March 2022

CAMPBELL HALL EPISCOPAL

MARCH 31, 2022 VOLUME 25 ISSUE 3

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ALL-AMERICAN Students grapple with what it means to be an American teenager, from discovering identity, to taking on world issues and breaking barriers despite age.

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PLUS Although grades have a reputation for being set in stone once submitted to the grade book, they have become increasingly manipulated by negotiation and student pressure on teachers.

Taylor Huie ‘22 reflects on the language In a world that is increasingly divided, Page 8 barrier she faced while interacting with students and faculty work together to strike her grandmother and the experiences she a balance between advocating for social shared overcoming the barrier. change and keeping safe during protests.

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PHOTO LUCY KENNEL

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March 31, 2022

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STORY MADISON DAMUS, SAMANTHA SHER ART NOA SCHWARTZ

K Global I M PA C T

Campus Highlights

Russia's invasion of Ukraine has rippling effects in the lives of students and faculty

atarina Vayser ‘23 is constantly checking her texts on her phone. Her entire family has come from Ukraine, putting them at the forefront of discussions about the Russia-Ukrainian conflict.

As her phone dings, she gets a text from her cousin, Sergei Vayser, updating her on the latest news. He lives in Kiev, the capital of Ukraine, one of the central targets in Russia’s attacks. The buildings he used to shop, eat and work at have turned into piles of dust. As missiles are launched, the smell of dirt, ash and smoke lingers, the result of war. The streets that once were packed with citizens have turned into a ghost town. He tells her that throughout the day he hears deafening sirens blaring, warning him and his neighbors that a bomb attack is on its way and to immediately seek refuge in a bomb shelter. Thankfully, most apartments in Ukraine have a basement bomb shelter, and S. Vayser tells her he is safe in a shelter with his neighbors. Though S. Vayser is currently safe, each night he goes to bed worrying that when he wakes up, he will be drafted and forced to fight alongside his nation against Russia.

Almost all of K. Vayser’s family still lives in Ukraine, making her have to rely solely on texts for communication with them. K. Vayser’s connection to her family is frighteningly unreliable. Being in the United States, she feels she is helpless and can only watch from behind a screen as the conflict unravels. Everyday, she is left wondering whether or not S. Vayser will make it home safely, if his neighborhood will get bombed.

“There is a very high chance that my cousin will get drafted to join the Ukrainian army,” K. Vayser said. “If that happens, we might never hear from him again. My cousin has gone outside and seen certain markings and symbols on his apartment and on surrounding apartments, done by the Russians to mark the areas that must be bombed.”

Similarly, Regina Yusupova ‘23 was born in Russia and moved to the U.S. when she was seven years old. The majority of her family still lives in Russia and she believes this conflict is heartbreaking and only wanted by Vladimir Putin.

“I don’t [think] this war [was] wanted by the people of Russia or the people of Ukraine,” Yusupova said. “It is not necessarily a war started by the Russian people, but a war

started by the president of Russia himself. This war is unwanted by the people from both countries. I hope the war ends soon and doesn't progress into something bigger and does not get other countries involved. Most importantly, there are too many innocent lives being taken, which must stop.”

Miles Morton is Campbell Hall's public forum debate coach. He is currently attending and debating at Western Kentucky University where he majors in foreign policy and political science. As a debate coach, debater, foreign policy, and political science major Morton is well versed on what's going on inside the region.

“The most interesting thing I’ve found as a debate coach regarding this topic is the wealth of misleading information that’s out there,” Morton said. “I had no idea there were so many RT-esq [Russian owned media companies] propaganda outlets accessible from the United States. I think that misconceptions regarding the conflict vary by region, with many Russians having the truth hidden from them as it pertains to what sparked the conflict and the toll it's taking on Russian soldiers.”

Yusupova’s family is spread throughout different parts of Russia. With that, she often worries about them and the unknown of what could occur while she is in the US. Not only does she fear for those in Ukraine, but she has no choice but to worry about her own family.

“My whole family is feeling really afraid at the moment,” said Yusupova. “Obviously it's a very scary situation for Russians and Ukrainians because you never know what's going to happen with this war. There is an unkown of if or when Russia is going to get bombed back. For me, it feels very scary to be all the way in the U.S. when my family is over there.”

As a byproduct of Russia invading Ukraine, many Russians have been stereotyped as dangerous, something Yusupova feels is unfair. Most importantly, she hopes that the war ends soon and doesn’t progress into something bigger.

“I want to make it clear that I am pro-Ukraine,” Yusupova said. “I'm pro-peace. I'm against war and I'm against lives being taken. I don't feel the need to prove to everyone who follows me on social media that I am against Russia because I feel like that's what a lot of people do just to prove a point. I hope by the end of this war there is peace and that the Ukrainains and Russians will be able to live unafraid.”

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PHOTO 1 IZZIE DIALLO PHOTO 2 SADIE SCHWARTZ PHOTO 3 NOA SCHWARTZ

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or the first time in nearly two years, two grades at a time are participating in-person at chapel in the Garver Gym. This change has brought much needed face-to-face interaction for both students and faculty.

Chaplain Joseph Courtney is overjoyed to see more faces in-person during chapel. He chose to pair upperclassmen with underclassmen to start to integrate much of the chapel traditions that were lost over the pandemic.

I love [seeing more students during chapel],” Courtney said. “It’s so much better to actually talk to people and look at them than to look at a screen. I chose to pair seniors with sophomores and juniors with freshmen because what I wanted was for the seniors and the juniors to both be demonstrating to the younger grades. It’s really important for the upperclassmen to have that leadership opportunity to show [underclassmen] how we behave in chapel, how we respond to the readings and how we support one another.”

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resident of the newly-created Paper Bridges club, Fiona Duffy ‘24, always knew she wanted to start a club to help underserved communities. By chance, she came across Paper Bridges, a non-profit organization dedicated to helping underprivileged orphans and foster children. The club sends hand-written letters to orphans across the globe and plans to hold fundraisers in the future.

Duffy feels driven to help those less fortunate than herself. She, along with Vice-President Sadie Schwartz ‘24, implore students to contact them for a chance to bring joy to the lives of underprivileged youth.

“I’m really passionate about helping people who don’t have the blessings that I do,” Duffy said. “Orphans are a really good [group] to help; the people that need it most.”

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ampbell Hall’s 2D and 3D Design class began a project dedicated to expanding habitat for migrating monarch butterflies. Alyssa Bojenkova ‘22 went above and beyond the classroom, deciding to take it on as her senior project.

She is now determined to make the design a reality, with hopes to solve many of the problems the previous butterfly garden in the high school quad could not, such as informing students about monarchs and their migration routes, keeping foot traffic away from the caterpillars. Bojenkova hopes that her endeavor will inspire other students to make change in their communities to help their environment and their local species.

“We want to create an awareness of wildlife within the school community,” Bojenkova said. “This type of awareness is most impactful when students are a part of the initiative; we get to learn first hand and teach our peers about local ecology. Most students aren't familiar with the lifestyle of a monarch butterfly, not even that the plants in their current habitat have the potential to hurt them.

[My hope] is that the garden inspires more student-lead endeavors and sparks an interest in protecting the butterflies.”

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March 31, 2022

Activism at a cost?

With an increasingly divisive climate, students and faculty work to protest while prioritizing personal safety

Hesitant: A student protester is reluctant to join the crowd for fear being put in a dangerous situation.

STORY KEELY CHAMBERS ART AUSTIN JANAVS

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igh school history teacher and advisor of the Amnesty Club Elena Malone, alongside Campbell Hall students, navigates an anti-war protest in Hollywood during the second war in Iraq. She sticks with the students, who are both excited and a little scared, to make sure they don't get lost amongst the large crowd so that they feel safe enough to continue. Malone finds the protest becoming more and more eye-opening for her students as they witness people with opposing beliefs coming together over shared issues.

For Malone, protesting is not only her constitutional right, but also a chance to model to her children and students what it looks like to stand up for her beliefs in a safe, impactful and non-violent way. Malone found the experience of taking students to a march incredibly rewarding and hopes to give the same opportunity to students at Campbell Hall.

“Taking students to protests as part of a school club is really powerful,” Malone said.

“To model that you can go together, be safe and get your political views out in a way that's productive and extremely easy and safe is the best way to do it. This allows kids to be inspired and feel comfortable with protesting.”

As a passionate student, there are times when Mia Philips '22's parents don’t always

ELENA MALONE Taking students to protests as part of a school club is really powerful. To model that you can go together, be safe and get your political views out... This allows kids to feel comfortable protesting.

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understand her interest in the severity of an issue. At the beginning of her protesting experience, there was a lot of convincing that came into play, but with trust and an understanding of the importance of standing up for what she believes in, her parents felt comfortable letting her go.

“My parents are supportive, even if they don’t fully understand the severity of the cause at first,” Phillips said. “They trust me and know that if I feel strongly then it must be a good cause. Usually, my mom is willing to take me and my friends to protests to make sure that we are safe.”

Ani Adell ’22, Chloe Chow ’22 and Phillips have all attended multiple protests together, alongside other Campbell Hall students.

They protest to band together with people who share a passion for something that needs change and to show the rest of the world that people care. Together, they have developed

ways to feel safe while voicing their opinions.

“Protesting is a great way to objectively show how many people support a cause as well as to objectify your own passion and care for a subject,” Chow said.

Malone and Chow have found that the community created at protests allows for both safety and for everyone to be inspired by one another. When she was a ninth grader attending a protest with upperclassmen, Chow found herself safe and surrounded by a passionate group of people.

“The first protest that I went to was the climate strike in 2019,” Chow said. “Although I had never been to a protest they were all people I looked up to and respected and I felt safe with them. It was crazy to see hundreds upon hundreds of other teenagers at the climate strike. Everybody was incredibly passionate for the cause which was inspiring.”

For all, safety always comes first, especially when voicing opinions in public places where others may disagree. Malone, Adell, Phillips and Chow all have a plan when it comes to meeting spots, the essentials like food, water, band aids and how to be a non-aggressive protester.

“I always have an escape plan in case anything bad happens,” Phillips said. “I always tell the people that I am with to meet back at a specific location if we get separated, with the intent to stay together. I make sure that I am aware of my surroundings at all times so that I can be safe.”

Adell is thankful for her family's support and encouragement in protesting.

“I’m so lucky that not only are my parents okay with protesting, but they also encourage it and brought me to my first one,” Adell said.

“Their desire to take action is what inspired me.”

Although it can be scary at times, Phillips feels that there is a risk one must take for the greater good. Protesting in a peaceful manner where a passionate, kind community is created is what keeps Malone, Adell, Phillips and Chow inspired. Since their first protest, they have all gone on to be part of others and encourage peers as well.

“I know that I can be a part of the change that I want to see in the world and that alone is enough to keep me going,” Phillips said. “I’ve seen a change in the sense that there is more awareness and more people fighting for an end to racial injustice, climate change and gun control, which gives me hope for the future.”

GROWING UP WITH GUNS Students and faculty reflect on their differing experiences with guns at home STORY LINCOLN WEINSTOCK

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he Second Amendment is often a divisive and frequently discussed political topic in American society. While some people call for complete erasure of guns from America, those who have grown up with guns in their household make their case by demonstrating how firearm safety and proper handling can make for a more free society.

Bo Davis ‘22 is a hunter and a proud supporter of the Second Amendment. He has grown up around guns, and his family ensures that they are properly trained to act in case of an emergency situation like a home invasion. Because of those safety measures, Davis feels more safe in his home and is comfortable around firearms.

“Gun safety is something that is very much practiced in our house,” Davis said. “The only person who knows the codes to any of our safes is my dad. When we are practicing drills, whether that be at the firing range or at home, we always treat a gun like it’s loaded. We have a lot of training with firearms and we practice monthly.”

On the other hand, English teacher Dion Simmons doesn’t see the need for such planning, despite being a gun owner. He believes that the threat of a home invasion is often over-exaggerated, especially in wealthy neighborhoods.

“Do I have a last-minute plan for if something goes wrong in my home?" Simmons said. "Yes, but that’s because I have a last-minute plan for most things that could go wrong. I have self-defense protocols that I’ve gone over with my family, but most of those don’t involve us arming ourselves.”

Jean-Luc de Beixedon ‘23 has grown up in a gun-owning household, but has never operated a firearm himself. His father keeps a firearm safely hidden but has never used it.

FACTS 30 percent of Americans currently own a gun.

32 percent of Americans who don't own a firearm could see owning one in the future.

67 percent of gun owners say they had guns in their household growing up. source: pew research center

De Beixedon supports the Second Amendment and believes that the goals of the Constitution still hold true.

“The original intention of the Second Amendment was for the civilians to be able to revolt against an oppressive government,” de Beixedon said. “If you take away all citizens’ guns, we have no power. The police could do whatever they want and we wouldn’t be able to protect ourselves.”

Simmons believes that the supposed need for firearms in a majority of white households is, like so many other American beliefs, rooted deeply in racism and the fear of an outside entity coming to steal one’s wealth.

“The reason these wealthy white gun owners in segregated neighborhoods are fearful is this myth of ‘not here': That nothing will happen where they are, that ‘here’ is not where ‘it’ is, but that some scary person that’s not from this beautiful safe-haven will come in and invade." Simmons said.

"That myth is created only out of attaining a certain level of wealth and becoming fearful that someone is trying to take that from you.”

De Beixedon also feels that the nature of living in a free society makes it difficult to prevent major crimes like shootings. According to him, risk is assumed with any individual freedom and guns are just one of those risks.

“A lot of those shooters were thought of as quality people,” de Beixedon said. “It just goes to show that when you live in a society, especially in a city like Los Angeles with millions of people, there’s always bound to be some really bad folks around. And because this is a free country, they can do all the same things a model citizen could do and nobody would know that they have bad intentions until after they’ve done something terrible.”

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RAISED VOICES Council Fridays give students a chance to share their thoughts around diversity, equity, inclusion and justice in the school community STORY AMELIE PARK

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ender, race, curriculum and identity. The new Council Friday program aims to create space to discuss relevant issues of today. Introduced by Christopher Dennis, associate head of community engagement, these discussions give students a chance to voice their concerns about diversity, equity, inclusion and justice.

Kena Dorsey, high school diversity, equity, inclusion, and justice coordinator and co-leader of Council Fridays, started the program to foster authentic discussion outside the classroom. She wanted a place where students could gather and express themselves without any fear or apprehension in front of their peers. “[Dennis and I] are really concerned about mental wellness with all of the racial tensions going around [as well as] the impacts of the pandemic,” Dorsey said. “Sometimes, even in advisory situations, students aren’t really feeling free enough or open enough to express what is going on in their lives. [Dennis and I] partnered to lead these spaces, to provide space for students to come and share whatever they're feeling and express what they are going through without feeling judged around other like-minded peers where they felt supported.”

