and England.

In the U.S., Caroline saw Marquette in Milwaukee, Wisconsin, Depaul in Greencastle, Indiana and Denison, in Granville, Ohio. In the U.K., she visited Trinity College in Dublin, Ireland and St. Andrews in Edinburgh, Scotland.

Out of these four colleges, Camp stated that she favors the farthest place she travelled: St. Andrews. According to Camp, she likes St. Andrews the most due to its “ really good classics program, which is what I

6

want to do.” Caroline was introduced to St. Andrews by her friend who is currently attending the school, and “since I love the U.K., I decided to try it.”

While Camp favors St. Andrews above all, she adds that in general, she preferred the American schools over the British schools.

Like Camp, junior Annie Ruperto also traveled to visit colleges this summer, including Rice University, University of Chicago, Harvey Mudd, Pomona College, and Stanford. She favored one of the farthest, Harvey Mudd “I really liked the small, tight knit community that they had”, in addition to their mandatory, STEM based core classes that aren’t offered in high school.

Apart from college trips, some students like Madison Clubb (19’), spent their summers engaging in a new discipline. A long time Japan enthusiast, Madison travelled to Beloit College in Wisconsin where she participated in a Japanese language immersion program. Clubb reports that each language had a separate floor and table, so “the whole time we

were just speaking in the target language, so that was pretty cool.” While she describes the program as an overall success, she does add that she wished the program offered more “cultural activities, whether it was playing traditional games from the country or doing music.”

Rather than studyJapanese, senior Rey Chetan dove into science at Cambridge University, studying “arsenic in the water and how using bacteria can get rid of it.”

To do this, Chetan used arsenic bacteria as a filter to dilute the arsenic, making the water clean for consumption. On the side, Chetan focused on studying the genetic pathway of the arsenic bacteria, and how the bacteria could be genetically modified. According to Chetan, this research could aid underdeveloped communities identify clean drinking water.

Makayla Stone (20’) traveled across the world to undertake a project.

However, Stone’s was a far more physically taxing endeavour: climbing Machu Picchu. Stone and her mother travelled with twelve other people, “ We went on a separate trek called the Lares Trek that went over a pass of

13,500 ft and then after four days we went to kilometer 104 of the Incan Trail and hiked that for a day.” Stone described reaching the sun gate as the most interesting part of her trip, and a very emotional experience.

Finally, freshman Jakhye Wilkins started his highschool journey with a two-week trip to Indonesia as part of a Children’s International Summer Village Program. As a part of this program, “I met 32 other kids just like me who were interested in the program and we would have activities that certain groups of kids within the camp would plan that are made to spark a conversation about diversity, the theme of the camp”. These activities were designed to make students uncomfortable and to provoke greater thought about diversity.

While Jakhye enjoyed the trip, he added that he would have enjoyed more sleep.

Whether in Peru, Indonesia, or Ohio, Bolles students made the most of their summers.

7

Bolles Bulldogs...

Anya Raheja Contributing Wrtiter

A best friend is always there for you. He

stays with you when you are alone, cheers you up when you feel down, motivates you to go on walks. A best friend eats dinner with you and tries to steal your food because it looks tastier. He always tries to put up his paws and give you a hug when you come home.

A dog has the title of man’s best friend, and about 7.3 million are adopted each year.

The perfect pup can come from anywhere. Mr. Dickson, English and Art History teacher, adopted his dog, Seamus, from the local Humane Society in early June. Seamus is most likely a Treeing Walker Coonhound, but his age is somewhat unclear. “The Humane Society said he was four; the vet says he’s two; we think he’s one.”

Mr. Dickson has both bought and rescued dogs for the past 20 years. “We think everybody should get rescue dogs because there’s more rescue dogs that need help.”

Upper School guidance counselor Mrs. Cussen also adopted her puppies, but traveled a little farther than Beach Boulevard for her Great Pyrenees pets, Smokey and Bandit. A 16.5 hour car ride to a Missouri farm, to be exact. She first heard online that one of her college basketball friends was giving away the puppies her Great Pyrenees had. “When my friend had posted on Facebook that the Great Pyrenees litter was free, I thought, “Gosh, free! Why not?”

8

Mrs. Cussen adopted Smokey and Bandit to keep Brody, her 9-year-old Mastiff, energetic.

Similarly, Mr. Dickson adopted Sheamus as a friend for his other dog, Simba. “We have a German shepard who is neurotic and depressed when he doesn’t have a friend.”

Ella Edwards (‘19) got her dog, Finley, spontaneously. “I asked my mom if we could get another dog if we won states for high school soccer this year and we ended up winning so she got us one!” In February, her mom contacted a breeder in Lakeland, Fl and bought an 8 week old bulldog, Finley.

The Edwards chose a bulldog because Ella’s grandfather always wanted a bulldog, but her grandmother did not. This way, he can see Finley when he visits.

Annie Ruperto (‘20), her Golden Retriever, Scout, is her first dog. Her father had a dog when he was younger, so Ruperto also wanted the same experience her dad talked about.

Ruperto stated her family chose Scout for his loving, calm personality, but they also wanted to make sure that they bought a healthy dog. They bought him from a specific breeder “because their dogs have a very low rate of cancer and hip dysplasia, and we didn’t want any pet we got to be in pain.”

and Hounds and Retrievers and Great Pyrenees!

Name: Seamus Breed: (probably) Treeing Walker Coonhound Favorite toy: bouncy rubber ball on a string for tug-of-war Weirdest Habit: he eats everything, from palm fruit to packing peanuts to bottles of Tylenol

Name: Scout Breed: Golden Retriever Favorite Toy: wooden door frames and staircases Weirdest Habit: he once chased his tail and caught it, whacking himself in the nose in the confusion

Names: Bandit (left) and Smokey (right) Breed: Great Pyrenees Favorite Toy: anything they can chew Name: Finley Breed: Bulldog

Weirdest Habit: they like to lean on people and the older dog, Brody

Favorite Toy: purple and green tug toy Weirdest Habit: she likes to waddle up the staircase but can’t get down, so she barks at the family for help

9

Straight Outta Ulmer:

An Inside Look At Freshmen Community Groups

Su Ertekin-Taner Contributing Writer

When walking into Freshmen Com-

munity Groups, students see a helpful teacher, alongside snack baskets offering food such as goldfish and Pringles. Tightly-grouped desks form a circle of students from different experiences. As goals, tribulations, and snacks are passed around, students find comfort within an inclusive environment.

These Freshmen Community Groups, an organization connecting students, were created by Mrs. Cussen, the guidance counselor of the San Jose campus.

Although student’s recognize that the administration has their best interest at heart, many students were skeptical of the groups because of their past experiences with bonding activities. Although Sage Kaye (‘22) enjoyed the activities, she admitted she was skeptical about the groups beforehand.

“The students who do not know each other and are not aware of a particular stance on a subject matter is less likely to fully participate and engage in discussion…”.

-Mrs. Ashman

10

Freshmen Sophie Grace Posick and Sage Kaye both wondered if the FCG had the potential of preventing time to do homework.

In response to students’ concerns about lost homework time, Mrs. Marks, Principal of the Upper School, pointed out in an email, “[The administration] was cognizant of that fact when we scheduled the meetings only once every other week rather than weekly.”

Camden Pao, a new student to Bolles and a freshman on the San Jose Campus, also shared his doubts, saying “I will admit I was a little skeptical of the groups at first because I thought it was somewhat of a waste of time [...] But now, while I’m still a little skeptical, I enjoy the groups because it gives a kind of mental break, to look over your own progress throughout the school year.”

The fifteen faculty leaders of the Freshman Community Groups all volunteered to advise students of issues including time management, multitasking, and emotional control.

In an interview, Mrs. Marks stated, “Yes, yes, they all volunteered. The facilitators are all volunteer facilitators, people that were really interested in this kind of work.”

Students in Mrs. Stone’s Freshmen Community Group converse about which of the selected stones reflect their mood.

Photo: Ian Peiris

Cussen’s Summer Experience

Over the summer, Mrs. Cussen went to a workshop for The Institute For Social And Emotional Learning at Holton Arms School in Bethesda, Maryland. When describing her experience at the series of conferences held by a team of instructors at the school, Mrs. Cussen said, “facilitators just come and stay at the school and then they do a training for about a week.”