Jamieson Park ‘23, is among the students who are hesitant to participate. Though one aim of Council Fridays is to create a space without judgment, students like Park may still feel uncomfortable in that setting. He also feels that he would be more likely to join if there were more discussions that were reflective of his Asian identity.

“I don’t think that I necessarily want to discuss topics [such as identity or have personal conversations] in a group setting,” Park said. “I think I would be more inclined to join if there were more conversations geared towards my own identity. For instance, I am Asian American, so having certain discussions based on that would be interesting. If I knew that more and more people were joining, I would say that would make me more inclined to join and maybe participate in the discussions.”

Cami Curry ‘23, a lead member of Council Fridays, has found that her participation in the group has positively impacted the way she perceives the school community. Although she is one of the older members of the group, she is thrilled to get a chance to contribute and has a positive outlook for the rest of the students there.

However, Curry also believes there is not enough participation in the meetings. Council Fridays have helped her find her identity in the community, bringing her closer to her peers and teachers, so she encourages many students to join to experience what it is like to be a part of important conversations that cover a range of topics such as identity, race and gender.

“I think students should be involved in Council Fridays because it allows them to further make connections with students who may not have knowledge about certain issues or topics,” Curry said. “It also allows them to see ideas from new perspectives. When I was younger I struggled with my identity and finding out who I am.

Council Fridays [has] helped me with this struggle and so I recommend younger kids to come so we could work out those issues together.”

Dorsey understands the importance of being together within a community and discussing topics such as gender, identity, microaggressions, race, social economics and peer pressure. She understands that many are not comfortable sharing in a space that can seem daunting, but encourages students to take a stand and communicate with their friends and teachers about these topics.

“There is something about coming together as a community around a common subject matter or experience that brings us closer together,” Dorsey said. “You learn that you are not alone and you are heard and valued and cared for.

Also, you never know whose life you are saving or touching because your story may be a mirror to theirs. It’s a beautiful sharing experience that helps foster empathy and compassion.”

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Learning from life Campbell Hall's out-of-school learning opportunities give students a chance to learn applications for work outside the classroom

STORY JJ HOFFMAN, MAGGIE CHIAPPETTA-UBERTI PHOTO PERMISSION QUINN FRANKEL

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s Chloe Chow ‘22 watches her water bottle rocket soar through the air in her CHAI Physics class, she appreciates the ability to see her knowledge of projectile motion and calculus in action. This experience is only one of many opportunities to combine her knowledge from the classroom with real-world applications.

Chow feels that having hands-on experience is vital in shaping her understanding of concepts in her studies. Especially in CHAI Physics, Chow can supplement her learning with experiential learning through projects each class session.

“I really love that we do hands-on applications and experiments in CHAI Physics,” Chow said. “Every single class time that we do lectures or take notes, Mr. Williams has set up a relevant demo relating to whatever we’re learning in the notes which allows us to see physics in action.

Class would not be the same without Mr. Williams’s interactive demos.

It makes class so much more fun.”

CHAI Art History teacher Allison Shrage strives to provide students the opportunity to see works of art in person. She feels that seeing works of art in person can’t be replicated in the classroom.

Shrage believes that by seeing the artwork in person, one will be able to pick up on details such as colors, materials and size, and see the artwork in a greater context while interpreting a curator’s intentional decisions.

“I would rather have students focus on the experience of being with the work of art in person and doing some sort of written work surrounding that than doing just a straight research paper, which you're going to be doing in all of your other classes,” Shrage said. “This is why I always incorporate at least one field trip for a semester class and then [a final project to visit a museum]. [It’s nice] to give time for students to

explore on their own.”

Greg Williams, CHAI Physics teacher, stresses the importance of learning as an ongoing process, using experimentation to grow. He argues that this allows students to develop a growth mentality surrounding trial and error.

“When we do these hands-on projects, we get to see what happens in the real world,” Williams said. “We get to use two things: the theory and the actual, to try to In the field: come to an understanding and make something that is Amanda even better than what we might be able to do with either Dye and one. You could use only theory and try to make someQuinn thing, or you could ignore theory and experiment, but if Frankel you put them together, you’re more powerful and have a '22 wade through lot more at your disposal. [My students] are encouraged Malibu to adopt the failure mindset where failure is just a vehicle Lagoon to teach us. It’s not about how their work performs, but to collect what they learn from it.” data for CHAI EnviChow feels that a unique aspect of hands-on experironmental ences includes going on field trips, like the one for her Science CHAI Physics class to the Mount Wilson Observatory. class In addition to applying what she’s learned inside the research. classroom to real life, the field trip is another opportunity for her classmates to better know each other.

“It almost feels like we are a research team going to see the stars at night,” Chow said. “[This field trip] is another wonderful example of an opportunity to be immersed in the subject of physics.”

CHAI Environmental Science teacher Karl Frank hopes to expose students to as much as possible in the realm of fieldwork. He takes students on an annual field trip to the Malibu Lagoon, which is one of the few remaining wetlands in California that is being intensely monitored for its health by the state. Frank feels that this field trip is a prime example of an opportunity for students to both experience fieldwork, and also see the importance of environmental science in regards to the state of the environment.

“Every year we get to test pH, temperature, dissolved oxygen and fish diversity surrounding the lagoon,” Frank said. “Students get to see what it’s like to be a field scientist and they get to build an intersection of skill sets. There is also something special about being immersed in nature, which is why we added a field journal project over quarantine to get students to physically go outside and make observations.”

Williams believes that his holistic learning approach encapsulates the school’s values of preparing students for life. He feels that the real world is not reflective of school, as there are no grades or rubrics, and combining theory and real-world experiences prepares students to be global citizens.

“I feel that [the school] uses a very holistic approach because, in the real world, you aren’t getting graded with a rubric, you are getting graded holistically as a whole person,” Williams said. “It’s not just about learning about the universe, but the history as well and what people have done prior to where we are right now. Hands-on is so important. Especially at a place like Campbell Hall, where we really value that. We value partnering the hands-on with theory because alone they are so isolated, but when you put them together, it’s really amazing.”

US vs HATE

Four senior students are awarded on their innovative anti-hate messages STORY SOPHIA GOLDBERG

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hen English teacher Carlos Castellanos was young, he experienced marginalization in high school. He was silenced because he was Latinx, the first-generation in his family to go to college and discovering his queerness as a gay man. To survive, he kept quiet and tried to fly below the radar. As he got older, he realized that it did not have to be this way for him. He made it his mission to make sure that none of his students felt like this. Those things he thought weighed him down, he now knows are the superpowers that make him stand out.

They allow him to empathize with all his students from all backgrounds.

The ​​#USvsHate (“us versus hate”) project invites students to create public anti-hate messages in any media for their school communities. The USvsHATE national challenge then amplifies student voices for a nationwide audience. By amplifying “anti-hate” youth voices in schools and publicly, [society] seeks to empower students to build schools and where all belong, feel included, and supported. Refusing hate starts the process of repairing the deeper biases and injustices that block that vision.

Castellanos introduced this project to the school in hopes of getting the community involved and informed on how students can make a difference in a creative way. He received an email about the project and knew instantly it would help his English 11 class make sense of the craziness that unfolded in 2020.

“If you recall, [2020] was when the pandemic had swept through the country,” he said. “It was when George Floyd, Breonna Taylor and the Black Lives Matter movement started really picking up momentum, and it was just way too many instances of hate in the world and a lot of the things in our English 11 class correlated to it already.”

In just the first year of the project, 2019, his classes have produced two winners, many finalists, and even more inspired students, cementing the project as a new tradition. In 2020, seniors Soha Ghavami, Andrew Goetz, Antonio Marroquin and David O’Mara were finalists and winners of the competition. Castellanos sees this project as a way to tackle hate and to make real-world connections within the classroom. As a member of marginalized communities, Castellanos knows that this project can help students be confident in who they are and not feel scared of being judged. “[Addressing hate with this project is] important to me personally,” Castellanos said.

“What I love about my position now is that I can show my students that being marginalized doesn't mean you have to be silenced. Doing this project is my way of empowering my students to combat bias, to combat prejudice.

What I love about the generation of students that I teach is that there seems to be less of this fear to speak up and fight for what you think is right. I want to make sure that I empower all students to be able to combat in the smallest but most impactful ways all of this hate that

exists in the world.”

Andrew Goetz ‘22, the 2021 winner, centered his project around confronting antisemitism in America. This project was very personal to both Goetz and his family, and Goetz knew he wanted to speak out when a slew of antisemitic crimes strike the nation during the onslaught of the COVID-19 pandemic. Goetz learned how much speaking out made him feel connected to his family and how speaking up about something close to you is important.

“I learned how easy it is for the world to hear you,” Goetz said. “In this age where we have a microphone in our pocket nearly every second, it is easy to raise your voice and reach out to others to amplify it and its message more. When you are passionate about making a change and connected to the issue on multiple levels, it is easy to speak up and speak out.”

Similarly, O’Mara, a finalist of the competition, realized that standing up for something you believe in is something he can do creatively to spread the word. His project was about destigmatizing homosexuality in division one college sports, specifically in football.

“I was able to see a new side of football from an outside point of view that helped me understand the struggles of the LGBTQ+ community in football,” O’Mara said. “I have played football for most of my life and this project allowed me to use my voice in a bigger way than I thought I ever could for something that I care a lot about.”

March 31, 2022

REWARDING RESEARCH Students compete in national competitions to expand their horizons

STORY JJ HOFFMAN

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he World of 7 Billion project, the squirrel survey and the #UsvsHate project are just some national contests that have recently found themselves integrated into classes at Campbell Hall.

The World of 7 Billion project is a national student-led video submission contest focusing on environmental issues. The project inspired Symphony Smith ‘22 and Zoey Friedman ‘22, to create a video submission concerning coral bleaching in their environmental science class. Smith appreciates the ability to gain a global perspective through researching environmental problems of her choice, and how it opened new corridors of knowledge surrounding this issue. “[I got] a better grasp and understanding of the issue [of coral bleaching] and [found] a way to develop a solution that could possibly be implemented,” Smith said. “While researching coral bleaching and looking for a solution, I learned that sometimes to tackle big environmental issues, you have to make changes to the more nuanced causes of the issue. For coral bleaching specifically, Zoey and I chose to focus on the smaller way that water pollution is affecting the coral and identify a solution to that instead of saying the generic ‘Pick up your trash and drive electric’, which led us to the solution of laying native grasses as barriers in farmland or other areas with a lot of fertilizer runoff to filter the water before it reached the ocean.

[I learned] that if you set your mind to fixing the environment, it can be done. The doom, gloom, and hopelessness that everyone seems to preach isn't true if you set aside just a few hours of your day and research how you can change small things in your life to make big positive changes in the environment.”

Similarly, Ani Adell ‘22 participated in the World of 7 Billion project in her environmental science class. She greatly enjoyed the creative component, the broadening of one’s world view and, similar to Smith, the wealth of information that the World of 7 Billion project had to offer.

“Participating in national contests, especially if it’s an assignment you had for school, allows you to view your work through eyes that are beyond the classroom and beyond a rubric,” Adell said. “[For the World of 7 Billion project], I enjoyed [the creative component], as [Paige Kamemoto ‘22 and I] did a little whiteboard [video]. And because there were topics that were previously selected, it allowed everyone to do something they normally wouldn’t learn about.”

Last April, Caitlin Jones ‘22 and Sophia Goldberg ‘22 entered the Blue Ocean Competition, a national competition, through the Entrepreneurship Club. Their project focused on the surfboard industry and developed a solution that would use recycled type-two plastics and create a filament that could be 3D printed and laser cut into a hydrodynamic board that surfboarders could use.

Additionally, since the board was made out of recycled materials, it could be produced at a lower cost and further used as other water devices such as boogie boards and water skis.

“The research was rewarding because I learned about proper ways to reduce my plastic waste, recycle plastics properly, and reuse more efficiently,” Jones said. “[I’d advise students who compete in future national contests] to have fun with it.

If your heart isn’t in it then your head won’t be in it. In these competitions, winning is pretty cool, but you don’t need to win to gain positive takeaways. Appreciating the journey you take to produce your end project sometimes is more rewarding than a prize itself because you’ve gained so many new experiences, created new connections, and have gained a whole new wealth of knowledge.”

Jones feels that one of the most valuable parts of the competition was engaging with other like-minded students. She feels that though she was competing against many other qualified students, she felt empowered by the idea that there was a common goal to address the issue.

“I think it was really great to see everyone else's projects and see this vast community that comes together, and [creates] a better world,” Jones said.

“Everything was focused, at least for the people we talked to in the projects we worked with, [on] eco-friendliness. So [this part of the competition was] just a great aspect on how sustainable we're trying to move.”

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NEWS

March 31, 2022

Inclusive: beyond bathrooms Students and faculty discuss how the school works to improve acceptance of gender neutral and gender fluid members of the Campbell Hall community STORY TAYLOR HUIE, LEVI HOROWITZ

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stablishing faculty-wide training seminars, creating gender-neutral restrooms, implementing the Transgender Student Support Protocol. In a world of increasing diversity and understanding of the complexities of gender, Campbell Hall is introducing more policies and procedures to support a more inclusive campus.

Nick Gudis ‘22, acknowledges that the school has made many efforts to create a more gender-inclusive campus.

However, they also believe that there are inherent gender biases, like the conception of a gender binary, that are difficult to disrupt, ingrained by the broader society.

“It's very complicated to address [if the Campbell Hall community is gender inclusive], because it exists within our current society, which is not very gender inclusive—we live in a very gendered society,” Gudis said. “No matter how hard Campbell Hall tries, they're still going to be in that society.”

Mathilda Doucette-Zappa ‘23 believes that Campbell Hall is trying to be more inclusive, however, similar to Gudis, feels that there is much room for improvement. Doucette-Zappa expresses that physical changes to the campus are being prioritized which, while important, are not nearly as crucial as shifting the existing conceptions of binary gender.

“I think [the school] is trying to be [gender inclusive], but I don’t think they are necessarily succeeding in every aspect of that,” Doucette-Zappa said. “I know the student council is trying for more gender neutral bathrooms, which is great.

It's a very complex issue and I feel it's more of a mindset thing than actually taking steps to improve the campus itself.

It involves more general queer history touched on in classes and more open discussions; not treating [gender identity] as something taboo.”

Currently, the school is in the process of implementing the Gender Support Plan which will aid students in affirming their identity, for example, if they wish to change their name. However, as a part of the Diversity, Equity, Inclusion and Justice (DEIJ) Leadership Team, Chris Dennis, also believes that policy changes and training seminars are just one step of many needed to develop a more inclusive community. Dennis has observed that without disrupting many current notions of gender, many students will tend to default to harmful language. To create a sustaining environment of inclusivity and respect, Dennis emphasizes that ensuring that students can hold each other and themselves accountable is crucial.