As a facilitator at the conference, she learned possible bonding activities among students. She also received a binder with activities to build community, foster empathy, and help with self-awareness. While Mrs. Cussen stated she selects activities from these binders, she also said FCG leaders have the power to select activities which they feel will help their group of selected students feel more comfortable.

Mrs. Marks aided in selecting the groups, sorting females and males equally, assigning them a random letter while checking to see if the freshmen new to Bolles were equally mixed with “lifers.” The initially-random letters designated the current Freshmen Community Groups.

According to Mrs. Marks and Mrs.

Freshmen Community Groups gather all freshmen together on specific dates and times, not unlike past attempts at bonding students through small group discussions. In earlier years, however, small group Mrs. Stone’s Freshmen Community Group chooses the rock discussions that displays their mood. happened after Photo: Ian Peiris convocations.

Cussen, meetings were scheduled as Mrs. Ashman, the director of cultural regularly as possible to avoid confucompetence on the San Jose Campus sion. Groups usually meet on Monand an academic advisor who condays, every other week. ducted small group activities in the Mr. Drew, San Jose’s new Associate Head Of School expresses his opinion past, remarked in an email “In small groups students are more willing to on the FCG, saying “In my opinion, participate in discussion and discuss it’s really important for students to achieve the way they want to and the their experiences, knowledge, and opinions about the subject matter way the school wants them to acawhen they are comfortable with the demically they need to have a strong students in their group.” sense of community.”

Mrs. Ashman also added, “The

students who do not know each other Alexis Metzger (‘22) points out she and are not aware of a particular felt welcomed into the school as a stance on a subject matter are less result of the Freshmen Community likely to fully participate and engage Groups. She notes, “You feel more inclined to talk about how you’re feel- in discussion”.

Remarking about the first FCG meeting [.] You feel more comfortable to ing, Mrs. Marks recognized “[Freshtalk about how you’re feeling.” men Group Leaders] said it was a little Mr. Stam, a leader of a Freshmen tentative at first.”

Community Group with 14 students, The success of the program is unreiterated, “[Freshmen] are in your known to the administrators at this silos, you’re very alone, but you have time, but Mrs. Marks revealed that the to realize you’re not”. Stam stated, “For the first eight years I worked here, results of the program will determine if it stays or not. This success or failure I taught freshmen.” His attachment to freshmen urged him to host one of is determined by both students and these groups despite teaching English leaders. Leaders also have the power to evaluate their students’ likes and and other electives for upperclassdislikes within the groups. Mrs. Cusmen. sen wrote in an email, “I have encour-

aged leaders to ask the students if they liked the activity and would they enjoy doing it again.”

According to Mrs. Marks, administrators will review the success of the program at various checkpoints in the year to see if they should extend the Freshmen Community Groups to rising freshmen in later years.

“You guys are in your silos, you’re very alone, but you have to realize you’re not.”

-Mr. Stam Freshmen Community Group Leaders

FCG leaders work to make students feel comfortable within each specialized Freshmen Community Group. In aiding students’ social and academic abilities, facilitators enable young people to evolve into resilient pupils.

Leaders include...

Ryan Brewer Beth Curran Erin DuChanois Lauren Genduso Chris Gebauer Tiffany Gonzalez Katherine Halloran Jimmy Kreis Laura Lane Robin Mendelson Mike Mulvey Steven Stam Beth Stone Melissa Tyler

11

Repurposed: Making the Old New Again

I

n the beginning of new semester, most people like to purge the old and replace it with the new. These students attained items from friends and family and have made them their own.

Julia Johansen Contributing Writer

Colson Cronk When Colson Cronk’s father was in college, he had a 1985 Toyota Land Cruiser FJ60 edition. About six years ago, he saw one for sale at Jax beach, bought it, fixed it up, and repainted it. When Colson turned 16, his father let him drive it. Fun fact: it is manual, and it has stalled out when he was on the street.

Max Zauke When Max’s father turned 15, he received a guitar. Overtime he taught himself how to play. Max’s father passed down this acoustic guitar to him, and now he is teaching himself how to play the guitar too.

12

Olivia Harris Olivia Harris is a second generation Bolles student, as both of her parents attended Bolles. She has her uncle’s Bolles rugby shirt from the 80’s, which she often wears to school on Wednesdays. She found it in middle school, but couldn’t wear it until high school, until it fit.

Natalie Rudinski

Natalie is a lover of all things vintage and pretty. She often wears rings, about which she says, “ This is a sad story, but one of my mom’s friends passed away. She wore this ring all the time, and there is a beautiful gold one, a very small one that had a rose on it. She gave it to me because she said I deserve to have this. It is something that she trusts me with.”

This photo is not the real ring, only a reimagination.

Ella Busker “So, the shoes were my mother’s best friend’s. She passed away three years ago. She was basically a second mother to me. We would be over at their house every week, we were very close, connected. Then she passed away, and when she passed away, she had collected over the years just a bunch of old fashion shoes, any that were beautiful, any that caught her eye that she liked. She bought them in her time of cancer. So when she passed away I got one of those pairs of shoes.”

Trisha Chakravarty

“Well when my sister was 13, she basically had this white, wedding looking dress, it was really big and extravagant. She wore it for her 13th birthday at the Deercreek Clubhouse. We didn’t have a party there but we had a birthday party at my house [in Deercreek] and we decorated it all. I wore the same dress.“

Christina Klassen Christina has a gold bracelet that she says was, “made in the late 1800’s, so it’s over 100 years old. It’s been in the family for 5 generations. It’s 18K gold carved by hand. It used to be lined with all diamonds but was changed to rhinestones because we weren’t allowed to bring high values properties with us when we came here.”

“It came from my mom’s great grandmother, she is from Vietnam and she got this bracelet and it has been passed down through the women in the family. It is really important in my family.”

Edward Sun’s Amazon Surprise

“I bought The Tempest, which was an older edition since that was the ISBN number Mrs. Jacobson put on the reading list she gave during class.I actually didn’t know that I bought a used book, so I was surprised when it came and already had writing in it.”

The book formerly belonged to a Todd Leibowitz, who took Mr. Creter’s class in 10th grade.

13

New Security Sticks to the Plan Alex Cywes (‘19) driving into Bolles; security guard waving him in.

Avani Bansal Editor of Perspective

In the first weeks of school,

you may have noticed the new parking decals and new student IDs. These new changes, implemented by our new Head of Security Mr. Rob Harrison, have specific security purposes to improve the safety of students on all Bolles campuses.

The current decals have a new shape and design, each with a specific number for every car. Mr. Harrison states, “The decals help us distinguish parents, faculty, student, and guest vehicles from cars that do not have business on campus. Not only does this help security scrutinize who should or shouldn’t be on campus, it helps those with proper decals to enter campus without being stopped by security. ” This improves efficiency during morning drop-off and after-

noon pick-up.

“We have enhanced our car decal program to include the distribution of new student and faculty/staff decal distribution every year and the distribution of new parent decals every two years.” These changes will ensure that the cars coming into Bolles are continuously authorized.

The new student IDs will be used for technological purposes as well as better identification of students on campus (with the most recent picture of students).

“I would like everyone including faculty, parents, staff, students, and visitors to know that each day, The Bolles School team works very hard to create the safest of environments for learning and activities on all of The Bolles School campuses.”

- Mr. Harrison

“My vision for Bolles School Safety is maintaining a safe, secure and healthy environment.”

-Mr. Rob Harrison

14

Mr. Harrison states, “Not only are the cards programmable for campus access, they are essential for printing needs.”

Under the supervision of Mr. Harrison, Bolles will continue to improve security over the upcoming years.

Student vehicles in C-lot

Did You Know...

The number of security staff increases at sporting events, sometimes even JSO comes “during sporting events or even multiple sporting events on multiple campuses the number of security staff rises dramatically.

Jacksonville Sheriff ’s Office officers are present to assist with security at many of our sporting events as well.”

Locking Down History Dept: allowed to do that.”

Claire Cywes Special Issues Editor In Chief

The History depart-

to a Princeton study, ment implemented two when students take notes on their computmajor policy changes ers, “they learn less and concerning use of earn worse grades.” technology in the classroom and on Furthermore, the study assessments at the beginning of this school reveals that many year. While there were students choosing to use computers to take many reasons for the notes do so because changes, the most they “may be more prominent seem to be easily distracted or less to preventing cheatinterested in the course ing and encouraging material.” students to handwrite their notes, which studCharu Chaturvedi ies have shown im(‘20) disagrees with proves learning. the policy. She said, “I think it can also be Head of the History department and AP U.S. a limitation for some students. Personally, I History teacher Dr. K said, “We are really dis- like taking notes on my couraging kids from us- computer because they are more organized, but ing their computers to take notes”. According with the policy, I’m not

16

However, Dr. K said the policy enables teachers to decide when and how they would like students to use their computers in class. For example, students may use their devices for reading articles, research, taking practice quizzes, and working on Google Docs, according to Dr. K. While it seems an in-

convenience, students understand why the policy is implemented. Jeremiah Johnson (‘20) said, “I think it makes sense, but it makes note taking longer and harder.”

Dr. K said, “When you take notes by hand, you are actually encoding the information in your brain; you are making a decision about what to write, and therefore you will remember it better.”

Above: This student is opening the Lockdown Browser on his computer. During this process, the program is closing all other open browsers and documents.

Photo Credit: Claire Cywes

New Technology Policies Barbie Goldstein tiple browsers can be (‘19) said “I personally opened. Dr. K said that don’t mind it as much students taking notes as others who use their on their computers computers. I like writnot only distracts the ing my notes down on student taking notes, paper because it helps but also the students me remember it more around them. than typing it on a document. However, I In her class, Mrs. do sympathize with the Chandler, a World Hispeople tory and AP “When you take Government who use their notes by hand, you teacher, said com“people are are actually encoding puter for more enclasses the information in gaged” and because that her goal your brain.” it might with the pen mess up - Dr. K and paper their rounote taking tine which can affect is to have the students their studies.” “talking more” and sharing ideas with each Routine is a large part other. of students’ success in the classroom and this In addition to paperchange in policy could and-pen notes, another disrupt that. However, change is switching to some students benefit Schoology-based quizas they are more likely zes and tests. History to pay attention in teachers are having class. their students download a lockdown browsFor Dr. K, and many er that shuts down other teachers, comevery window except puters pose a problem the Schoology window. in the attention spans of students, as mulMrs. Chandler uses

Pros 1) Students are less likely to be distracted 2) Studies show taking notes by hand lead to better test results 3) Students are more likely to process what their teachers are saying, rather than just typing every word 4) Cheating is more difficult

Cons 1) Some students are better organized with computers 2) Students have to transition to pens and pencils 3) With the lockdown browser, a virus could be downloaded 4) The browser could delete work students have open on their computers

this program. She said, “They really can’t do anything else except take the test or quiz.”

However, even though Chandler uses the browser, she said there was a learning curve at the beginning, “The students learned to shut down all open documents, browsers, before starting the test.

Once everything else is closed, the lockdown browser works seamlessly.”

that everyone has the same level of resources during an assessment.

Simply speaking, it’s not fair. It’s harder to cheat with sheets of paper over a device.”

While some students say that the new policies limit their organization and force them out of their comfort zone, teachers say that students have become more engaged in class.

In addition, teachers believe that the new Some students, like policy on note taking Goldstein, think that and Schoology the lockdown browser assessments will help should not be used and students earn better students should take grades in their classes. assessments on pen and paper. Goldstein said, “It’s important

17

New Opportunities in Robotics Ava Sickler Contributing Writer

September 8th marked the kickoff

event for First Tech Challenge (FTC) and the official start of this year’s new robotics team. The founders include two seniors, Adam Pooley and Colby Newman. Paul Sollee, chief technology officer, sponsors the team.

Our new robotics team is participating in the global FTC/FIRST program. FIRST, the organization’s acronym of For Inspiration and Recognition of Science and Technology, is dedicated to designing and hosting robotics events and competitions for students.

FTC is a subcategory of the FIRST program that involves real motors; metal construction elements that require tools such as screwdrivers, drills, etc.; and which uses Java-based programming in Android Studio.

For two years, the Bartram campus had both a First Lego League (FLL) and FTC, hosted by Mark Meyers, the middle school robotics teacher. Before that, Ms. Wood, the Instructional Technology Specialist and Robotics Teacher, hosted a FLL team in 2005 and 2006, as well as in 2013 and 2014 for the middle school.

FLL utilizes block-based programming and EV3 lego components.

For a few years, different middle schoolers have tried to start a team

18

after moving up to high school. After several attempts, we now have an upper school FTC Robotics Team.

kickoff event, this year’s competition field had yet to be revealed.

The team is currently split into two separate groups, and each will be competing in FTC events as separate teams; team Patent Pending and team Voyagers. Pooley and Newman said that the group decided to do this to help promote friendly competition, keep the teams at a manageable size, and make learning and communicating with one another easier.

Everyone there was eager to find out what the tasks of the challenge were, and to start coming up with new concepts and ideas for this year’s robots.

The two teams discuss strategies for this year’s challenge.

Each year, a new theme is chosen for the FIRST program and a new field is designed. The field is made up of different obstacles and challenges, and is where the robots compete.

Each task the robots complete in the field earns a different amount of points.

It was already public knowledge that the theme for this year is Space Exploration. However, prior to the

While our local kickoff event was hosted by San Jose Preparatory, the main FLorida event was actually hosted at the Kennedy Space Center, in line with the theme. A live video broadcast of this was screened at the kickoff; over this live stream, the Florida House of Representatives member, Thad Altman, spoke about the importance of robotics,

“We need robots. Robots are what is making human exploration possible… Robots can go and lead the way.”

- Thad Altman Mark McCombs, founder of Renaissance Jax, was also present at the Kennedy Space Center, and has been a driving founder of FIRST in north Florida. Renaissance Jax is another great resource for those interested in Robotics, as it offers aid

to those building robots, as well as educational and fun summer camps.

Although the teams are still in their infancy, the excitement and eagerness of the team members could be felt at the kickoff.

At 12:00, the field was finally revealed.

This year’s field consists of several possible tasks, with many of them being oriented around the centerpiece, or lander. For example, it offers points to the robots that can pull themselves up off the ground by a hook attached to the lander’s side, and the spheres and cubes seen in the corner craters of the field offer points for throwing them into the lander. There are of course many other elements and tasks to complete, and a full guide can be found on the FIRST website.

Patent Pending and Voyagers immediately started designing and working on concept sketches.

People inspected the field, took measurements, and had goodhearted debates over ideas. Original concept sketches were doodled and debated; the advantages of a claw versus a hook, a scoop, and everything in between. People bounced ideas off of one another and and offered constructive criticism.

FTC is special in that although Robotics are at its core, it also focuses on cooperation, team building, and learning from colleagues and mentors, while encouraging independent growth.

This year’s teams seem ready and up for the challenge.

A student at the kickoff takes notes and measurements of the field and lander that will help when designing the robot.

-Photo Credits: Ava Sickler INTERNSHIPS and SCHOLARSHIPS: Soon after the field was revealed, McCombs unveiled another new project: the greater implementation of internship and scholarship aid.

FIRST has been around for nearly 30 years, and has earned quite a reputation in it’s time. Particularly recently, FIRST has become more dedicated to aiding FIRST alumni, and now provides more accessible resources to help find internship opportunities, and offers over $80 million dollars in scholarships each year.

Alejandro Lepervanche, who works for the biomedical software company, Medtronic Inc, and who also works as software tech help at FTC events, has seen for himself how FIRST helps open doors and offers great opportunities for those interested in fields such as robotics.

Lepervanche describes two students who obtained paid research and development internships at Medtronic, and the company’s view on FIRST alumni,

“The first students we [Medtronic] got were FIRST alumni. They blew minds…

They [Medtronic] have totally reevaluated FIRST… They’re like, woah, let’s throw money at that. Let’s make more internships, let’s look for that in resumes.”

- Alejandro Lepervanche

19

Super-Teachers Arrive at San Jose Getting to Know the New Teachers at the Upper School

E

very year, new faces appear on the Bolles San Jose Upper School Campus. Both students and teachers new to Bolles brings quirky personalities to the community. There are four teachers experiencing their first year on campus: Ms. Griffin, Ms. Lane, Ms. Sander, and Dr. Kerley. Although each teacher is new to Bolles, take the time to get to know their unique personalities.

Ian Peiris

Contributing Writer

Ms. Griffin A.K.A. Sue Storm:

Teaching Superpower: Grades instantly

What’s your favorite place at Bolles?