“We are discovering that in spaces where there are no adults or no policies, it’s still hard [for the community] to [be gender inclusive] because there is still language that is

More than a bathroom: One of seven gender neutral bathrooms at Campbell Hall, the first steps towards a more inclusive campus for all genders.

FACTS 87 percent of transgender students have been verbally harassed in the last year because of their gender expression 26 percent of transgender students have been physically assaulted in school in the past year SOURCE: NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS

being used that is problematic,” Dennis said. “We are trying to figure out how students want us to get involved. Have we seen [gender inclusivity] increase? I think we have, [but we’ve] also seen the gaps and the limits of what we’ve tried to do. We can do orientation programs so everyone will know what the expectations are, but how can we make sure peers uphold those expectations?”

Gudis often feels that people can’t comprehend their non-binary identity and try to make them conform to various boxes and categories. Similarly, Doucette-Zappa feels that to develop a community in which all students can feel comfortable, members of the school community must have a strong grasp of gender identity, something currently lacking.

As a underclassman, Gudis would almost exclusively use the single-stall gender-neutral restrooms on campus. If these restrooms were unavailable, Gudis would then use the women’s restroom out of necessity. Though Gudis feels secure in their gender identity and expression, they also acknowledge that pressure to choose a particular gendered restroom can lead to dysphoria for many students. Now, with the proposal to add more single-stall restrooms on campus, Gudis sees many benefits, not only in terms of physical comfortability, but also in the social realm.

“Bathrooms go beyond just gender identity,” Gudis said.

INCREASING DIVERSITY

STORY IZZIE DIALLO

E

ight years ago, Campbell Hall was 33 percent people of color.

At the time, it was not only considered acceptable, but impressive. Today, people are more aware that a school committed to being inclusive also needs to be diverse in the student and faculty body.

After realizing this, George White, director of admissions along with the rest of the admissions department at Campbell Hall decided there needed to be a change and made that idea a reality.

The school’s racial diversity has increased 1.5 percent every year and today is 42 percent racially diverse.

Ellis Friday ‘26 has noticed this increasing diversity. However, although he recognizes the effort, he thinks things could always be better. He recognizes the administration’s efforts to have new conversations about hard topics, which, in turn shows an effort to be more inclusive.

“There are affinity groups like 42 and [the Black Student Union for Girls] and like the Latinos [Unidos], an Asian affinity group and [Diversity, Equity, Inclusion, and Justice] (DEIJ) and things like

“At the end of the day, they’re social places. For those who don't feel comfortable going into their gender identity bathroom, there's probably that feeling of ‘I don't belong in here.’ Or if you’re a trans man walking into a men's restroom for the first time, it’s very intimidating, especially if you haven't been socialized in [restroom] etiquette. Making spaces for people as individuals is really important on a social level as well.”

However, Gudis also acknowledges that changes to restrooms on campus is not a solution that will solve all problems. They believe that changes like creating more gender-neutral restrooms and eliminating single-gender advisories, while important, are not effective if there is not proper education for the community, as Doucette-Zappa believes.

Ultimately, Gudis hopes that the shift towards a more gender-inclusive campus will start with restroom changes but will certainly not end with them.

“The way I present myself will not change who I am and the way other people perceive me doesn't really change who I am,” Gudis said. “I've just stopped caring, so choosing which bathroom to use, it's kind of menial. The next thing we have to do is figure out ways to not integrate the sexes or genders, but make it so that there aren't gender taboos around socializing and talking until there really isn't too much of a difference.”

Campbell Hall's increasingly diverse community sparks reflection on this change and the difference between diversity and inclusivity

that,” Friday said. “So I think things are getting better. It definitely shows that they're making an effort. I can definitely see we've had more chapels [about diversity]. However, in order to be better, I think schools as a whole for classes like history need to be more diverse. The things we learn about are the same every year. Usually, we're learning about some old white dude from 1822, and every time we do learn about a person of color, specifically black people, it's one of the same three people.”

However, White believes it is important to recognize that the school needs to be more inclusive as well as being more diverse, and the administration is working on how to make that possible.

Diversity is about different people from different backgrounds, but to be inclusive every student feels safe at Campbell Hall no matter what their personal identity might be.

“I think one of the real advantages that we have here is an administration that really does want to listen to find out how we can improve. It's really about listening. It's about recognizing that we're still not doing enough and just being willing to have those conversations and continually try to improve.”

Chris Dennis, the director of the DEIJ department, recognizes that there is a difference between diversity and inclusivity. He sees that part of being inclusive is about changing curriculum to have more representation and making people feel safer in school.

One way to do this will be to survey students and see if these inclusivity efforts are visible to them as members of the community.

So I think diversity is just having people that know that other perspectives are out there and being willing to kind of tolerate the perspectives that exist” Dennis said. “Inclusivity is building it with everybody in mind. There's been ongoing work in English and history of redesigning curriculum. [We have to make] sure that we have the learning objectives in mind, and then [make] sure the representation shows up. That's one way [to increase inclusivity]. In some classes, it's going to be much more explicit like English and history. In other classes, such as math class and things like that, we need to make sure that we have proper ways to represent [diversity and inclusivity]. [Inclusivity is] one part curriculum, one part programming [and one] part accountability. We tie that all together, you'll be able to see it as one cohesive thing.”

VIKING VOICES

What diversity efforts do you see the school making? If not, what changes would you like to see made?

ISAIAH BREWINGTON I would like to see more African American males in my grade because I am the only Black man in my grade right now.

TWENTY-THREE LILY KIRLAND I know that we have more affinity groups now which is really good but I think we cold have more chapels [about race]. We don't talk much about the color of people's skin and how that can really affect someone

TWENTY-THREE

BROOKE REILLY There are infinity groups that allow people to be open, which I think is great. However, I think that all the constant involvement only comes when there is an event surrounding a topic rather than talking about it to spread awareness.

TWENTY-FIVE

THE PIPER

6

features

TWO YEARS LATER

March 31, 2022

SEEING SMILES VIKING VOICES How do you feel about the new no-mask mandate?

BARON BELLAMY "I can hear people better and it feels great to be able to take in the fresh air"

TWENTY-FOUR

PARKER VAN ZYL "I feel like I can connect better with people without masks"

TWENTY-FOUR

O L I V E R SO H N "It feels great to finally be able to actually breathe"

TWENTY-TWO

JAMES KELLEY "It feels weird because it's so different. It doesn't feel normal yet."

TWENTY-THREE

Food Fashion Fun

COMING BACK: On March 13, 2020, the Campbell Hall community was sent home unexpectedly as Covid-19 cases started to creep up on Los Angeles schools. The community believed that an extra week of Spring Break would be the reward of all the hard work leading up to this point. There was an obvious reassurance that everyone would return to school

after the break with fresh faces and bright smiles. However, this break turned into two years of not seeing friends, resuming school online and wearing masks. Slowly, the community came back to campus, with half the school switching off coming to learn in classrooms, and the rest ‘Zooming’ from home.

After jumping over this hurdle, everyone returned to campus

Ohana Hawaiian Korean BBQ When the lunch bell rings on a Tuesday, the senior class rushes out the gates to take the seven-minute drive to Ohana BBQ. They pack into their cars and zoom off-campus after showing their senior IDs with their long-awaited senior stickers that allow them to leave campus. Students walk in the doors and are hit with a wave of juicy, umami, meat aroma. The beef teriyaki plate for $19.99 for a lot of food, all on top of rice with an amazing side of salad and mac and cheese to fill your stomach and make you ready for your C block math class

while dealing with strict mask rules. Finally, the school lifted these mandates and allowed students to go mask-free indoors and outdoors. Everyone was able to connect in person again, creating a bond that students missed out on last year. Many students and faculty smiled as the campus took this major step towards going ‘back to normal.’

Creative Uniforms

PHOTO PERMISSION OHANA HAWAIIAN KOREAN BBQ

is perfection. If you are in the mood for something comforting with a unique twist, Ohana is for you. After all, you really feel the family aspect as you walk in and eat your lunch.

Studio City Farmers Market PHOTO PERMISSION CHLOE CHOW

PHOTO PERMISSION STUDIO CITY FARMERS MARKET

When you wake up on a Sunday morning with nothing to do, you should go to the Studio City Farmers Market. There is nothing better for your tired Sunday brain than getting outside in your community and getting away from your computer screen filled with assignments. Go with your friends or family to get a healthy treat to start your week the right way. This market is filled with food from a myriad of cultures ready to eat,

fresh fruits and produce from nearby farms, candles, and self-care products made ethically and good for you, and the most freshly baked pastries and coffee for you to indulge in as you walk around and talk to your local community. It is a great way to get out of your house and enjoy the beautiful spring weather with your friends or family while supporting local businesses and eating amazing food!

Having to stay in the lines of the school uniform might feel confining at times, however, there are still ways to express yourself while following the rules. The plaid skirt from Dennis Uniforms, the khaki pants from Uniqlo, and the custom Campbell hall logo polos from Landsend can get repetitive and boring. Even though they unify us as a Campbell hall community, there are other ways to add to your uniform to make you stand out while staying part of our community.

From finding unique shoes to different tan skirts, there are endless ways to spice it up. Even thrifting the most unique jackets that no one else will have can make your uniform more you! Seeing your classmates express themselves through their uniforms is inspiring and shows how creative our community really is. It may be hard to figure out how to stay in uniform while also being creative, however, as long as your pants are tan, navy, or a plaid skirt, and your top is white or blue with a collar, you are set!

THE PIPER

March 31, 2022

Stepping away

Students today have increasingly been prioritizing mental health by taking days off of school

A

I’m eight years old Spontaneity tattooed on my back.

The ink bleeding through to my veins, To me.

Days Off: A student walks away from the responsibilities and chaos of school life to take a mental health day.

However, she is met with the reality of an unexused tardy due to her prioritizing her mental health.

being productive and distracted,” Foxman said.

A 2020 study conducted by Mental Health America stated that part of teenagers’ top three solutions to helping with their mental health was the ability to take an absence from school when needed. Andrew Shaw, the Director of Secondary Counseling at Campbell Hall, also believes in the prioritization of a students’ mental health. He finds that, sometimes, mental health days can be very valuable, but he also emphasizes that students skipping classes will increase stress because missing schoolwork will build up.

“With the level of work that [students] have, it’s really important to make opportunities to breathe and slow down,” Shaw said. “Mental health days [are important], but I think the goal is always to first try to help students stay in class and figure out ways to deal with their stress so that they can still be at school. Recently, there’s been more grace and compassion for students needing to take time off for mental health reasons because taking care of one’s mental health should be allowed, and should [always] be

prioritized.”

Similar to Gestetner, Camden Allvey ‘23 has been taking mental health days since eighth grade when she first started experiencing depressive systems and found school to be overwhelming. She realized it was beneficial to occasionally stay home from school to care for mental well-being. Allvey is also one of the leaders of the Mental Health Club at school and, like Gestetner, believes the administration should allow students to take days off if necessary.

She noticed herself drowning in schoolwork and made an arrangement with her parents where they concluded that sometimes it was helpful for her to stay home. “[Mental health days] helped me just take a breath and stop moving for a second,” Allvey said.

“I would read, watch TV, and do mindfulness activities. These days are so key in breaking the stigma and avoiding mental breakdowns from the students’ perspective.

I’ve found as I've gotten older that the more open I am and the more help I receive, the more I work on a good balance between school and mental health.”

High school principal Carolyn LaGaly reiterates that, while there

Fostering fuzzy friends STORY KEELY CHAMBERS

S

CREATIVE O L to"What I Want my Life Sound Like" U M N STORY GRACE BOURASSA

STORY CAROLINE REHDER, JESSICA BAZEL ART CAITLIN JONES

rizona, Colorado, Connecticut, Illinois, Maine, Nevada, Oregon and Virginia.

These states have passed bills allowing students to take absences from school for their mental health. According to an Aug. 2021 New York Times article

by Christina Caron, the mental health crisis among adolescents, including higher suicide rates, has led several states to allow students to take mental health days.

Many students, including Tammy Gestetner ‘22, agree that taking a day off school to care for their mental health is extremely beneficial. She has been taking mental health days since her sophomore year, and has noticed her grades become better when she prioritizes her emotional well-being. By caring for herself before school when necessary and taking a break from the bustle of life, Gestetner feels more in control of all aspects of her daily routine.

“It’s so easy to get caught up in the pressure that underlies school, whether it’s socially, emotionally, or academically,” Gestetner said.

“I love taking a days off where you are doing things that make you happy, without being concerned with what other people are doing. It feels like somewhat of an emotional refresh for me and my mind.”

Unlike Gestetner, Olivia Foxman ‘22 finds that on a hard day, sometimes the best solution is staying at school. She finds this works for her because she is surrounded by close friends. She makes sure her schedule is manageable and does not overwork herself, and the school setting allows her to focus on other things aside from her mental health.

“I [choose not to take mental health days] because even if I’m having a hard day, being at school and being surrounded by people is a good way for me to continue

7

ofia Brandon-Schwartz ’22, while driving on Hollywood Boulevard and gazing out the window, caught a glimpse of a small white animal. The animal had its eyes closed and was aimlessly walking into the busy road. Brandon-Schwartz rushed to help the little animal and to her amazement found herself with a three-week-old kitten.

Brandon-Schwartz cared for the kitten until it was eight weeks old before bringing it into a rescue shelter. Impressed by her work, the rescue asked if she would foster other animals in the future. This began the cycle of kittens finding a home with the Brandon-Schwartzes.

Although Brandon-Schwartz loves her work as a foster, along her foster journey, she has encountered a few obstacles along the way. Her parents don’t particularly enjoy the stench of the cats, and taking on the role of a caregiver, vet, and companion can be daunting. However, Brandon-Schwartz has fallen in love with the ability she has to give cats a home of love and safety. “[Fostering] was harder than I expected as I learned that kittens get sick often which has taught me how to adjust food, give medicine and vaccines and treat injuries,” Brandon-Schwartz said. “I fostered this mama cat who lost all of her babies and went through a crazy surgery making her really depressed.

After I made her feel safe and gave her love she came out of her shell. I make them happy and they make me happy.”

isn't a specific mental health policy, the attendance policy allows students may up to miss twenty percent of classes if excused by a parent before any grade reduction might be incurred. They do not need to list the specific cause of absence which gives an opportunity to take time off for themselves for any reason. According to LaGaly, the school always seeks to support students whose health issues of any kind are more chronic in nature.

Shaw recommends that the school should continue reviewing its system and process for how they are helping students manage stress at school, and how to go about those absences. He hopes teachers are aware and compassionate when students are stressed or overwhelmed. He emphasizes that students can visit Shaw’s office for any advice regarding how to manage school stress with mental care.

“I definitely see myself as an advocate for students’ mental health,” Shaw said. “Verified absences are undoubtedly something I can advocate for students if it's deemed necessary to have some time for their wellbeing [at home].”

I hate ordering at restaurants, The smell of salmon.

Get embarrassed by the way tight clothing grips my stomach,

Besides that I’m eight.