Ms. Griffin

“If you are talking about San Jose (high school campus), it’s the swing by the river, but if you are talking about Bolles, in general, I really like the treehouse by the Whitehurst Campus.”

Do you prefer dogs or cats?

“Cats 100%. Because they are lazy and they don’t care! I have two: Zim is an orange tabby named after a cartoon called Invader Zim, about an alien trying to take over Earth. Artemis is a Siamese named from a cat in Sailor Moon, an anime about a teenager who is sent to fight evil.”

Who is your favorite superhero/supervillain?

“I probably have to go with Sue Storm, because she was in a spinoff with Wolverine, and in it he went crazy. He infiltrated where the Fantastic Four live, and nobody could stop him. The only person who could was Sue Storm. She created forcefields over his lungs and squeezed them so he couldn’t breathe. I thought that was the coolest thing ever!”

Ms. Sander

Ms. Sander A.K.A. Captain America:

(Photo Illustration: Max Frohman)

Teaching Superpower: Makes every student feel welcome

Do you prefer dogs or cats? Why?

“Dogs, for sure. Right now, I have a little dog, her name is Emmie, and I love her a lot. I might have to educate myself a bit [before I get a cat]. Dogs it feels like their expression is on their face.”

If you could take any class other than your own at the high school what would it be?

“Latin. I’ve gotten to study Spanish, French, and Portuguese, and those are like the children of Mother Latin. I feel like I would love it because I would learn where all these languages came from.”

What’s your favorite movie?

20

(Photo Illustration: Max Frohman)

“Remember the Titans is my favorite movie because it illustrates the way students overcome differences and serve for change in the community.”

Ms. Lane A.K.A. Wonder Woman: Teaching Superpower: Has a loud voice to wake up sleepy students

Ms. Lane

What’s your favorite movie?

“My favorite movie, oh my goodness, because for me I always think in terms of genres, but if I had to say one movie, it would have to be The Shawshank Redemption. I love the themes in that movie. One of the quotations I like is: ‘Get busy living, or get busy dying.’”

If you could take any class other than your own at the high school what would it be?

“It would be Mr. Dickson’s art history class. I love history and art, so the combination of the two is a fascinating subject for me.”

Who is your favorite superhero or supervillain?

“Wonder Woman. She stands for the truth and she wants to get to the honesty of any situation. She represents a strong female icon who young people can look up to as a female role model.”

Dr. Kerley

(Photo Illustration: Ian Peiris)

Dr. Kerley A.K.A. Catwoman:

Teaching Superpower: Senses when a student needs encouragement

Where were you born?

“I was born in Oklahoma, I grew up in Jacksonville. I went to college for 12 years in Florida, so I have never moved away except when I spent time in France researching my dissertation, which I did on female nudity in Belle Epoque, France, specifically the way in which the artistic female nude found in academic paintings and photographs became incorporated in late nineteenth-century entertainment, such as music-halls.”

What advice can you give boarders after living away for so long?

“I would encourage them to set goals for themselves while they are here.

Living away from home is a great way to build character so reflecting on what type of person you want to be is such a wonderful opportunity that only comes to a few people during life.”

(Photo Illustration: Ian Peiris)

What’s your favorite movie?

“Breakfast at Tiffany’s. I love Audrey Hepburn’s character Holly Golightly.

In some ways, I identify with her love of nice things and the big city.”

21

Keep Your Schedule Flexible for the New Yoga Class

Sarah Scherkenbach Contributing Writer

After an exhausting day

Last year, with the grant, they started holding optional yoga classes once a month during activities, naming their group “The Downward Dogs”.

and finding a space large enough to practice in, that was not already reserved, was difficult. In an email, Mrs. Gomez said, “Mrs. Marks was able to make it happen!”

Due to limited time during activities, they decided that for students to receive as many benefits as possible, they would need to see them more often. Thus, a new idea for a yoga elective

Normally, when creating a new elective course, the teacher would be required to submit a few pages of justifications and goals.

However, for the yoga elective this was not necessary

at school, relaxation creates a calming and stabilizing environment to help ease the mind. Many San Jose students say that to destress, their top choices are Netflix, Hulu, reading, or even sleeping.

How many students have ever tried yoga, let alone had 60 minutes during the school day to practice their poses?

Next semester at the San Jose Upper School Campus, a new yoga class will be available for students, and it fulfills ½ of the required physical education credit.

History teacher and ninth grade advisor Mrs. Gomez has been doing yoga for about five years. Gomez said that she and Spanish teacher Ms. Stam received the 2016 Ottenstroer grant to start a yoga program at the Upper School campus.

22

Mrs. Gomez holds up her certificate for the completion of a yoga training class. class was born!

The only major complication in creating the new elective class was limited free space on campus

because last year’s yoga program was so successful.

Mrs. Marks, the principal of the Upper School, explained that the usual

process for creating a class is that the teacher comes up with the idea of a class that he or she would want to teach, and then talks to his or her department chair. She also mentions that they would look into supplies,materials, and cost and do some research on the idea. Then, they discuss the location of the class, because with a class like yoga, it isn’t usually done in a traditional classroom setting. Mrs. Marks notes, “[The idea] is presented to the department chair group, which includes in it Mr. Keen, who is the middle school head also. […] If they approve it, then it goes to the academic council for a vote. And then the recommendation is sent to the president of the school for the adoption of that course.” Everybody was in support of the idea of a yoga elective class and it was put into action.

The yoga elective class does not give homework, tests, or quizzes, but Mrs. Gomez is considering inserting some writing elements. Via electronic correspondence she said, “In addition to students receiving all the physical benefits

“My goal is that they will also discover more about themselves and celebrate that discovery.”

-Mrs. Gomez

from taking the yoga elective, my goal is that they will also discover more about themselves and celebrate that discovery.”

She is considering starting out each week with an inspirational or thoughtful quote that students can ponder over.

In Mrs. Gomez’s opinion .some very important benefits of yoga are “something like increase flexibility, you could also have your heart rate go up, you could also reduce your blood pressure [...].

As far as mental benefits just taking a timeout to separate yourself from what is going on in the day. Just to have a quiet time during the day, I think, can be very therapeutic both mentally and emotionally.”

Every day, Bolles students experience stress through projects, homework, tests, quizzes, etc. and doing yoga will help reduce those stress and anxiety levels.

In 2017, Gregory Peiris (‘21) offered to play live piano for a yoga session of about half an hour, and after going that first time he, “just kind of joined it and did the yoga with them”. He explained that he was never that interested in yoga before he volunteered to do the live music. However, after he saw the yoga in action, he decided to try it.

When asked his opinion of the different benefits of yoga he reiterated Mrs.

Students participate in outdoor yoga during activities in the 2017-18 school year.

Gomez’s views about the benefits of the exercise.

He did add that, “It helps release tension; that is the most important part.”

yoga is in a controlled environment. The experience is more soothing if factors including temperature, noise, and even brightness, can be influenced.

Mrs. Marks says that because of the popularity of the new yoga elective, the first semester class would fill quickly, and “We’re hoping we will be able to offer it more than one time a day, one semester, in the future.”

The first optional activities yoga class was held on September 24th; Mrs. Gomez and Mrs. Stam warmly welcomed all newcomers and familiar faces that attended.

The yoga sessions held during activities occur in Lynch Theater or outside, depending on the weather.

However, the yoga elective will be held in an exercise room near the pool. Yoga can be done anywhere, but there are some ideal factors in finding the perfect spot.

“It helps release tension; that is the most important part.”

-Gregory Peiris

Students practice an ab workout in the Lynch Theater in the 2017-18 school year.

Mrs. Gomez explained that the best location to do

23

Library Opens a New Chapter

Akshay Swani Contributing Writer

2017, work began: new paint and lights were added to the library. During winter break of 2017, the first major change was made: three unique study rooms were created. Before, there had only been one.

“It is important to have

When students think of

a test, most of the time it’s a piece of paper or a computer screen with questions on it. However, tests can also be in the form of interior design. Students often feel that they need to study for hours upon hours for a single test to remember all the material being covered.

Over the past year, the Swisher Library underwent renovation, and librarians Mrs. Morgan and Mrs. Moody worked tirelessly to rebrand the library. Mrs. Moody and Mrs. Morgan planned on making Swisher Library more similar to a college library. Throughout the 2017-2018 school year, they visited Jacksonville University, University of North Florida, and Flagler College to observe their libraries. Over the summer of

24

Art Display

Study Room multiple study rooms so students can study in groups without feeling as if they are disrupting the library,” said librarian Mrs. Moody.