We play with dolls named Skipper and Frankie, Pretend to be their mothers.

And once television is boring we learn piano.

Every day’s like California lightning And we dig it.

The ink may be fading, Freckles show through the Snow.

Nothing scares me except losing my mind.

Too much reading, I think.

Everyday is 79° with a chance of 80°.

The last crazy thing I’ve done is buy Granny Smith apples off the freeway on a Wednesday.

Just writing that is disappointing.

Students reflect on the experience of fostering animals and what it means to them

As a volunteer at the Gentle Barn, a rescue for abandoned and abused animals, Paolo Pesche ‘23 found volunteering and working with animals to be a place of comfort and companionship, as well as a meditative one.

“There was a turkey that really loved me and I really loved her,” Pesche said. “We would sit together and hang out and it was a spiritual and meditative experience. [There was] a kind of peace where you are caring for another creature and it's a really lovely experience. We were [sources of ] comfort for each other.”

Bella Veale ’22, inspired by Brandon-Schwartz, became a foster parent to many kittens during quarantine. During a time of little responsibility and socialization, Veale found the kitten's constant love and affection an incredible part of isolation.

“Kittens need a lot of love, which was great because I loved the company and needed it for my mental health,” Veale said. “During the pandemic, I lost a lot of responsibilities, so I needed another form of responsibility in my life to keep me grounded and give me a lot more purpose in my day.”

The responsibility that comes along with fostering has not only been felt by Brandon-Schwartz and Veale but also seen by their parents. Brandon-Schwartz has also found a new passion through fostering that will be carried into her future.

“My parents see how responsible I have become and I've learned that I really like taking care of things—I've started babysitting,” Brandon-Schwartz said. “There is al-

I’m 38 and imagine the tattoo is blurred.

Stretch marks make it hard to read.

Hard to want.

Still, I want this feeling fading to be a part of my growing, Badly.

I won’t think less impulsivity is sad.

PHOTO PERMISSION SOFIA BRANDON-SCHWARTZ Cuteness Overload: Sofia Brandon-Schwartz '22 cuddles with the cat she is fostering

ways someone or something that needs help, even if it's a small contribution you are still making a huge difference and having an effect on what you do.”

The experience of fostering and volunteering has left a mark on Brandon-Schwartz, Pesche, and Veale. Each has found a new sense of responsibility but also an understanding of the need for kindness and compassion.

“In my life, I try to live with as much kindness as I can to myself and those around me,” Pesche said. “I believe doing things out of kindness for anyone [or] anything is a powerful gift to you and that person.”

A surprise beach day means Sunscreen, gas, enough food to last the day.

But food that won’t get sandy, Emma.

And when I’m 74, the tattoo will be gone.

I’ll tell people it used to be there They won’t believe me, And neither will I, smiling.

I’ll be grounded with so much work left to do.

I’ll be grounded And quiet from all the thinking.

I’ll be grounded Like boring and brilliant Kissed for a while On the beach, Sandy toes, Softly.

THE PIPER

8

March 31, 2022

Talking about grades: conversation or negotiation?

STORY MAGGIE CHIAPPETTA- UBERTI, PIPER SAKEN

A

s physics honors teacher and Science Department Chair Dr. Amanda Dye passes out the graded exams to her students, hands spring up across the room. She breathes deeply, having anticipated this moment, and proceeds to hear the various ways in which students attempt to argue for more points.

In this moment, she questions what the meaning of learning, of school, of knowledge, really is for her students.

Dye acknowledges that, as she begins to move away from the leniency she first showed during remote learning, grades aren’t going to be the same as they were for most students. However, she feels that students struggle with understanding the importance of that shift in grades. Because of this, she has had to be very clear with her grading system, for students are often struggling to acknowledge their mistakes.

“I am getting more feedback than ever on what a fair question is on an exam,” Dye said. “I do note that the more [points a test problem] is worth, the more time [students will] give it, and that is where I feel really disheartened right now. It is less about doing your best, and more about ‘How much [effort] do I have to give in order to get the points?’ It’s an interesting moment where I feel like students are more willing to come to me with questions, but on the other hand, I feel like they are less accepting of being wrong. The growth-oriented nature of learning is sort of lost.”

Alexander Eick ‘24 argues that one’s grades reflect their ability to achieve those grades, whether that be academic effort or not, rather than an evaluation of their knowledge. Therefore, he believes that arguing for grades is good for student development as it goes beyond a number defining their learning ability.

“If I want a better grade, I just ask in case a teacher says yes,” Eick said. “It’s not necessarily [to see] if the teacher will do what I want, but [to see] if I think I can get help in some way, I’m

ART CHRIS HAMMOND

Students take control: Teachers feel squashed by the weight of students trying to negotiate their way into better grades.

going to ask for it. I just don’t think grades are a super important thing that needs a high level of integrity. If someone gets their grades up through a non-academic avenue, that’s okay too.”

CHAI English Language and Composition teacher Dr. Kelly Kawar has noticed an implicit gesture at a private institution that grades are more flexible. Some families may feel that since they are paying for education, there is a service that is being rendered. She feels that this idea, in addition to a lack of effort and an increase in negotiating grades, has made her reality of teaching more difficult.

“There is already this layer of expectation of wanting this product from schooling, which is not really quantifiable, and that’s when grades

Teacher trivia

come into play,” Kawar said. “When I’m grading, I’m always very aware that the pressure is there.

There's just this general unease that my authority is not trusted. And when teachers feel this way, when we think that our core values aren’t being listened to about learning and integrity and students meaningfully engaging and challenging themselves, it just grates on us.”

With a lack of meaningful engagement that Kawar has noticed with her students, Annabel Bastien ‘23 feels that a consequence of this is a general unappreciation for the value of grades.

She has noticed many instances this year where students openly argue to get points back, even if they don’t necessarily think they deserve it.

“When students [argue for points back that may

Cooking with Olivia

A little more about Robert Coombs

Robert Coombs teaches ninth grade geometry B and geometry honors

Olivia's Faves

If you could live anywhere in the world for a year, where would it be?

Podcasts:

I'd move to a semi-quiet beach town where I would be able to read my books, write, and allow Mother Ocean and my Boogie Board (Pete) to wash my worries away.

Dr Rangan Chatterjee’s podcast: ‘Feel Better'

Just kidding - my boogie board doesn't have a name yet.

Live More’ Shawn Stevensons podcast: ‘The Model Health Show’

If you could create a TV show, what would it be?

I'm surrounded by emerging auteur filmmakers and writers in my social life, so I'm always pitching ridiculous ideas for films and TV shows to them (but still waiting to hear back from all of them). My most recent idea would be in the style of Game of Thrones as a period piece, or more like Andrei Rublev for the Tarkovsky fans, about Pythagoras and his radical collective of followers. They had strange customs and were all vegetarians, but they also analyzed the skies and the geometric forms that occur organically in nature, experimented with ways of applying their mathematical discoveries to music and also brought one of the most important and mathematical theorems in world history into existence that anyone beyond the age of 14 understands and knows how to use it (if they

have good teachers that is :D). Pythagoras and his followers were persecuted like any influential movement introducing alternative worldviews and new ideas that put the old beliefs into question, they faced relentless opposition.

If you could learn a new skill/hobby, what would it be?

I've glamorized carpentry for a long time now. I think being able to build furniture for myself and my loved ones would be pretty cool. But I'd probably rather be really good at investing...

Are you a good dancer?

Not to brag..... buuuuuut I have frequently been complimented on the dance floors at weddings and parties with friends; most remarkably a good friend of mine once described me as the "God of the dance floor" to another one of my pals - the fact that this was said in my absence to another friend makes me believe even more that this person (who is also a fabulous dancer) genuinely meant it. I haven't let it go to my head TOO much.

not deserve them], they are definitely abusing their power as students right now,” Bastien said.

“Many kids are like ‘Oh, I may not have to study as hard if I can argue my way to get those points back,’ and manipulating the grade this way isn’t really learning.”

Kawar hopes that students understand what they are losing due to seeing knowledge as a quantitative value on their report cards rather than an opportunity for growth.

“If your motivation is the grade, you will lose out on the joy, the pleasure, the meaningfulness of learning, which should ideally grow you as a person, impact your soul, and make you love life more,” Kawar said. “If you aren’t authentically there, then I don’t know how well you will have those experiences.”

Additionally, Kawar acknowledges that school itself is a journey in which people find their love and passion for learning at different moments.

She, therefore, always aims to inspire students in the classroom to appreciate learning for more than just receiving a grade on their report cards. For Kawar, the role of the teacher is not just to impart knowledge, but also to foster curiosity and drive interest in a subject beyond achieving a grade.

“I believe so strongly in what I do, in literature, in writing, in teaching, in thinking, but I also love it, and I think that when you see that modeled for you, it becomes easier to love the subject yourself,” Kawar said. “To admire the artistry and craftsmanship of literature, you open up the potential for a student to also do it. Even if it is just one class or one moment, they recognize how to learn and love learning.”

Like Kawar, Dye hopes to instill a sense of purpose for learning in her students. She argues that moving forward, this is the way to separate learning from points.

“We have lost our love and our need for learning, and, in some way, take our learning for granted,” Dye said. “I think the solution is finding that value in learning and understanding that the more you learn, the easier the real world is and the better human you can be.”

STORY KEELY CHAMBERS

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efore lockdown began, Olivia Campos ’22 found herself often feeling lethargic and examined her lifestyle to see how that might be affecting how she felt. She first found herself going down the rabbit hole of diet culture when she ventured into changing what she ate, instead of turning to the incredible cooks she grew up with for advice.

Campos’s first instinct was to cut out processed foods and sugars, which is popularized in dieting.

As time went on, she was introduced to doctors and chefs who educated people on nourishment rather than cutting down on portions.

“The processed foods and sugars had a more negative effect on me than I knew at the time,” Campos said. “I was exposed to diet culture's way of eating and believed that bland broccoli, dry chicken breast, and pea-sized portions were the answer.”

As Campos read, listened and researched doctors and chefs, she began her journey towards a better relationship with food. Campos’ understanding of cooking has come from growing up surrounded by food role models, By watching them her whole

Instagram Accounts: @sarahpachelli, a nutritional counselor and chef @nourishthriveglow, a functional nutritionist who provides realistic tools to enhance your health @thefoodbabe, fighting for companies to use safe ingredients in their processed products from food to beauty care.

life, she took their knowledge and built on it to better her skills. From here, she strived to become a cook that played with ingredients that satisfied the body and were still tasty.

“I’ve grown up with my father who is a very talented cook and my mom who is an incredible baker,” Campos said. “I started playing around with different ingredients to create recipes for dishes that would satisfy my body [and] taste delicious. What was most important to me, was to not feel deprived or eat flavorless meals, because that's not living.”

Since this journey began, Campos and her family have found themselves feeling better than ever and are living a nourishing lifestyle. Campos hopes that her story will inspire others to take control of their body to feel the best they can. “wwe feel more energetic and healthy in our bodies than ever before, and we've truly transformed our lifestyle,” Campos said. “I want to show people how powerful [cooking] is in reclaiming one's health. I believe it is the single most important skill anyone can learn to reclaim their health and feel good again.”

Campos was able to learn and find new people through social media and books, which was especially useful during the lockdown. The first book she read titled “Nourishing Wisdom by Marc David allowed her to learn about the beauty of eating good and quality food.

"Nourishing Wisdom" by Marc David really stands out to me,” Campos said. “It was the first book I read that made me look at health as ‘nourishment’ rather than ‘nutrition.’ His beautiful explanation of the psychology of eating has had very positive impacts on my relationship with food and my body.”

Social media has become an outlet for Campos to share her knowledge and new recipes. Here she is able to connect with friends, fellow chefs and strangers to be inspired and to inspire others.

“I have brought my knowledge onto social media by sharing tips and advice on my stories,” Campos said. “I make cooking videos and am now working on sharing more of my recipes. I want to show people that you don’t need to go on a crazy fad diet or completely cut out your favorite foods or any food groups in order to ‘be healthy.’”

9

IN DEPTH

March 31, 2022

INSIDE THE AMERICAN TEEN

TEEN

PHOTO SOPHIA PINKERTON Social Culture: High school students have fun at a party and pose for social media. A social media presence is one of the masy aspects of an Americans teen's life.

The life of an American teenager

TEENAGERS TODAY

STORY AMELIE PARK

B

eing an ‘American teenager’ in today’s society is more than a single definition — it’s complex. There are many surrounding issues that make up the idea of the ‘American teen’ but a few of them are particularly relavent to students in the Campbell Hall community including social media, academic pressure and the insecurities that are a result of these topics.

Claire Kim ‘25 is starting to learn what it truly means to fit under the image of an ‘American teen.’ Her experiences with social media and her usage of the internet most affect her life right now. As she begins her journey through high school, Kim is piecing together bits and parts of her identity amidst these conflicts.

“To me, being an American teen means having to constantly worry about my image due to social media being so relevant to my generation,” Kim said. “It means navigating through a space where I’m figuring out who I am as an individual, while still trying to fit in.”

Kim acknowledges that being on social media is unhealthy for her mental health. Being on certain socials affects her body image by comparing herself to other people. She notes how what she sees on social media is destructive to identity development and her self-image.

“Social media and society in America set unrealistic standards,” Kim said. “For example, being skinny and fit is something so many girls desire and take drastic measures to have that body type. And that’s definitely something I deal with. I see constant reminders to be skinny when opening up any social media app. It begins to be engraved into everyone’s mind that being skinny is the only acceptable body type.”

Much like Kim, Mighty Behrendt ‘23 faces hardships with social media. For her,She explains how the internet is a space where she

VIKING VOICES

uncovers a premise of hardships that can be hard to overcome. This is something that affects her teenage years as she learns to navigate her way around these issues.

“I would say that being an American teenager means to grow up around the era of social media and the struggles of mental health around it,” Behrendt said. “There is a lot of insecurity that comes with it as well as the discovery of mental health issues.”

A specific instance that Behrendt shares highlight the concerns that many other teenagers face in the light of social media. She understands that social media is not often a safe space to share selfies or pictures with friends without getting an influx of negative responses. For these reasons, she is often afraid to post pictures of herself to her following on platforms like Instagram.

“Regarding social media, I don’t necessarily post often,” Behrendt said. “When I do post, I am aware of the following I have and I am still very insecure about when I do put something online for others to see. It is stressful posting and seeing people respond to it. I usually like to post things for myself, where I think I look good and feel confident, but it’s difficult seeing other people’s reactions.”

Behrendt also acknowledges that social media is not only something that affects her confidence, but her self-worth. Feeling excluded can be a result of w others on social media and she notes how this impacts her mental health.

“Other instances of social media affecting me are seeing people have plans and hang out together without you and seeing them being more social than I am,” Behrendt said. “There is this constant jealousy and I question my self-worth due to that.”

In addition to social media being a huge cultural influence, ‘American teens’ are also students, they’re minds filled simultaneously with thoughts of academics and social life. Academic pressures that teenagers face are a major issue that students like James Kelley

What defines an American Teen?

MIGHTY BEHRENDT

“Being an American teenager means to grow up around the era of social media and the struggles of mental health around it. There is a lot of insecurity that comes with it as well as the discovery of mental health issues.”

T W E N T Y-T H R E E ‘23 struggle with. He feels overpowered in his school environment when his work environment consists of other students who constantly make school a competition.

“One thing that is very important to me in my life is the academic pressure I face,” Kelley said. “I am always trying to do the best I can and try to get the best grades possible. I face a lot of pressure because I feel as though a lot of the students around me are a lot smarter than me and a lot better at certain subjects than I am. It feels like though I get a certain grade, there is someone who is always doing better than me and this really puts me down.”

Kelley also acknowledges that the way his peers view him is dependent on his academic achievement. He comments that his life revolves around the letter grade he receives from his classes, feeling as though his future depends on the test he takes or the homework he turns in.

“We live in a society where your life revolves around the grades that you get and it seems as though everyone knows every grade you get,” Kelley said. “This makes me feel really bad and doubt my abilities as a student. I want people to know that everyone is trying their best. It seems like people make grades feel like a competition and it feels bad for someone who is really trying and people are always doing better than you.”

PA O L O P E S C E “The idea of American teens are defined by their unneeded self righteousness, a bit of phone addiction, and the necessity for instant gratification in most scenarios.”

T W E N T Y-T H R E E

CY LARKS “I think that American teens for the most part are very educated in the world outside of us, and especially in our community at Campbell Hall students are very aware. We are defined by what we chose to show society and what we learn from the world.”

T W E N T Y- F O U R

JULIA GRANE “An American teen is defined by ones style and how social media portrays our personalities. Sadly, social media has taken a toll on our lives and how we are perceived because think it shows who we are but that’s not true.”

T W E N T Y-T H R E E

THE P

10

Facing ourselves,

Every day, teens struggle with their identity, self-expression and judgmental thoughts flowing through their mind

VIKING VOICES How does being a teen in today’s society influence your self-confidence?

TA N N E R M A H O N "On social media you only see the good things about other people. Social media is not reality.”

TWENTY-THREE

Looking in the mirror: Charlotte Papa ‘23 glances at herself in the mirror, overanalyzing her appearance PHOTO GEORGIA BROWN

Depth of insecurities SO PH I E SCH I FF "Growing up on social media exposes girls to what is portrayed as the perfect woman and effects their self-confidence.” " TWENTY-FOUR

J O E LY G RA N ATT “It’s easy to compare yourself to people in the media. Many teens lack confidence when they compare themselves to society’s unrealistic standards.

TWENTY-THREE

STORY LENA ROHAN

LENA ROHAN

I

don’t know what I look like. As crazy as that sounds, it’s true. I have this general sense of my curly, frizzy hair and I can distinguish my face, yet, I have a million different looks that change depending on each photo and angle. I fixate on my appearance so much that I don’t know anything about how I look to others.

That is my insecurity. I don’t know if I have a big nose or not. I don’t know if my lips are a normal size. I don’t know if I am thin or fat. I know very, very little. The reason I know nothing about myself has to do with my obsession with trying to be pretty. I want to look like Gigi and Bella Hadid and try to find our similarities to such an extent that I have morphed my face to be one of them. I find different photos of myself and compare it to the Instagram and TikTok girls, I can even place parts of my face with these stunning girls. So when I see myself in photos or even in the mirror, and I don’t look like the girls that are reflected on my screen, I am destroyed.

Everyone tells me to just have more confidence, to stand taller and own who I am. But I can’t even begin to have confidence in myself, I wouldn’t know what to be proud of. What do others see in me? Do they think I’m pretty?

I think a majority of my insecurities had to do with how I only looked up to attractive women. There was never a “normal” or even unattractive person I idolized. I always picked my favorite characters based on who I thought was the best looking. Though I hate to admit it, even playing with Barbies as an 8-year-old made me want to be just like them. That’s the problem with looking up to people at that age. I didn’t want to take some of Barbie’s qualities, I wanted to be her. I desired her tiny waist and perfect proportions.

Since my Barbie days my lack of confidence has continued to

“I don’t know if I have a big nose or not. I don’t know if my lips are a normal size. I don’t know if I am thin or fat. I know very, very little.”

TWENTY-TWO grow in new ways. And let me tell you something, real life Ken Dolls can be mean when you don’t look like Barbie.

When I got older and I entered social media, suddenly I wasn’t just internally putting myself down, but I was being externally put down. I was suddenly being analyzed by other people. In their heads, they would determine if they thought I was attractive or not. And some even said it. In freshman year, I remember a guy showing his friend my Instagram and his friend told him: “she is not that attractive.” I wondered for years later what that even meant. Am supposed to look like a Kardashian or Hadid at the ripe age of fifteen? It was then that I understood the harm in comparing myself to curated unrealistic images.

It was also then that I realized that no one had a definition of beauty. Every person thinks someone else is prettier. The people that rejected me didn’t define who I was. I’m still not there yet, but I’m slowly standing taller and taller by the day.

I’m just one of a million American teenagers who have struggled with this. Those friends who told me to be confident also loathed their appearance. The majority of us struggle daily wanting to look our best, but are never fully there. This one remark I heard was one of many towards myself, and towards other people. It is easy to compare looks to the people around you. It is hard to accept that not everything has to be compared, and nobody should be.

TEENS THROUGH THE DECADES (1)

(2)

50s - Class of 1959

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60s - Class of 1966

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70s - Micheal Goldberg

80s - Todd Chambers

Photo Permissions: (1) Campbell Hall Archives (2) Campbell Hall Archives (3) Sophia Goldberg (4) Keely Chambers (5) Sophia Goldberg (6) Jenna Marshall (7) Maya Hoffman (8) Izzie Diallo

11

PIPER

facing the world

ds. Teens reflect on these insecurities while trying to balance the events going on in a constantly changing world

Holding the weight of the world Noa Schwartz ‘22 reflects on the pressure teens feel to grapple with the problems of the world while also feeling invalidated on the basis of age ART LANE BYNUM STORY NOA SCHWARTZ

I

n my lifetime, I have seen four presidents, the invention of the iPhone, the extinction of well over 160 species of animals, hundreds of school shootings, melting glaciers, the largest hurricanes on record, two economic recessions, the first Black president, elections that nearly ripped our country apart, riots over civil rights, looting and unrest in the streets, the end of the longest occupation of a foreign country in U.S history, a global pandemic and now, war in Ukraine. I’m not yet an adult, and my 17 years on this planet have been filled with one world-changing event after the next. Event after catastrophic event. Another age of “unprecedented times.”

We never asked for these issues to be left to us, but we’ve tried to take it in stride. Our generation is one of the most outspo-

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ken, most politically active in history. Despite the cards seemingly being stacked against our generation, we have never given up on the hope that we can make positive change. Teenagers are now the ones advocating for equal rights, to protect our planet, to end hate, homelessness and oppression. We’ve marched in rallies to protect our schools from violent shooters. We’ve signed petitions and held protests. We’ve lobbied congress. We are more likely than any generation to stand for what we believe in, to challenge the reality we were born into. Our age gives us the resolve we need to move forward. We have united under the belief of a more fair, just and safe world for ourselves and the next generation, and we’ve made incredible strides. Young activists such as Greta Thunberg and Anya Dillard have made pledges to combat forces as powerful as climate change and racism. It isn’t an exaggeration to say that Generation Z has promised to save our planet, and is well on its way.

However, our age is also our curse. Teenagers can yell, protest, scream and sign petitions as much as they want, but in the end, that is all we are: teenagers. We are told that we are too young to know what’s best for the world. Too young to understand the complexities of our times. Too young to comprehend the incredible breadth and impact of the problems facing our world.

Too emotional to make decisions. Too passionate to be rational. Too delusional to contribute. Too radical to be taken seriously.

Our age is filled with contradictions. We’re old enough to come to terms with the reality of a possible active shooter zone. We’re too young to make decisions about our government to change gun laws. We’re too old to be ignorant of society’s complexities or stay silent on its atrocities. Too young to vote and make our voices heard. Too old to be complaining about being socially isolated from our peers for years in a global pandemic. Too young to be taken seriously when we urge adults to get vaccinated. Too young to make the decision to be vaccinated ourself. Too old to be ignorant, and too young to take action.

We are not lawmakers. We are not politicians or police chiefs or Presidents or Supreme Court justices. We cannot yet make the rules. So for now, we must watch from the sidelines.

In the midst of the frustration, it’s hard to remember that our generation’s struggle to make change is nothing new. Teenagers have always been the bringers of massive change, often in the face of intense backlash. Every major change in modern United States history has been made because of teenaged activists. College students held protests across the country, even going to jail to end the Vietnam War. High school students younger than me braved fire hoses, tear gas and rubber bullets to protest segregation and racism in America. Young women picketed in the streets for equal pay and voting rights. Each generation brings a new wave of protest, of challenge, of change. Every generation has been told they were wrong. They’ve all been forced to accept the status quo. They’ve been criticized, restrained and belittled, but not always into submission. The Vietnam War did end. Segregation on the basis of race was banned. Women were granted suffrage.

While it’s true that the roots of these issues remain today, what’s important is that change can be made, and it can be made by us. All we need is to remember the power we have, even in moments when our voices seem to be going unheard.

It may be slow going, but teenagers have changed the world more than any politician, lawmaker or world leader. We are relentless. We keep fighting until our country changes around us. We’ve done it before. We can do it again.

of boys in middle and high school reported using protein supplements of boys in middle and high school admitted to experimenting with steroids

2000s - Jenna Marshall

At age thirteen,

Over

of girls age 15 to 17 avoid normal activities when they feel bad about their looks

of American girls were unhappy with their bodies

Nine in ten (87%) teens wish to alter their apppearance Information taken from the National Reoprt on Self Esteem, Lifeworks Counseling Center, DoSomething.org, and the National

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90s - Stephanie Chambers

Seven out of ten girls believed that they were not good enough whether in looks, relationships, or academic performance

Organization of Women.

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2010s - Maya Hoffman

2020s - Junior Moab Trip

IN DEPTH

12

March 31, 2022

Facing identity My struggle in isolation STORY JESSICA BAZEL

More than Asian American

A

s I stared at the luminescent screen, I watched the girl slowly lose herself. Her cheekbones sunk, her bones became brittle, and her eyes lost the bright light they once had.

She became lifeless, isolated in her own mind. At that moment, I told myself, "I'll never grow up to be like that." 10-year-old me could barely even imagine such a life.

But alas, 6 years later, I am finally discharged from eating disorder treatment after almost 2 years. Over the past few years, as I developed this disorder, life seemed to get bleaker and bleaker.

The future that I once dreamed of filled with college dreams and career goals seemed to get farther away. The destructive behaviors that I would see in the media, books, and even in my own community and school inspired me, keeping everything else at arms reach. I was so obsessed with tracking what I planned to eat the next day, that I couldn't see the life I had ahead of me. I used to have dreams, goals, aspirations. But none of them mattered anymore. I was absorbed in my own mind and I had made a comfortable home in my thoughts. But the comfort masked the worries, anxiety and self-hatred and I slowly drowned until I could no longer see the surface. With a constant fog in my brain, the only thing that I could see clearly was my ever-changing weight and calorie goal. It was a never-ending chase to an unachievable goal.

Anorexia became my friend, like her own version of a Trojan horse. She appeared harmless and inviting. She promised me happiness, freedom and control. But once I became vulnerable and let her in, she attacked and took my brain, body, and soul. She took all that I had to offer her; my patience, my knowledge, and everything that I had worked so hard to achieve. Yet, she said if I followed her rules, I would finally be happy.

As it can be guessed, that didn't turn out to be the case. My anorexia turned me into an emotional rage-filled ticking time bomb that could explode at any moment. I fought with my family, my friends, and ended up isolating myself so that I didn't have the opportunity to hurt anyone anymore. I had been taken over. She had locked me in a dungeon deep down in my brain where no one could see me. All anyone could see was her.

And no one liked her.

As my eating disorder progressed, my values began to become skewed. I cared more about restricting my food intake than taking care of myself. Through it all, my mind was focused on one thing: not eating. I didn't see it as detrimental at the time, though. Anorexia had convinced me that I was doing everything right. As long as I was skipping as many meals as humanly possible, everything was going well. As long as my reflection in the mirror became smaller, everything was on track. As long as the number on the scale went down, everything was splendid. She had more of an issue with me eating a slice of bread than she did for my wellbeing.

When I was younger, mental illness seemed foolish. Illnesses were something that you could see on scans and tests. I didn't believe in the severity of mental illness, associating it with being "crazy." But that 10-year-old who saw people hurting themselves on screen and never imagined her doing the same thing was wrong. Mental illness isn't being "crazy". It's a real disease, just often an invisible one. It's not something anyone asks for or causes and it's not faked for attention. It's not something you can just throw medicine at and hope it's cured. It's a battle that people have to fight. Through fighting my own, I've gained a new understanding of myself and outlook on life. I know that these past couple of years of treatment have only been the beginning of the long road to recovery, but I am finally hopeful for the future again, ready to push my destructive friend aside and bring my true self back into the picture.

ART TAYLOR HUIE Amalgamated culture: Taylor Huie '22 likens her Asian-American identity to a cake—not just the sum of Asian and American heritage, a unique identity in it of itself.

STORY HUIE

I

TAYLOR

TAYLOR HUIE

am, first and foremost, Asian — a dog-eating, slanteyed, yellow-skinned Asian.

I am, first and foremost, American — a pizza-eating, cheerleading, loud-voiced American.

The grandchild of immigrants, I grew up in two worlds. I was Asian in an American world and American in an Asian world. Aunts and uncles spoke Chinese over me, under me, through me, but never to me. When I realized I was part of the LGBTQ+ community, I resisted it, because somehow, not being heterosexual made me more American. Yet I downplayed my academic achievements because they made me so stereotypically Asian. Trying to decipher

Instead of existing in liminality, I live in the distinct. I don't focus on what I lose between two worlds; instead, on what I gain from the overlap of the two.

T W E N T Y-T W O how I could straddle both worlds constantly roamed the depths of my mind.

But I gradually learned that I need not struggle to reconcile my identity. So many Asian Americans feel the need to balance themselves in between identities, to resolve the incongruence in being both Asian and American.

They try to plant one foot in one world, and reach the other foot in another. But what they

Breaking gendered roles STORY LUCY KENNEL

I

’ve yet to find the hidden secret to fitting in. I’ve struggled with the idea of having to be a certain way in order to be accepted.

Ever since I was little, I didn’t fit in with the rest of the girls in my class. I’ve always felt like I fit in more with the boys. While every girl was playing with dolls and princesses, I was obsessed with Legos. I entirely blame stereotypes for this concept of fitting in. Younger me didn’t understand that girls were supposed to like pink and act a certain way, I just wanted to play with everyone else.