Last May, major remodeling of the library began. By July, the renovation was complete. Alex Hastings (‘19) and Trey Turney (‘22) helped Mrs. Morgan and Mrs. Moody unpack all the boxes containing library items during the week of July 4th.

Some of the new changes to the library include: a new area for displaying student art, an IT office, new furniture, desks with privacy dividers, USB outlets inside tables, and, on both levels, shelves of newly-acquired books with covers facing out to attract readers. Mrs. Moody said, “We ordered

hundreds of new books over the summer. I think the new displays are causing students to check books out more often.”

A new online library page was created on bolles.org as well. This page features databases and websites students can use to write essays and research papers. Mrs. Moody believes the new online page ties in perfectly with the BYOD Program, while making the library useful all across campus: “Students now do not have to be in the library itself to have complete access to all of its resources.”

Many students are already beginning to notice and appreciate the new library.

“I like the fact that the desks upstairs have plug points for charging devices.

Now, I do not have to worry about making sure my surface is fully charged every day,” said Adarsh Aratikatla (‘21).

Students roam in and out

Upstairs Seating of the library throughout the school day. However, it seems to be the busiest and closest to full capacity (104) during zero hour and activities: “Even on late start Wednesdays, we have 45 to 50 students inside the

library before eight o’clock,” said librarian Mrs. Morgan.

One aspect of the library both Morgan and Moody appreciate is that they don’t have to “shhh” as much. “There’s not such an echo,” said Mrs. Morgan, “with the new seating arrangement.”

Despite the limit in seat-

Downstairs Private Seating ing, the new changes made to the Swisher Library are only helping students use it as a place to efficiently get work done during the school day. As a student, the ordeal of each test is over once you turn it in.

After an entire year of hard work, Mrs. Moody’s and Mrs. Morgan’s ‘test’ finally ended once they walked into the newly renovated and rebranded Swisher Library on August 13th and saw their creation in use by students, faculty, and staff.

New All-Star Up to Bat Kennedy McKinney Editor-in- Chief

“N

o one in my family has ever played baseball” Barco said. His dad was a kicker for Florida State and his mom a cheerleader at Florida Southern, “Baseball didn’t run in the family, I played t-ball when I was younger like most little kids do and I’ve loved it ever since. I keep playing now because I love the game and I’ve always loved it and there’s nothing else I’d want to do than play baseball”.

Hunter Barco started playing baseball when he was five years old at the Navy Ortega Lakeshore Little League team.

“It’s always been a dream to play in the Major Leagues.

Whether that comes in the draft in June or in three years after playing at Florida I don’t know. I just can’t wait to see what happens next” Barco said.

Bolles Bulldogs Chipper Jones and Austin Slater, both major league players, took different paths to get there.

26

Hunter Barco (12) celebrates a win.

Jones was drafted immediately after highschool and Slater after 3 years of college ball.

Hunter is on a similar path and will follow either Jones or Slater’s footprint. Currently, the MLB predicts that he will be selected third in the 2019 draft.

At 14, Barco (19’) committed to the University of Virginia for baseball, “Everything just seemed so surreal. I didn’t really know what was going on, then they called me and the next thing you know I’m up there on a visit and I commit on the spot”.

Scouting outlets have Barco ranked among the top 10 high school baseball prospects in the country for the 2019 class, “It was really cool being so young and being able to say that you’re committed to college baseball. It takes a lot of stress off your shoulders. It was awesome being able to go through that experience so early and being able to focus on just school and baseball”.

Now, Barco is verbally committed to University of Florida, “UF is close to home, has a great baseball team, and an amazing coaching staff. You can’t really argue with what they’ve done” Barco said.

The Gators have won a total of fifteen SEC regular season championships, second most among the fourteen current SEC members. Their most re-

sional baseball, he has to finish his senior season at Bolles.

For the past 3 seasons the bulldogs have gone to state, winning two championships, “We have a big chip on our shoulder being from Bolles because we’ve been there 3 years in a row and everyone expects us to make it a fourth, so that’s the biggest responsibility this season” Barco said.

The team will look different

“It means the most to me playing with the guys you see everyday in the hallways and going and winning with them” - Hunter Barco

cent title came in 2018 under coach Kevin O’Sullivan. Given their record, Barco will fit right in, “I love the campus and it’s just a great atmosphere to play in”.

However, before Hunter can look at college and profes-

this year as many players graduated, “It’s a lot different especially with all of the seniors leaving last year, we had 3 guys go into D1 baseball so it will be a different environment for sure with the guys. A lot of young guys, so I’m looking forward to having

Age: 18 DOB: December 15th 2000 Birthplace: Jacksonville, FL Year: Senior Weight: 210 Height: 6’5 Record:30-4 Bats: L Throws: L Avg: .342 H: 64 RBI: 62 #7 Playoff Record: 11-0 Hunter Barco

the opportunity to lead them beside the other seniors we have this year”.

Hunter Barco participated in the Under Armour All-America Game at Wrigley Field, and is a two-time All-First Coast selection and this season’s Class 5A player of the year. However, among those victories he’s most proud of the success he’s been apart of at Bolles, “Playing in the home-run derby this year and the All American games were cool but I would say making it to 3 state championships in a row and wining 2 of them has been the most rewarding. You know it’s different when your out during the summer because you’re friends with all the guys but it’s not the guys you grew up with. “It means the most to me playing with the guys you see everyday in the hallways and going and winning with them” Barco said.

“I like to think of myself as a power pitcher, but not always lighting up the radar guy, only when you have to,” Barco said. “It’s a long game and you have to save your bullets for when you need them”.

Jimmy Lyons, Bolles baseball coach says that high school baseball is only the beginning for Hunter, “Hunter is a unique player in that he is so physically gifted that he hasn’t

a gift, but he has a whole new world that he is just beginning to see. I cannot wait to see what he does when he learns about all the things he doesn’t even know exist. I feel very fortunate to be a part of that process”.

that’s just how it works. Pretty much just keeping your head through all of the accomplishments is the best thing. The best thing to do is just stay humble”.

Coach Lyons said Hunter doesn’t just focus on one position but contributes to every phase of the game, “He has been most dominant on the mound but he is also a dangerous hitter who can change a game with one swing and he’s a big target for infielders to throw to at first base”.

had to worry very much about how or why he is able to do what does” Lyons said. “He is just now starting to explore the details of the game that make baseball such a beautiful sport. He undoubtedly has

Barco has had a successful career so far and luckily hasn’t had to deal with any injuries, “Everything has pretty much been on the up and up. I mean there are always downtimes, baseball is a game of failure.

If you fail 7/10 times you’ll still be in the hall of fame...

27

Touching Down with the New QB:

Ben Netting

Ellie Anderson Contributing Writer

Coming to Bolles from Mandarin High School his sophomore year, the difference in academics and athletics took some getting used to. However, with determination and the help of his coaches, Netting was able to overcome

perfect. In every situation.”

The coaches he mainly works with are Coach Fagan and head coach, Wayne Belger. At Bolles, he practices every day from 3:30 to 6:00, focusing on passing and running concepts. He

His grand-

father played, his dad played, his two older brothers played, as well as his twin, who also goes to Bolles.

Ben Netting always had a natural inclination towards footballit practically “runs in the family,” as he said.

Ben Netting, a junior, recently became our newest quarterback. For the less football-oriented, as quarterback, Netting plays on offense. He runs and throws the ball, makes calls, and is essentially the leader of the team.

During his first game, jitters replaced Netting’s usual cool and calm aura, However, his confident presence returned when I asked about the outcome of the game. Shrugging, he said “Well, varsity won 20-13, so it went well.”

28

Netting sitting with teammates during a water break at practice. any obstacles met on the field or in the classroom. “It was tough at first, but I had to get accustomed to the new situation, but all the coaches helped me through it- they asked me questions and asked if I was doing good in school.”

Netting’s coaches surely play a significant role in his life: he said, “They just want us players to be as best as we can, they want us to be

also works with a coach outside of school, Coach Thompson, who he works with off campus every Tuesday, Friday, and Saturday to work strictly on throwing technique and passes.