Even as a small naive preschooler, I felt like an outcast stranded from the island of other girls.

At the ripe age of five, I found my passion for sports, a quality I thought mostly applied to boys. I joined soccer, gymnastics, baseball, anything I could do to run around and win something. I was the only girl on my baseball team, and I felt welcomed there. But as much as I tried to fit in with the boys, I still didn’t feel entirely comfortable. I felt like I was in between genders, not necessarily sticking to female or male stereotypes. I was a girl who loved sports and dressed athletically, but still sometimes liked to gossip with my girl friends.

I joined the flag football team because I wanted to play a sport with the boys. I became a big player, enjoying the idea of finally being able to play with the boys without being recognized as a girl out of her place. However, this unrealistic dream came crashing down quickly. “She shouldn’t be

don’t yet realize is that being Asian American doesn’t entail splitting yourself between two communities. I am neither strictly Asian nor strictly American, but I’m also not half-American, half-Asian. I am simultaneously Asian and American, the coexistence of both: a uniquely Asian American identity. Instead of existing in liminality, I live in the distinct.

I don’t focus on what I lose between two worlds; instead, on what I gain from the overlap of the two.

While many may still feel the need to incorporate distinct Asian values alongside distinct American values, my values are not put into practice as such. For example, filial piety — considered a very “Chinese” value, has manife sted in me as, simply, respect — not just for elders, but for all. And big extended family gatherings have developed into a general emphasis on inclusivity and community. Boldness seeded my drive to advocate for equity, and the sometimes irritably relentless American optimism fuels my captivation with continuous improvement.

But just because I don’t process my values as being aligned to a distinct culture, doesn’t mean I’ve abandoned my heritage. I acknowledge that though I have grown to understand my own uniquely Asian American identity, it has only come about through the confluence of Asian culture and American lifestyle. Like baking a cake, you understand that it is made of eggs, flour, and sugar, but you don’t see it as its individual ingredients, you see the cake as a dessert in its own right.

I used to feel distinctly of two worlds, but I now feel securely of one. I now see how the two intertwine to develop a story of my own. I tell the stories of Asians and of Americans, but I originate the stories of Asian Americans. When I speak with my grandparents, my sentences are composed of Mandarin, English, Taiwanese, and Cantonese, achieving nuances that don’t exist in any single language. This blend is who I am and how I see the world; everyone around me is a product of their influences, not just a combination. Ultimately, what I offer in discussion is a synthesis of my experiences — an understanding of not just a combination of perspectives, but how each blends to create an entirely new one — greater than each of its individual components.

My community is that of blended culture, for I am, first and foremost, Asian American — a mooncake-eating, baseball-loving, storytelling Asian American.

Though Lucy Kennel '22 often felt that she didn't fit in as a child, she has now grown to embrace all aspects of your identity, even those that don't fit within gendered stereotypes

playing. She should be cheering,” a parent said, his voice piercing my ears. All at once, I realized why there were no other girls playing football: it wasn’t ‘normal’. These words became stuck in my head, weighing me down; I was unable to prevent haunting opinions from harming my sense of self.

I continued playing football, but was always aware that the other team would be perceiving me as a girl, and that it was weird for me to be playing. The other teams and coaches would come up to me after the game, telling me how great it was for me to be playing as a girl and how they didn’t expect me to be as good as I was. While they had good intentions with their comments, they had the opposite effect on me, making me feel again like I didn’t fit in with the boys on my football team.

Throughout middle school and into the beginning of high school I was stuck in this weird in between, feeling like I was intruding on friend groups. However, in sophomore year I realized the stupidity behind this feeling.

I only felt this way because I thought I didn’t fit in because of gender stereotypes. My mind was taken over by the idea that people didn’t accept me, when in reality it was me who was not accepting myself. My own worst enemy was my mind, and I now understand that it has the power to manipulate my own identity.

Now I have accepted my true self, knowing that it is perfectly normal to feel like I don’t fit into gender stereotypes, because they are rooted in discrimination and biases. I now empower my true self, embracing that I am a girl who loves to play sports who also loves to dress up.

THE PIPER

13

March 31, 2022

Weight of words STORY TAYLOR HUIE, ART NOA SCHWARTZ

"

LENA

ROHAN

No homo,” “where are you really from?” “she’s a they.” Across the Campbell Hall campus, offensive comments are thrown around. These comments are often justified as jokes, however, such jokes have proven to take a toll on members of the community. For many, developing a community that embraces the mission of DEIJ, begins with addressing what may seem to be insignificant microaggressions.

Jessica McPherson ‘22 hears microaggressions that go ignored, arguing that students don’t realize their intent or the harm these comments can have. For example, when more people learned of Chick-fil-A’s support of anti-LGBTQ organizations, McPherson heard many of her peers say that they were still going to support the restaurant chain.

However, McPherson also understands that there is a barrier between her and many of her peers as they can’t understand her direct experiences being part of the LGTB+ community.

Many of the remarks, she feels, have a lot to do with ignorance and a lack of empathy.

“Sometimes, the line gets crossed,” McPherson said. “If you aren’t [gay], or you don't have gay friends or transgender friends, you don't think about [offensive comments] as often. And [because of this lack of understanding] those offhand remarks that usually don't have mal intent happen, and it hurts people.”

Similarly, 10th grade class president, Grace Greer ‘24, feels that those in the school community rarely intend to significantly hurt someone with their comments. She believes that bringing

Offensive comments: As students nonchalantly spread phrases that come in the form of microagressions, the reciever of these words feel the weight and heaviness that comes from hearing such comments.

awareness around harmful comments that can be considered offhand can help students create a more inclusive community.

“Right now, we are hearing that there's a lot of things being said that shouldn't be said, like slurs and microaggressions,” Greer said. “There's also things that people have grown up saying like, ‘that's so gay,’ which is just not okay.”

However, Greer also believes that the administration has an important role in addressing these comments. Because some students have been dissatisfied with how the school deals with offensive comments, Greer feels it’s even more important to educate students to prevent further comments from being made.

“There's been some comments that people in every grade have said that have been brought to the school's attention, but they didn’t handle it entirely how everyone would want it to be handled,” Greer said. “That's part of why we're educating [students during advisory] because we want stuff to be handled in a better way. [It’s even helpful] just highlighting what's okay and not okay.”

Beyond the administration, though, McPherson feels that the students can also contribute to

developing a safer, more inclusive and thoughtful community. She feels that even if students are able to identify microaggressions, they are oftentimes too hesitant to speak up and address them, making it difficult to break the cycle of offensive comments.

“Everyone's scared to [“call out” peers] and when we do, we’re considered brave and we're considered courageous, like the black sheep of the group,” McPherson said. “I feel like we're scared of being ostracized from the majority.”

Similarly, Director of Human Development & Parent Education, Sarah Huss recognizes that many students feel that it’s not their place to call out offensive language. Furthermore, she believes that getting students more involved in addressing offensive language can be even more impactful than shifting teacher and administration action because students respond better socially to their peers.

“It’s really important that students feel like they have a voice and can say something in return,” Huss said. “Most kids tell me that they think [the offensive comments] are wrong, but they just stand there because they don’t know what to say.

Little listeners

The other thing is that if there is positive social pressure it’s much more likely to stop then if it’s just an adult saying to cut it out.”

Next year, the DEIJ team will host a school-wide program called “Speak Up at School'' which aims to empower the school community to address offensive language and develop an environment where such harmful comments are not tolerated and diminished. Currently, Huss is integrating responses to offensive comments in her classes, helping students develop an understanding of how it’s most effective to respond to comments and where their responsibilities lie as members of the community. “[In my classes], we talk about assertive responses versus being passive in communication style,” Huss said. “I don’t think it matters so much what you say as long as you think it’s effective at the moment. So I’ll talk to [my students] about easy phrases they can say like: ‘What do you mean by that?’ ‘What did you say?’ I don’t think it’s the students responsibility to educate that person on why it’s offensive. I think it is their responsibility to say I am not ok with this and I need you to stop.”

VIKING VOICES

In what ways should we be mindful of our words as a K-12 school?

With the nature of a K-12 school, community members understand the need to be mindful of their role as upperclassman and what they say around younger students STORY ELLA DUNCANSON

T

hrough the buzz and bustle of the Campbell Hall campus, from kindergarteners giggling about the games they played during recess to the seniors arguing about the latest season of “Euphoria,” the range of conversation throughout the school is wide.

As information spreads quickly through the grades, students and faculty acknowledge the exposure of diverse content throughout the grades.

Gina Delgado, eighth grade science teacher and middle school dean, recognizes that younger grades are becoming more exposed to more mature content, and she acknowledges that this is not only through social media, but also as an outcome of being a K-12 school. Delgado also feels that there are both positive and negative outcomes to this. Delgado teaches in the middle school, has a child in elementary and her husband teaches in the high school. She believes that students need to be mindful of what they are sharing, as well as to whom and if what they are saying is harmful to other students or even potentially untrue.

“As you can imagine, information can quickly spread on a K-12 campus because there is potentially a lot of crossover, whether it's through families with siblings across divisions, or situations like mine,” Delgado said. “Sometimes the spread of info is really beneficial in a community like ours, but other times, spread of misinformation is also possible. Rumor mills can be very damaging and can be exaggerated, so everyone needs to do their part to be careful of what we say, who it is being said to, and take responsibility for our actions.”

Delgado feels that with regards to their appearance, younger grades are maturing a lot faster than they used to. She believes that a part of this may be due to seeing older students on campus and wanting to appear older as well. She feels that they are still insecure and unsure of themselves, even though many couldn’t tell by just looking at them.

“I think physically and fashionably, they are skipping their ‘awkward phase,’ but as mature as they may look, everyone still has those

little struggles when it comes to not understanding what’s appropriate all the time, not having a filter, which can lead to social issues, and going back and forth between ‘No one cares about me’ and ‘Is everyone talking about me?’,” Delgado said. Trying to figure it all out is difficult, to begin with, but having been deprived of social interaction because of COVID, all those things that they were missing are coming at them in an unusually large dose now that we’re back in person.”

As an older sister, Grace Reiner ‘25 believes that it’s fairly easy for information to spread throughout the grades by students overhearing other students gossiping just by walking by them. As a K-12 community, she feels that the upperclassmen should make more of an effort to be careful with the information they share and where they talk about it on campus to be mindful of little ears that may be listening.

“My younger sister has definitely been impacted by having two older sisters that are much older,” Reiner said. “She definitely is a lot sassier than a normal seven-year-old and also just acts overall older.

Most of this information she learns is from school or overhearing what my older sister and I talk about.”

Levi Simpson ‘24 acknowledges that younger grades have gradually gained more exposure to potentially inappropriate things or content that may be mature for their age. He also feels that he, as an older brother, and his friends have had an impact on how his younger brother acts and how he’s matured faster. Simpson believes that people are always comparing themselves, and when kids are now on social media so much and see older kids at school that they may look up to, there are detrimental effects on one's self-image.

“Comparing yourself to others is something I’ve dealt with and I know my brother will be experiencing the same thing,” Simpson said. “Him being around my friends also makes him grasp onto concepts that I would never even think of when I was his age. It’s a blessing and a curse, because he is learning many lessons from my mistakes but some of those mistakes are inevitable for him as well.”

AVA MCKAY "In today's fast-paced world, news can travel quickly. Students across all grade levels must be mindful of sharing sensitive information. When engaging in conversation around campus, [students should] pay attention to whom may be listening."

PARENT MADISON SEYMOUR "As an upperclassman, I feel that it is crucial to think on our words before we act. It is important that we instill positive affirmations in our community."

TWENTY-TWO

CHLOE WOODS "Our community needs to reflect on our words before we say them in order to make sure that nothing gets taken out of context. Then, I think that we can all enjoy talking to each other without harming younger students and the information that they hear."

TWENTY-THREE

THE PIPER

March 31, 2022

Weighing against their favor

Students have mixed feelings about the new decision to get rid of the weighted GPAs. "It's reasonable to take in to consideration how hard a class is," Ellis Friday '26 said.

BOYS VOLLEYBALL

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GPAs are boosted by taking advanced classes.

Seniors pose as they prepare for their last school theatre production.

This year's musical, "Urinetown", is a smash hit with crowds of people coming to watch.

"As a senior it's a fun and bittersweet experience," Mia Phillips '22 said.

The seniors of the team pose for team pictures.

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"As thousands of people have died from the "justice" system, either legally by the death penalty or illegally at the hands of police officers, it is time to question: is the justice system really just at all?

TW E NTY-TH R E E Black, you have an increased risk of dying at the hands of the very people meant to protect you.

Realizing that, while heartbreaking, changed my life for the better. It gave me the motivation to get educated and be a force of change. This was not the only source of inspiration for me though. The moment I first wanted to become more educated on the justice system was seeing the pain in my mother’s eyes as she had to explain this corrupt system to my brother and me who at the time could not quite understand why anyone would ever want to hurt or kill us.

Seeing the tears fall as she remembered the names of Black bodies that had been stolen by the justice system, praying that she would never have to turn on the news to see that my brother and I had been the most recent victims. To this day, I do not understand why anyone would ever want to hurt or kill me or any other person. I do, however, understand that there are people with so much hate in their hearts that would motivate them to do something like that to me or anyone else that looks like me.

While this is an experience the majority of the population will not have to experience, everyone should make an effort to be educated about it. This system is not just, and that lack of justice is intentional. In the summer of 2020, after the murder of George Floyd, I found a passion for civil rights. I did a lot of research and with every story I read, I became more saddened and lost more hope for the supposed justice system in this country.

Through all this research, I learned something: this system was made to hurt people, it was created from slavery, it simply evolved and changed to be a legalized means of enslavement in what is supposedly a free country.

Alyssa Acosta '22 runs to first base after a successful hit.

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The team has started the season with tough competition and waves of screaming fans.

"It's fun to play with all the other seniors," Ollie Sohn'22 said.

IZZIE DIALLO

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ur just i c e system is considered fair. People have decided that if you commit a crime, you deserve your punishment, whatever it may be. But what about the millions of people in prison for crimes they did not commit? What about the hundreds of people who die in prison every year?

Do people deserve death because they poten-

TRIVIA TOURNAMENT

ART INDIA GRIFFIN

tially committed a crime?

Lourida Ruffin was arrested one night in Gadsden, Alabama for traffic violations when police claimed his car was swerving and later took him into custody because his license had expired a few weeks earlier. Ruffin was brought into the jail badly beaten and bruised, begging for his inhaler, but jail officials denied him. Ruffin was brutally abused by jail officials as inmates watched and later saw as his body was removed from the cell by medical personnel. However, the police later claimed that Ruffin had died of natural causes. Reading about this, while disheartening, was not surprising.

Growing up, I heard more stories than I could count all with the same ending: a Black

Izzie Diallo '23 criticizes the systemic racism that is instilled in our nation's justice system

person dying. I started to question how long until it would be my name written into the same story, mine or someone else I love. Ruffin’s case was not the first time police denied a Black man his right to breathe after severely beating and abusing him, and it was not the last.

In 2014, Eric Garner died at the hands of the New York Police Department after they kept him in an illegal chokehold, while he called out “I can’t breathe.” However, he is often remembered, not as a victim of police brutality, but for illegally selling cigarettes.

One of his murderers, Daniel Pantaleo, was not indicted, sparking Black Lives Matter protests as passionate activists chanted “I can’t breathe” in memory of Garner.

Six years later, George Floyd, too, called out, “I can’t breathe” as Minneapolis officers knelt on his neck for nine minutes and 29 seconds. As thousands of people have died from the “justice” system, either legally by the death penalty or illegally at the hands of police officers, it is time to question: is the justice system really just at all?

At a young age, I had to experience something I wouldn’t wish upon my worst enemy — seeing my mother's face as she told me and my brother how to act during an interaction with the police to avoid being killed. I saw the fear and pain in her eyes any time my brother came home five minutes after curfew as she anxiously waited for his call. I felt the pain and sorrow in my own heart as I realized her fear was valid.

She was right in worrying that her children could be killed by the police because so many other mothers’ children have been and continue to be. Despite both me and my brother being good people that obey the laws, her fear is legitimate. Because the thing is: in AmeriKKKa, no matter how you act, just by being

URINETOWN

STORY IZZIE DIALLO

VIKING REPORT CARD

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The softball team saw new members eagerly joining.

"Since there are only a few people who have played before it's important to trust each other," Ellie Phillips '22 said.

The final teams battle it out to win the championship.

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The Trivia Tournament had Room 6110 filled to the brim with spectators, with Jar Jar Binks Fan Club leaving as the champions.

"This tournament enabled me to use my passion of learning new things," Asher Barondes '22 said.

THE PIPER

March 31, 2022

Public speaking JJ Hoffman '22 highlights the importance of sharing stories STORY JJ HOFFMAN

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hate public speaking — who doesn’t?

Standing at the front of a room, hundreds of pairs of eyes centered on you, all looking for any mistake that would be the topic of the lunch table. In thinking about that, you stumble over your words, look up nervously as you hear chuckles in the crowd and lose your place. Five seconds feels like five hours as you frantically search for your words and you think to yourself: ‘I’m never doing this again.’

This used to be my mindset. I would shy away from any opportunity at public speaking; what was the point in purposely putting myself in this uncomfortable situation? Why would I be at the front of the room when I could so easily sit in the back?

The answer is still not clear to me. But I have made progress.

After joining the YMCA Youth and Government (Y&G) program, I started to speak more: during invocations at the beginning of meetings, during bill author speeches during the conferences. I suddenly had an opportunity to try something new without the fear of judgment. It was a new slate for me. I found myself wanting to read a speech every chance I could. After all, it was through Zoom, and so I felt a bit more comfortable sharing. But soon, we found ourselves back in person: in-person school, in-person Y&G (with a group of new people), and I found myself receding into the shell of my introversion.

A few weeks ago, I was asked to read the prayers of the community in chapel.

Though I accepted, I was so incredibly nervous that it was the only thing I could think about for days. And so, after stressing for 48 hours, the day finally came. I was worried that I would stumble over my words and completely butcher the prayers.

But as I stood up in chapel and walked over to the daunting podium, I was met with cheers from my friends. I could not have felt more supported in that moment, and it was that that led me to wanting to speak more — sharing my senior story. I soon remembered that the Y&G program would end soon and I was running out of opportunities to speak. I messaged the Instagram account for my delegation two days before our scheduled meeting and asked if I could read my speech about trying new things.

I soon received a message that stated I could read: I felt happy, relieved, but not without a twinge of fear. The night of the meeting, I was paralyzed with fear and realized that I didn’t know anyone in the room. Despite being part of the delegation, I hadn’t attended many in-person meetings due to track and field and cross country.

As I looked out across the room, my paper shaking in my hand, I took a deep breath and read the speech to the many unknown, masked faces.

Reading the speech felt like it took forever, and my mask was getting too hot.

But when I finished with my words encouraging other students to try opportunities that they would not be comfortable doing, I was met with a standing ovation, the classic YMCA spirit fingers and a high five. Even though I didn’t know these people well, and they didn’t know me that well, I was eager to give my speech and it paid off.

The support I received from my YMCA and chapel speeches encouraged me to get over my fear of public speaking. I hope that I was able to inspire and lead but also have a chance to share my story. As my time at Campbell Hall also runs out, I want to encourage everyone to put themselves out there, and try giving a speech: you just might like it. We all have our unique experiences and perspectives and it is important to share them because others can relate to them — you are not alone in your experiences and it only benefits the community to hear from you. Take a deep breath: you got this.

SOUL SISTERS

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Noa Schwartz '22 talks about the close relationship she shares with her sister Sadie '24

STORY NOA SCHWARTZ

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rom the time I was three years old, I have been asked how I could possibly have a positive relationship with my sibling. Not just positive, but a strong, friendly relationship. Dare I say, a loving relationship. For years, the concept of a sibling rivalry was foreign to me. I could understand bickering from time to time, but an all-out hatred of a sibling was something I’d never considered.

I now have the self-awareness to know this is far from normal. The response to our friendly banter is always the same. A look of disbelief, a jab and the question: “How do you two like each other?”

I have no response to this, as it was never something either of us decided. It’s simply always been this way. So, the best way I can think to start is at the beginning.

My sister Sadie was born on a warm, humid summer day in a New York City hospital on July 10, 2006 at two in the morning, although I didn’t get to see her until late afternoon. I was a little over two-and-a-half, but I remember it vividly. It was finally time for me to meet the baby. I didn’t understand why I had to meet it in a hospital, or why it took so long to come, but I was excited for the trip into the city and the introduction of a new playmate. I walked into the hospital rotunda, across the mosaic tiled floor, giant front desks and revolving doors. My mother’s room was just beyond the nurses station. I held my grandfather’s hand as he led me through the maze of blue-robed nurses and weaving hallways. The room wasn’t anything special, just my mom looking exhausted in a plain white bed. Then I saw the crib. It was hospital issued, a clear plastic shell with metal rods securing it just above my line of sight. I stood on my toes, eventually picked up by the arms and held so I could see into the cradle.

Whatever I was expecting, it wasn’t this. It was a person, I supposed, but not a full one. It was half my size, with just a small, pink head covered in a striped cap poking out of a white blanket. It had its eyes closed, so I guessed it was sleeping. “You want to hold her?” I gave an unsure nod. I was set on the bed and she was placed carefully in my arms. The baby was much heavier than I expected. She was warm. Her skin was soft. Up close I could see tufts of hair peeking out from under her hat. I felt her breath on my chest. I had no idea how to react, how to feel, what to say. So, I smiled and smiled and eventually made happy chirping sounds until she had to be taken out of my arms for fear I’d wake her. I had a sister, a playmate, a companion. I had never been happier. Until I

PHOTO PERMISSION NOA SCHWARTZ

BONDING TIME: Noa and Sadie enjoy car rides home together, where they catch up and talk about their day with one another.

discovered she couldn’t talk.

The thought that she wouldn’t be able to have a conversation, let alone walk, for another year was unthinkable. I was scammed! I was promised a sister, a little person I could play dinosaurs with and take on sleds. All I had was a tiny, drooling, immobile baby. Not exactly the kind of companion I was envisioning. Then again, it was better than nothing. I might as well make the most of it. For the first few months, I sat in her bassinet and talked to her. It was a pretty one sided conversation at first, but before long she was cooing and wailing in response. Then she started walking, which opened up a whole new world of adventures. I took her around the house. I showed her how to go up and down the stairs and how to walk in snow. Before long, she developed a personality. We couldn’t have been more different.

She was mischievous, I was reserved. I wanted adventures, she wanted tea parties. She loved barbies, I played with trucks. I wanted to be an

astronaut, she wanted to be a princess. Even so, we found things to do together.

This isn’t to say we always got along. We would fight, mostly over little things. I chewed too loudly. She always got to pick the movie on TV nights.

I called shotgun. She stole my shirt without asking. And my hairband without asking. And my car without thanking me. Again. There are things that we could easily justify fighting over. But we always make up before long. We hug, apologize and move on to the next adventure.

I still don’t know how we grew into best friends even more than sisters. But at some point, we both made a decision to let go of the little things.

I chose to make do with a newborn. She chose to trust me no matter what. We chose to value each other over our differences, our relationship over our disagreements. I’m just lucky it turned out the way it did. I’m lucky to have a sister. I’m lucky to have a friend I can rely on for the rest of my life. We both are.

Language barrier STORY TAYLOR HUIE s a child, I remember sitting quietly in the corner of my grandmother’s living room, my legs, far too short to reach the ground, perpetually swinging back and forth, mirroring the pendulum of the grandfather clock on the other side of the room. I remember the way my small hands, not used to regulating strength, would press too hard on the marker, making the ink bleed through the pages of my coloring book, looking around for a tissue to dab up the darkness diffusing through the paper. I remember the fireplace that I had never seen turned on, the dust settled upon it like a blanket. I remember the chairs, I remember the grandfather clock, I remember the absent tissues, I remember the fireplace. I remember my grandmother’s house through the eyes of my younger self with absolute certainty, but I don’t remember my grandmother. Rather, all of my memories were filled with observations of my grandmother’s house, not of conversations with my grand-

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mother. Why? It’s simple: a language barrier.

I actually spent quite a bit of time with my grandmother growing up. I remember walking around Huntington Gardens with her, sprinting ahead before turning back to make sure she hadn’t gotten lost, and I remember waving at her from the top of the play structure at Lacy Park, just barely able to squint and make out her features.

But I also remember hearing my grandmother’s Chinese words gently reaching out to me as I stood blankly in confusion. I remember my throat being clogged with nervous laughter and my eyes sore from frantically glancing at my mom to save me whenever I couldn’t understand what my grandmother was saying.

The disappointment and distress I felt was reflected by my grandmother, and was exacerbated by the fact that I had been nearly fluent in Mandarin as a toddler before losing my comprehension skills as I entered school.

And so, when I entered middle school, faced with a plethora of foreign language options — Japanese, which many of my friends were taking, French, which always sounded so romantic and Spanish, which I had learned a bit in elementary school — I chose to take Mandarin.

I took Mandarin in school through the AP level, and diligently practiced my conversational Chinese with my grandparents, much to the chagrin of my not-so-fluent brother. But it felt obligatory. I felt compelled to study Chinese for practical purposes, to be able to support my grandmother, to be able to order my favorite Chinese dishes. But what I’ve come to realize is that learning languages and understanding how to communicate with someone is more than a simple exchange of words. Foreign languages are gateways to understanding a culture, its people and the human experience.

Last year, my family members were chattering away in Taiwanese as I sat quietly, halfway listening. My mom mentioned my name in conversation and, as a joke, without looking up from my book, I said “O bei gong!”

— a Taiwanese expression that loosely means “That’s not true!” The room fell silent, but suddenly, my grandma burst into laughter. Painted on her face wasn’t just the adoration only a grandmother can hold. I saw pure joy and surprised delight wash across her otherwise stoic face.

Particularly with Taiwanese (a rapidly fading dialect), each word carries weight; the language brings history

with it. When I spoke that Taiwanese phrase with my grandma I could feel and understand the weight. It was a feeling that simply can’t be articulated. That connection with my grandmother felt like a family heirloom being passed down to me.

I am now pursuing self-studies in Taiwanese, Cantonese and Japanese. By using podcasts and badgering my Taiwanese-fluent mom to teach me a new Taiwanese word each night at dinner, I can now intersperse Taiwanese and Cantonese phrases within my Mandarin conversations. In doing so, I can achieve nuances in communication with my grandparents that don’t exist in any one language.

Foreign languages intrigue me as a gateways of understanding.

Understanding foreign languages allows for a depth of authenticity of others. Few translations of novels can come close to the beauty of the original language.

How can I expect to understand anyone,in their non-native language? I learn languages for fun, but also to satiate my hunger for knowledge. I learn to understand the complexities of humanity.

THE PIPER

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March 31, 2022

MENTAL HEALTH IN POP CULTURE

Awareness or glamorizing STORY MADISON DAMUS

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edia and literature have painted depression out to be an exaggerated metaphor used to show the severity of an event. The media only solidifies these stereotypes and portrayals of depression.

Depression is a mood disorder that makes its victims lose the taste for life and affects how people think, feel and behave. It is a health issue that shouldn’t be taken lightly as the World Health Organization finds that more than 700,000 people die every year from suicide. Suicide victims aren't just high statistics, but are human beings who lost every single drop of meaning and joy they had. Suicide victims would rather experience absolutely nothing than anything at all. While it's great that society has tried to tear down barriers that ignore depression, actions taken are now backed by corrupt business which has only created additional problems.

As more and more TV shows, movies and books depict depression, it has led to viewers sensationalizing it rather than recognizing its extreme gravity. News is one of the most lethal outlets for representing depression as National Alliance of Mental Health (NAHI) found in a recent study: within the study, it noted that as news stories glorify or dramatize suicide, going in detail, suicide rates increase.

On television, characters who suffer from depression are often depicted as crazy, violent and resentful to increase shock value. Take “13 Reasons Why,” for example. Instead of addressing the root cause of depression, it makes it appear that the main character in the show, Hannah Baker, died by suicide as a final act of revenge against her classmates,

ART INDIA GRIFFIN

not because she was actually depressed and suicidal. It is assumed in the show that Hannah has depression. However, it is not directly stated, which does not address the actual storyline which is about a girl who dies by suicide from depression.

Sensationalization of mental health impacts impressionable adolescence as it makes depression and self harm seem tragically beautiful.

It can cause people to assume that depression isn't real and is rather a metaphor used to show severity. It separates the impact from the term which makes depression seem like just a regular word to express sadness when in reality it holds a much darker dangerous meaning. This leads to the weaponization of mental health, as writers use depression for shock value to make profit.

An example of this sensationalism in literature is in Shakespeare's “As

you like it” play. Throughout this play there are constant false threats of suicide, and depression from a variety of characters. Silvius is described as a young shepherd who is madly in love with a madam named Phoebe. However, Phoebe does not recipricate Silvius' love, leading him to manipulate her into marrying him by threatening to kill himself if she declines his offer. People often perceive Phoebe as the villain because of this, creating a negative perception of her character for simply saying no. Issues like this often go unnoticed so there are hardly any conversations in classrooms about it.