Coach Belger said Netting improved a lot since last year, both athletically, and as a leader. This role undoubtedly comes with a lot of responsibilities. As a leader, Netting takes control

of the huddles and establishes clear communication with his teammates. He said, “I have to be a leader in every aspect, I have to be vocal, I have to know what to do in every play, make sure that every player knows what to do.”

To earn the position of first string quarterback, Netting faced many qualified competitors. For example, Jeremiah Johnson, the younger brother of the team’s quarterback last year. Netting had to outplay many other peers as well, explaining how he won his new position with a sportsmanlike smile that showed just a bit of pride.

Netting is certainly a beloved member of the team.

Even during his interview, his teammates surrounded him, all with peaked interest in the interview itself, and in the answers he was giving.

Netting reciprocates this interest for his teammates. When asked what he was looking forward to for the season, he replied, “Honestly, I just like getting closer to my teammates, it’s like a second family for me.”

Netting hopes to continue playing football in college. He is currently interested in The Citadel, The Military College of South Carolina, which he describes as having a beautiful campus. Netting likens the aspect of respect and listening to others in football to that needed when addressing commanders in the military.

Bolles has witnessed its fair share of success in football with amazing players such as Mac Jones, but now it’s time for our newest star quarterback: #12, Ben Netting, class of 2020.

“Honestly, I just like getting closer to my teammates, it’s like a second family for me.”

Netting working to perfect his mechanics for future games.

Game Stats

4 running touchdowns 3 passing touchdowns Longest pass: 50 yds to Chris Sanders -that’s about 11 alligators nose to tail!

Height: 6’0”-that’s a full foot taller than me!

Weight: 160 lbs.

Bench Press: 235 lbs.

Squat Press: 320 lbs.-that’s about 8 small children!

29

Now On The 1 Tee st

A fresh lineup of Bolles Boys Golf Team coaches are ready to kick off a new fall season

Thomas Keaveny

Contributing Writer

As the Boys Golf

Team takes their practice swings on the first tee, they get some last second, uplifting advice from their fresh line-up of coaches.

A Bolles alumni baseball coach, a golf course owner, and the Bolles Director of Athletics, are who the Boys Golf Team feel proud to call their new 2018 coaches.

Introducing: Coach Trey Leonard, Coach Russ Libby, and Coach Matt Morris.

All three of these coaches have very distinct backgrounds and all have some great things to bring to the skill set of the Golf Team.

Coach Trey Leonard is taking up the position of head coach.

Being a P.E. teacher at Whitehurst and the JV Baseball coach, Leonard has a lot of previous coaching experience.

When asked about his strengths when coaching he said,

30

“I think the biggest thing at the highschool level is building relationships. I think players, really at any levels, have to trust the coach, and I want to make sure that I have built that relationship.”

Coach Russ Libby is taking up the position of assistant coach.

Coach Libby is currently the owner of the Hidden Hills Golf Club and PGA Golf Professional.

He has been teaching golf since he was a teenager, and when he heard there was a position availible on the Bolles Boy’s Golf Team Staff, he said, “I was delighted to see there was an opportunity to help out the Bolles School and the team, and share my love for the game, and hopefully help kids get better along the way.”

Coach Libby also has four kids, one Bolles graduate who now attends the University of Florida and three who are current Bolles students.

When asked about some important aspects of golf a coach should teach he said, “I believe that if you work hard no matter what you’re doing, you’re going to set

yourself up for success, so I think it’s attitude and hard work... you can hit a bad shot or hit a shot in the water, you can miss a 3 foot putt, but it’s how you rebound from that, and approach that next shot.”

Our final coach to introduce is an already prominent figure in the Bolles community, Coach Matt Morris. Morris is currently the Director of Athletics and Director of Transportation and has been working at Bolles since 1982. He has previously worked on communications between the school and the golf team before any golf coaches with a direct Bolles affiliation came around.

Morris also works on transportation of the team and continues to work on communcations between the school and the new coaches. He believes that the most important aspects of teaching are keeping everyone in a positive attitude, listening to student-athletes when they want to be listened to, and helping them in times of need.

From Top to Bottom: Coach Leonard prepping the team for practice and talking about upcoming matches, Coach Libby with his wife and four kids, and Coach Libby demonstrating a putting drill. Middle photo courtesy of the Libby family. First and last photo taken by Thomas Keaveny for the Bolles Bugle.

The River Wise Mosaic: Kloe Brill Contributing Writer

A

fter teaching art for 13 years, Tiffany Arteaga Gonzalez wanted to rededicate herself to her pursuit of art by getting her Masters Degree of Fine Arts at Jacksonville University.

As a requirement to complete her advanced degree, Gonzalez could have completed a teaching residency at JU, but since she already teaches full time at Bolles, she wanted do something different from her day job and make a real impact on her community Gonzalez proposed to Jacksonville University that rather than doing a teaching residency, she could expand into an artist’s residency with a large scale project involving students at the university.

She wanted to convey the idea of what “We really leave behind in terms of the ecology and environment.”

Gonzalez approached Dr. QuintonWhite, the Executive Director of the Marine Science Research Institute, who is also a professor of biology and marine sciences. Dr. White has been at Jacksonville University since 1976 and the executive director since 2008.

Dr. White’s advanced Marine Ecology graduate level class assisted Mrs. Gonzalez in collecting marine specimens and making molds of them. He said that “Every animal that is depicted on the mosaic was at one time a real animal that she made a cast of, but built a ceramic model of it.”

One of Dr. White’s students, Amanda

32

When you first look at the mosaic, you see the colorful fish and the intriguing textures, but Gonzalez pointed out “if you look more closely you can see the molecular structure of nitrates and can see plastic water bottles fecal coliforms represented by a toilet bowl handle.”

Macek said in an email that Gonzalez “...spoke to our class several times, once for brainstorming, and another during the molding process. She was very interested on getting our perspective and thoughts about the project, and was hands-on to help us make our molds.”

Macek added, “We are good scientists, not the best artists.”

After Dr. White’s students collected and created the silicone molds, Gonzalez took the molds to students in a ceramic class at JU to fill them.

After the mosaic design was made, she printed into two large patterns, one of which was the master pattern and then the other was cut up. The ceramic students helped roll the clay out and use the patterns that Gonzalez provided them.

When asked the reason for creating the River Wise mosaic, Gonzalez said that her work “stems from a deep concern that what we neglect whether its the environment or people in our community, that we may be unaware of its impact on ourselves, but its a greater impact than we take it for.”

She will return to Dr. White’s next group of students to make the legend, an information panel which associates to the identifiable threats and

species. The panel which will hang next to the mosaic.

Dr. White said “I’ve got a current undergraduate class called Ecology of the St. Johns River and what we’re doing is more of the research peice of it, we are currently looking into the species actually on the mosaic. Plus, we’re looking for a way to make what I’m calling a legend. It’ll be a box of information mounted to the side of the mosaic that explains what each species for the mosaic is.”

This project gives a new perspective on the environment and possible career paths for students working on the mosaic.

Macek said “ I think this mosaic will be a successful link between science and education, because it is a beautiful visual representation of real science, and real issues. I will be sure to refer guests to it, and will utilize it in my job as an educator.”

Gonzalez considers the long-term impact of her work with humility and awe. Gonzalez said “It’s exciting to make something that might outlive me, put a work in public art out there that could potentially live beyond my years. I think that’s a part of why artists started scribbling on rock walls and such things in the first place. (laughs) Say, ‘I was here’”

Science Via Art

Partnering with Dr. Quinton White and his students at Jacksonville University, Gonzalez, who teaches Foundation Art and Drawing at Bolles, made a ceramic mosaic portraying marine wildlife to invoke environmental awareness.

“I think it is a real benefit to have art that can express the interaction that is going on.”

-Dr. Quinton White Tiffany Arteaga Gonzalez

Dr. Quinton White

“I think it’s a great way to combine ecology, and science into art that anyone can enjoy and understand.”

The mosaic is not only about the species, “but the threats to the river so within that mosaic there are symbolic species, the impressions of the man.”

-Tiffany Arteaga Gonzalez

-Ms. Amanda Macek Ms. Amanda Macek

33

Exit Fritton. Enter Austin.

Bolles Whitehurst Theater Casts a New Director

Gabriel Bassin Coffeehouse Promoter The curtains draw open on a new era beginning in Whitehurst theater as legendary teacher, Mr. Fritton, has moved exclusively to the middle school, leaving room for Mr. Austin to take his role.

Mr. Daniel Austin has always loved theater. In high school, while he attended Bartram Trail, he fought to have a theater program.

“Our drama teacher had a stroke, and they were ready to cut it entirely. They actually took the drama room and turned it into a second cafeteria. So, we lost our space, we lost our teacher, but that was something I was not willing to give up.”

He and a few friends decided to take their case to the administration and petitioned to keep the program alive. The administration determined that if they could find a sponsor, they would be allowed to continue the program after school. Fortunately, for Mr. Austin and his friends, there was a teacher willing to switch from English to

34

Drama. While the program never truly took off while Mr. Austin was there, the drama program at Bartram Trail is very strong today.

“I’m really proud of the fact that we didn’t just let the program die there, that we really fought for it and said that this is something that

college, being an artist is a scary choice.”

While at first his major concern was stability with his job, he realized that no job could guarantee that stability. Austin began as a double major in marketing and theater, however,

“Cooperating isn’t just about the individual, but the whole.”

- Mr. Austin we really want to have at the school.”

After high school, Mr. Austin went to the University of Florida and participated in the BFA program for theater performance, mainly studying acting.

However, Austin said making the decision to study acting was difficult. Unsure whether to go into marketing and communication or theater, it was a question of stability. “It’s probably a struggle that a lot of Bolles students can identify with, which is, when you go into

when he got into the BFA program, his love of theater won out.

After college, Mr. Austin moved to New York, spending most of his time in performance, although he did have a few teaching opportunities. However, he began to want stability, and had heard that there was a growing art scene in North Florida. “I liked the idea of getting in on the ground level of something, not just coming into some place that’s already established and has a lot of things go-

ing on and you just go up the ladder. It seemed there was a lot of things happening at once in Jacksonville, not just in the theater scene, but in the art scene in general, so I’ve been working pretty much in that since I got here.”

An early job he had in Jacksonville was working for the Cultural Council.

His job was in communications which meant he had the opportunity to work with a variety of different artists across the city. This revealed a major problem in Jacksonville’s art scene.

“A lot of people stay in their bubbles, they stay in their neighborhoods, you know.

So if there is something cool going on at the beach you might not see it....

There’s a lot of trouble just getting people from one thing to another.”

In teaching, he worked for the nonprofit organization, the Cathedral Arts Project, located downtown. This organization looks at schools, in Duval county, and targets those with a nonexistent or a weak arts program. They sent Mr. Austin to work with kids in these schools. At the end of the year, he would put together a showcase, so that they would have the opportunity to perform.

Most recently, Mr. Austin

During a first-grade drama class, theater teacher Mr. Austin was playing “The Cooperation Challenge,” when he bent down to help tie a student’s shoe.

Photo Illustration: Gabriel Bassin

directed the show, How I Learned to Drive, written by Paula Vogel, at local theater company, the Five and Dime. The show, which won the Pulitzer Prize in 1988 for Drama, premiered on August 10th, 2018. “A great cast and a great run of the show, but it did remind me how many things you have to do to be a director.”

Now at Bolles, Austin happily works with lower school students. “I like working with all levels of students in terms of drama, but what’s fun about lower school students is that they’re not worried about looking cool.” Mr. Austin explained that middle schoolers tend to want to look cool for their peers and it “starts to put this kind of wall up.” Sometimes even high schoolers face this challenge. “When you’re

working with kids who are sort of past fifth grade you have to do pre-work with them, which is sort of breaking that wall down, so they can feel comfortable being uncomfortable, or be okay looking uncool.”

funny, they’re just willing to go and they’re willing to play.”

Not only is Mr. Austin teaching skills for the stage, but his drama class has taken on even greater responsibility: educating first graders on basic moral

“So, we lost our space, we lost our teacher, but that was something I was not willing to give up.”

- Mr. Austin However, “kids in lower school still aren’t worried about that. You know when you tell them ‘jump,’ they are like ‘how high.’ You tell them make a funny face, they’re gonna make a funny face. They don’t care, they think it’s fun, they think it’s

ethics. After observing one of Mr. Austin’s classes, I realized that his games engaged first graders and had deeper lessons within them. One game, “The Cooperation Challenge,” he played was simple, yet its meaning was more

complex. The game consisted of Mr. Austin asking the first graders to form groups with certain restrictions.

For example, he might ask them to form groups of four. The first graders would have to quickly form these groups successfully. If they failed, they would go to the “observation deck” and discuss what went wrong.

Sometimes, a few first graders would need to sit out of the groups on the “observation deck” in order for them to succeed. “That teaches personal responsibility for group success,” said Austin. “Cooperating isn’t just about the individual, but the whole.”

That’s a lesson for theater, and a lesson for life.

35

Peter and the Starcatcher: Catching the Stars in Action

Soraya Rafat Contributing Writer The cast practices a scene from the play during rehearsals.

Bright lights, a big crowd, and a group of super hard working people; it might sound like a football game, but it’s a play.

The lights fade, curtains sweep aside, revealing a boy reaching into night sky.

This boy wasn’t just any boy; meet Kris Stam (‘21), or Peter Pan. Behind this beautiful moment in Peter and the Starcatcher, the Peter Pan pre-quel, exists hours of after-school practice.

Stam loves theater and performing with friends. “You just build relationships with everybody in the cast, so it’s a super fun experience,” he said. “Rehearsals, even though they’re long and sometimes you’re just tired and don’t wanna rehearse, there’s such a big part of this whole experience because you’re building up to putting on the whole show.”

Mrs. Rippel wanted to direct this play because “it captivated a lot of people’s imagination because Peter Pan is such a really

36

iconic, cool story.” Rippel likes the play because it shows a wide range of emotion and personality. “Everyone can kind of relate to one of the characters in some way: never wanting to grow up or feeling you had to mother everybody else or being lost or enjoying being evil, perhaps.”

Peter and the Starcatcher imagines the backstory of Peter Pan’s life and all of his adventures before he became the magical character known by people from many different generations. Rippel added, “Even though Peter Pan is a children’s story, this play actually really appeals to adults because there’s something about being reminiscent of your childhood that is really powerful. It strikes a chord in people.”

Though she’s been directing for seventeen years, Rippel explained this show does not have as much of a “linear plot” as previous shows. Also, instead of one setting,

Starcatcher uses different settings. The show also uses found objects, objects scattered on stage which become part of the set.

Rippel said of the audience, “I think they’re going to be surprised by the level of play in the play, like the level of fun, creative, and imaginative play.”

The cast of the original production had 13 men and one woman, however, high school theater programs have a different

ratio of girls to boys. Disney owns the production rights and is understanding about casting. Rippel said, “As long as you play the character in the gender it was written, you can cast whoever you want.”

Jake McGraw (’21) plays two female roles: nanny to Molly, the female lead, and a wise mermaid who helps Peter. McGraw, an experienced actor, said playing two different roles at once is fun because “when you’re just playing one role, it might start to feel old after a while, so then you can get to spice it up by playing a different role, even if it’s just for a few lines.”

Natalie Rudzinski (‘20), who lwill play a male sailor named Alph, loves theater and said, “Being on stage is like a different world to me.” She is very experienced with playing roles opposite her own

Gianluis Hernandez (‘20), Makenna Toomey (‘21), and Rachel Johns (‘19) memorize their lines on stage.

s

gender. The first time she ever played a male role was a character named “Grandpa Joe” in Willy Wonka.

However, she explains that “from being Grandpa Joe to being a sailor on a ship is totally different” because of the different sides of their stories, and even “how they walk, how they talk, and how they react to certain people.”

Over 30 students auditioned for the play, and as much as Rippel would love to give everyone a part, she cut the cast down to 20 students, although the cast in the original play was made up of 14 people.

The cast does not only have experienced theater students, but also students who are acting for the first time in years. Gregory Peiris (‘21) has not acted since 5th grade, so he was not sure of the concept at first.

“I kind of went with the flow, which I probably shouldn’t have done, but I was able to get a part in the ensemble,” he said with excitement. “I just kept seeing myself doing stuff like this, and I was like, ‘Huh. Can I really do this?’ and I was like, ‘Maybe I can! There’s a fall play coming, so I’ll try out for that.’”

He hopes that he will inspire other students to believe in themselves the way he did.

Rudzinski’s many years of being involved in theater helped her develop a powerful mindset. “If you are second guessing yourself, just go for it, because you never know if it’s gonna be amazing or if it’s gonna be trash!” It feels inspiring

to see her use all of this positive energy on stage.

Emma Bole (’21), one of the stage managers of the play, is excited to “see it all put together and looking great.” She works hard to help with running lines and blocking during rehearsals. She also loves bonding with the cast: “Everyone on cast is just one big family and there’s always plenty of laughs to move us along during tough scenes.”

Rachel Johns (’19) is preparing for one of her last performances at Bolles. “It’s sad, but at the same time, it’s very satisfying,” she said. Even though she describes herself as “just another one of the

The script for Peter and the Starcatcher suns burning down on you in immeasurable heat.”

Cardio also helps the actors maintain their breath while they recite their lines. Even as middle school dancers continuously passed by us during our interview backstage, nothing could distract Johns from talking about something she is so passionate about.

Grace Maroon (’21) has been acting since 5th grade and was in last year’s play, The Brothers Grimm Spectaculathon, and she enjoys being part of an ensemble that is more involved on stage.

“I like being on stage and performing, so I love having a lot of lines like that.”

Maroon and Rippel both agreed that this play will appeal to all ages, especially with the “modern

“The stage lights feel like two suns burning down on you in immeasurable heat.”

-Rachel Johns (19)

actors,” she puts a large amount of effort into her work, so it feels like she is giving a “piece” of herself to the show and to leave behind at Bolles.

Johns also leads an activity during rehearsals known as “Beyonce Cardio”, which involves a lot of running in place, jumping jacks, and dancing while the song “Let’s Move”

by Beyonce plays on the speakers.

Johns points out that many shows require “really good cardio, because you have to dance and sing under the stage lights all the time. The stage lights feel like two

references” and jokes.

“I was kind of reticent to jump in,” said Rippel, “but I love the show so much and I thought it could be really good for Bolles, so I thought I’d give it a shot.”

The play will take place on November 15-17 at 7:00 P.M. in the Parker Auditorium at the Bartram campus.

Rachel Johns leads the cast in “Beyonce Cardio”.

37

Movie Melting Pot: Crazy Rich Asians Part of a Long History of Diverse Casts

Taylor Ford Contributing Writer

Golden Globes.

However, even though the cast is made up of leads, this Crazy Rich Asians suc- nonwhite movies can be accused ceeded because it was a of stereotyping. After regood movie, and belease, it was criticized for cause of the East Asian using the words “slum” cast. Unlike most blockand “dog” in the title and busters, the cast list repfor too many western steresents a variety of Asian reotypes of Indian slums. ethnic groups: Chinese, The 2005 Memoirs of a Filipina, and Thai. Movie Geisha had an Asian cast critics said it was the first 13 years before Crazy of its kind.

Rich Asians hit the big But, non-white casts screens. Westerners rehave been around longer ally liked the movie but than people may think.

Chinese and Japanese Flower Drum Song is viewers gave negative a fully Asian cast movie reviews because the histhat came out in 1961. tory on the geishas was Want proof that ethniincorrect. cally diverse casts aren’t It scored a 35% apa new thing? This movie proval rating from Rotten may have even come out Tomatoes. Critics said it before your parents were was too much like a soap born. opera and seconded the Slumdog Millionaire’s accusations of historical (2008) entire cast was inaccuracy. However, The Indian (except for one) Evening Standard put and was released worldMemoirs of a Geisha on wide to win eight Acadtheir Top Ten Film list. emy Awards including Movies with predomibest picture, best direcnantly African-American tor, and best-adapted casts have been popular screenplay. Not to mensince before Moontion, the movie won 4 light (2016) but it was

38

one of the first to tell the story of an AfricanAmerican character who is gay.

It won best motion picture, best picture, best-supporting actor, and best-adapted screenplay.

The Butler (2013) split their main cast, half African-American and half white. While it received negative reviews from the Los Angeles Times and the New York post, it was nominated in 24 categories, at nine different award ceremonies, and won five.

Past President Barack Obama spoke about how it made him tear up, thinking about all the butlers who worked at the white house but could not go any further in life because of Jim Crow laws.

The movie McFarland (2017) portrayed what it was like for Latino

people who could not get a strong education because of the need to work on the family farm.

The jury is still out on whether or not Crazy Rich Asians will earn nominations and awards. But they had the same aspect of having an almost full cast of an ethnic group that does not often get the same amount of screen time as.

Whether or not a movie wins awards, it can make an impact on viewers, especially when the movie operates as a mirror, reflecting back culture, or a window, giving a view into a new way of life.

The Re“TREAT” UNF ropes course.

From the 98 degree weather with 100% humidity, holding hands with a bunch of Jisette Baquet my sweaty classmates Writing Coach in EXTREMELY close quarters, and jumping We were robbers off a creaky wooden that had just stolen the structure in the mid“Mona Lisa” from the dle of the woods this Louvre and had to get “retreat” sounds like Jacueline Emas (‘19) leading the StudCo chant our team over the laser I’m describing my per (Photo credit: Ms.Vanegas) fence while staying sonal layer of hell.

StudCo members nected. I (being the connected the entire and I sloshed through smallest) was thrown time! Well, that’s parHeat, Heights, and the marshlands of over the “laser fence” tially true if you switch hand holding. Three UNF (it had poured 30+ times since one of robbers for sweaty, of my LEAST favorite an hour earlier leavus would accidentally innocent, prep stuthings on the planet. ing the mud and grass hit the rope and send dents who have a steaming under the us back to the drawing niche for public speakBut who would’ve mid-afternoon sun). board. ing and government, thought that this After some activities to and The Louvre, ridheight- fearing germaemphasize the imporAs I soared through den with high tec laser phobe would find this tance of communicathe air after several trifences, for 3 trees experience one of the tion, we were dealt the als, I completely forgot with a thick rope tied best in her high school ultimate team bonding about the heat and the around them. life? task. fact that I was holding hands with some On an average The itinerary deWhile the 16 of us people I’ve never had Saturday afternoon, scribed broad achuddled in the holy a conversation with. 45 Student Council emtivities of “Team trinity of trees, we minutes later I had esbarked on their annual bonding” and a “rope brainstormed differcaped with something retreat. This year, the adventure.” It was ent ways to get people much more valuable destination was the 3:00 p.m. when 15 over while we all con- than completing the

40

of Senior Year comfortable, similar to the agonizing heat and human contact at the beginning of my journey. It will get challenging, pushing you to new boundaries In retrospect, this testing you as a perwas not just a fun son, much like my “laNow escaping the boundaries of the tree retreat but a parallel to ser fence” experience. triangle, it was time for the senior experience. So as you leave your refuge of high school Coming into Senior the zipline. Once we year might make you a and leap into the unclimbed a rope ladknown, you are relieved little stressed or under, we huddled and shook the wooden tree house, entangled in our safety harnesses. challenge: new friendships. We had all been a little skeptical at first but by the end we were full of laughter and trust in our fellow StudCo members.

refuge of the wooden tower shrunk from my view. Sadly, once I reached the ground, my respite came to an end.

you made it but are hit with nostalgia. So for all you non-seniors, when you finally reach the end of this chapter in your life, enjoy the flight before you and not the landing because you’ll look back at the “heat, heights, and handholding” and wish you could do it all over again.

The author on her 30th launch over the “laser fence.”

Two -by-two we each jumped off the wooden platform and flew across a lake to the arms of a UNF worker below. I chose to jump off the wooden platform backwards, as I couldn’t bring myself to look at the path in front of me. But as gravity did its thing and I hurled across the line, all my stress was left behind me.

The cool wind blowing through my hair as the

41

The Dog Bowl:

Restaurant Reviews for Busy Bulldogs

Scan the code below to watch the video or visit bollesbugleonline.com

Jisette Baquet Writing Coach

Jacqueline Emas PR Editor

What is the Bolles Bugle?

Salma Shaalan Online Editor

Scan the code below to watch the video or visit bollesbugleonline.com

Left: “I had no idea we had a student publication at Bolles.”

- Josh Zimmerman Right: What is a ‘bugle’?

“Oh wait, is that the thing the cheerleaders yell into?”

- Caulder McGriff Left: What is a ‘bugle’?

“Is that like the chip?”

- Makenna Toomey

43