Now I am not suggesting that we “cancel” or ban this book. I just believe that if literature like this is going to be read in classrooms, conversations should be held addressing the problematic nature of the text rather than letting it slide past im-

The beauty of emotional vulnerability

recognizing the ways that gender stereotypes are embedded in society

STORY MAGGIE CHIAPPETTA-UBERTI PHOTO PERMISSION MAGGIE CHIAPPETTA-UBERTI

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or as long as I have been doing track and field, there’s been only a handful of females amongst a team of male athletes. Throughout my entire running career, I have wholeheartedly loved this experience: having the ability to race against some of my male teammates who are faster than me, and therefore, push me in practice, while also feeling empowered by the opportunity to represent women in track and field at my school. However, in running, but also in my passions for STEM and medicine — all male-dominated fields — I have been taught a narrow idea of what strength is.

I have always prided myself on moments when my coach would joke that I was more like the boys than my female teammates. I internalized her concept of having the mindset of a man when it came to running. I would maintain stoic expressions and lack of emotion, despite a practice that pushed me to my limits.

That was, until a recent track and field practice when a girl cried during our 800-meter repeats.

She was nauseous, dizzy, and as I held her up while she wept, I looked at her and saw nothing but strength. The beauty of emotional vulnerability. Despite my individual realization, my coach took this moment as an opportunity to share with our team that, as women, we let our emotions get the best of us, while the male athletes never flinch or sigh or shed emotion because that is the embodiment of an athlete, of a runner. As she

pressionable audiences. Shakespeare is a classic, and I can separate the art from the artist as long as people acknowledge and have conversations about it's harmful contents.

Media companies would lose money if they accurately depicted depression because people don’t crave reality, they crave being shocked. What makes these shows, movies and books so enticing is that they manipulate human emotion in order to do so. The second after a person hears something that is sporadic.

People get lured into watching shows with mental health topics when they see advertisements that show the conclusion and the end which is brutal, shocking and devastating. People watch shows and movies when they are bored and looking for entertainment. Advertisements for these different types of media cure this state of weariness and uninterest by showing graphic images and depictions of self injury which immediately gives people an emotional attachment to the characters. This then compels people to watch to answer their questions for relief.

Depression becomes fetishized when beloved characters who suffer from depression are portrayed as “broken” or “needing to be fixed,” giving fans a false impression of depression. Fans may seek to have a “hero mindset” when that’s just not how recovery works. People fall in love with depressed characters because they romanticize their depression to be a beautiful segment to love what brings two people (the depressed, and the lover) together. It’s either invalidated or people use it to find/receive love.

People with depression are constantly being misrepresented in the media, feeding into their depression.

Depression is valid, real, and a horrific disease. They are not seeking attention, they are seeking help that goes unrecognized, mocked and falsely represented. This fantasy land of fiction bars people from getting help out of fear of not being taken seriously.

Outcast: Maggie Chiappetta Uberti '22 poses with the boys on the cross country team at a meet in December as the only senior girl.

continued with her speech, each word dug deeper into my skin as if they were attempting to reach inside of me and extract what I had been hiding this whole time.

I didn’t let myself display emotion in practice — I couldn’t. Or so I thought. I suppressed the sensitive side of myself as a means to conform to the actions of my male counterparts. If they never cried, neither did I. If they never hurt, neither did I. I feared being viewed as inferior. I feared being viewed as “female.”

After this speech that my coach gave, however, I was furious. I wanted to point the blame and steer my anger towards the boys who said nothing during my coach’s entire speech, or at my coach for saying words that shattered my entire perception of myself in one phrase, or even at myself for not having the “mental toughness” of my male

counterparts. I could have easily blamed each individual person, including myself.

However, the blame really lies woven into our patriarchal society, which has continuously associated emotional vulnerability with females, and consequently, with the concept of inferiority. Crying is marked by a sense of powerlessness.

It is characterized as feminine. Young boys are taught early to hide tears. And while this isn’t new knowledge for any of us, these concepts manifest themselves in our everyday lives, quietly eating away at us from the inside out.

Not only have I realized that moments of hiding back tears in practice suppressed an emotional side of me that is necessary for growth and self-identity, but I do this in virtually every aspect of my life. In my math class, when I pose a question that is deemed trivial by a male in my class, I realize that I stop asking questions. In English discussions or comparing science problems, I almost always end with “oh, I could definitely be wrong,” or “maybe I made a mistake.” Meanwhile, boys almost always explain their thinking, not once acknowledging that perhaps their answer is the one at fault.

Amidst Women’s History Month, I think that it is vital that we acknowledge the ways in which gender stereotypes are embedded within the structure of our classes, team dynamics and even in our perceptions of one another as human beings. What I think often goes unnoticed in the realm of gender stereotypes is this idea of emotional vulnerability. It is important for us all to understand, and to teach younger students, that emotional vulnerability does not equate to weakness. It is a sign of strength. I now understand that it takes immense strength to reveal the beautiful, emotional side that is within us all.

Fixed on

perfection STORY AMELIE PARK

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sat at my desk with my pencil scraping the paper below me.

The clock read 2:38 a.m. and my heartbeat quickened at the thought of another all-nighter. I was losing focus and my eyes were straining at the bright blue light of my computer. Along with this, I felt my head start to pound along with the rhythm of my anxiety and I started to cast doubt on my ability to do any work. I asked myself questions like, ‘Is any of this worth it?’ and ‘Is one assignment going to affect me?’ I felt another wave of anxiety creep over me, and I couldn’t escape the firm grasp it had on my shoulders.

College applications are right around the corner and I hate thinking about the entire college process. Managing my grades, juggling the weight of the SAT and the pressure from the people around me have put chains around my ankles that constantly drag me right below the surface. I want to be the model student who is proud to say that they accomplished great things in their high school years and is proud of everything they did.

I am chipping away at this goal. I have maintained straight A’s and have diligently sacrificed many hours to SAT prep. I can go home and proudly exclaim my accomplishments with the understanding that everything is working out for me.

But at what cost? I stay up studying and working until 3 or 4 a.m. most school days and lose hours of sleep that my body desperately needs in the process. I stopped caring about unnecessary things, such as makeup or my outfit that day, things that I normally would devote time to in the morning. But now, I squeeze out as much sleep I can possibly get in one night — or morning I should say. I stopped laughing as much with my friends and instead found myself hidden in a cubicle in the library, hoping that someone would come by and pull me away from all the work I consume myself in. It is hard to say that I am as present in my surroundings as I was in the beginning of the year, as I simply move from class to class without much conversation with my peers. What is there to talk about? The only things that are clouding my mind are either the enormous amount of homework I have or the hours of SAT prep that will bore me for the night.

It is as though I am not the ‘Amelie’ I want to be. I am merely a robot now, and I fear that is how people see me. What makes me different from any other hardworking student? Why does it seem like I am the only one struggling? Who can I reach out to?

I assure myself that this feeling is merely temporary and I am not alone. I am not like every other fish in the sea and I tell myself that I am capable of doing great things. Though this period is long and frustrating, I am also strong and persevering. Nothing is impossible and I just have to get through it with a strong mind and even stronger will.

March 12 marked an important day in my life. I sat down in a cramped classroom with 20 other students with goals just like me. I had several number two pencils in my hand and picked at the eraser end as the test was about to begin.

I started to stress and my breath got shaky — something that had not happened in all the practice tests leading up to this day.

I finished the test and marked all the bubbles and left the testing room with a small weight lifted off my shoulders.

Though, there are some exceptions and I have the utmost support from certain people around me, offering me pockets of peace and time for myself that I do not take for granted. I ask of myself to be kind and understanding of what I am going through and reassure my conscience that I will be okay and things will work out.

17

THE PIPER

March 31, 2022

CH

EDITORIAL

over heard

Not just wanting change, making change stare at the bombs that explode on the news, our TV screens creating a wall between us and the horror, before blinking away to send a TikTok to our friends. To live in an insular community is to guard our empathy and compassion when we most need it.

However, we also implore the administration and teachers to step up as well.

We students, PHOTO TAYLOR HUIE skilled as we are, Prayers: A student places a hand-written note into the Prayer Wall. need support, we need opportunity.

Offering our thoughts and prayers won't stop In our current state, we are being trained to sit back school shootings” reads the first line of The and passively observe the world. We are worse than Piper’s October 2019 editorial. Yet, still we simple apparitions that exist without influencing the sit, day after day, listening to droning words world around them — we are bystanders, holding above microphone feedback: “We continue to pray the fruit of resources and power to help, but dangling for the people in Ukraine as they fight off invading it above those that need it most, mocking them. We Russians”. believe now that being held in hearts and minds is an We’ve fallen into complacency, deluded into be- appropriate substitute for taking action. lieving that just because we are students, living across We look to teachers and the administration to eduthe world, we can’t make a difference. We must, with cate us, we ask them to engage in discussion with us. absolute urgency, disrupt this inherently flawed and We are searching for the context we need to partictoxic mentality. The flaws in this mindset are twofold: ipate in meaningful inquiry — we are searching for one, we discount ourselves on account of our status support. Most of all, we look to the administration as students, and two, we mistakenly believe that is- and the teachers to empower us to drive change. In sues across the world lack relevance to ourselves, and order to address the problem, we must first underby proxy, we lack influence over said issues. stand it. Many aren’t aware of what is actually hapWe, as students who strive to be global citizens, pening in regards to the Russian invasion of Ukraine, cannot relieve ourselves of responsibility simply be- and therefore, much of the student body cannot accause it concerns a country across the world. We have tively participate in discussions, engage in fundraisbeen privileged enough to ignore issues that don’t di- ing or raise awareness at the level that is necessary rectly impact us, but this can go on no more. We and vital. Global issues are our issues. We can’t ne-

“

glect other parts of our world as if we aren’t actively doing harm by simply doing nothing at all. Passive observance is active inobservance.

However, we would be remiss not to acknowledge recent efforts that have been made towards a more active response. For example, the recent Young Doctors Club bake sale. Students in this club gathered together to raise over 500 dollars to donate to Doctors Without Borders, helping provide emergency medical care to those in Ukraine. Examples like these demonstrate the eagerness that many in the student body have for civic engagement and activism, yet it’s important to acknowledge that one bake sale does not make up for all of the silent voices in the community. And despite such efforts, even those who participated in the bake sale admitted to not knowing the full breadth and severity of the issue they were donating towards, due to the lack of discussion surrounding it.

We believe that this kind of action should be expected of a school that aims to develop citizens of the world. Instead, it was regarded as a pleasant surprise — a true act of kindness. And although there is no “obligation” to extend such efforts, we have the privilege, the resources and the tools readily available to provide aid in global issues like the invasion of Ukraine. We have a human obligation, just as we would hope others would extend those same efforts if roles were reversed.

We need a more proactive student body that doesn’t shy away from the discomfort of our current world, that faces the prospect of change with determination and ambition. As much as we implore the administration to empower us, we also must take responsibility that as young adults we have enough agency to enact change.

For this reason, we call upon the whole Campbell Hall community to improve our response to world issues. It takes students, teachers and administration, and no less. Raise discussions in history class, write letters imploring congresspersons to take action, reflect on emotions arising from global crises in advisory, speak up and speak out. Together — through the understanding that we do have an obligation, we do need to make a change — we can understand and act upon global issues.

Oren's Likes and Dislikes: My Existential Crisis STORY OREN WEISSMAN PHOTO OREN WEISSMAN

A

re we all here just to die? We have all asked this question before, in some shape or form. Whether it's after you have just been dumped and you don't know what your purpose is anymore, or your favorite shirt shrunk in the washing machine the night before a big event, or even if you are left with Netflix and a little too much alone time. It doesn't matter how you got there, we have all been there. Asking ourselves for a purpose, as if anyone has ever answered that question. But maybe, if you have gone through what I went through the morning of Sunday, February 20, then I can try to help you find the answer.

Picture this: Oren Weissman just woke up from a beautiful 11 hours of sleep. It was 10:58 a.m., the sun shone in his eyes, as he woke up to yet another perfect morning. He had accidentally taken his shower right before bed, so

piper

Questioning: Oren Weissman '24 sits on the bench outside of the coffee shop thinking about his role in his community.

his hair wasn't in its usual flow, but it didn't matter. Until it did.

My eyes began to shutter, my brain began to wonder. Why are we here?

Why am I here? How am I in this position? Those were the questions that would flood my mind for the next

three hours and I could not tell you why or how they got there. But I did know this: I had never felt this way before. My quest to answer the questions would not be definitive nor unsolved, but it sure did take some soul searching.

At first, I had wondered if the crisis was caused by the expired yogurt I had eaten last night, but my mom's look when I told her was enough to make me believe otherwise. My mom and dad quickly assured me that everyone experiences existential doom, a loss of purpose. Everyone goes through it once in a blue moon. But why? I had never felt this way in my life, what life, why am I here. Ugh, forget it, I decided to go for a walk.

As I threw on my favorite pair of slides, I headed out the front door on a search for purpose. With Drake's “Marvin's Room” blasting in my ear, my journey was officially underway. I stopped at the coffee shop to get my classic iced mocha, maybe the delicious

Student newspaper of Campbell Hall School 4533 Laurel Canyon Blvd.

Studio City, CA 91607 (818) 505-5325

Sports Editor Lena Rohan

News Editor Noa Schwartz

Issues Editor Taylor Huie

Staff Writers Jessica Bazel, Georgia Brown, Keely Chambers, Madison Damus, Ella Duncanson, Téa Maltzman, Matthew Rose, Piper Saken, Jacob Silverstein, Lincoln Weinstock, Oren Weissman

Editor-In-Chief/Features Editor Maggie Chiappetta-Uberti

Buisness Manager Sophia Goldberg

Photographers Austin Janavs

Assistant Editors Isabella Diallo, Levi Horowitz, Amelie Park, Caroline Rehder, Samantha Sher

Advisor Christine Gaul

Perspectives Editor Lucy Kennel

Copy Editor JJ Hoffman

The mission of The Piper is to

chocolate flavor would cure my brain, no. My next stop was the bench near my local coffee shop, this had to work! A classic, stare out into the distance until you feel at peace, but no peace was felt. Until I saw an old woman out of the corner of my eye.

She was struggling to load boxes into her car. I didn't do anything at first, but then suddenly, I did. I loaded all 10 boxes into her car. She said to me, “Nobody is ever nice anymore, you are really incredible.”

Then it hit me. The sense of being free, the smell of love in the air, and I was finally cured. I even got a job offer to work at her farmers market stand!

If you are having an experience like me, don’t worry. Like my parents said, everyone has one at least once. My dad even had one when he was five, yikes. If you want a cure to this feeling of nothingness, go help someone.

It can even solve your existential crisis if need be.

investigate and present the most relevant topics and issues pertaining to the lives of our school community. Truth, objectivity and accuracy are the primary goals of all staff members. Journalists uphold the right to express unpopular opinions or to agree with the majority and will never gather information in an inappropriate or unethical manner.

Furthermore, The Piper is intended to serve as a forum for student voices.

"That's not reggae, that's Shakira."

T W E N T Y-T H R E E

"My mommy made me tortellini for lunch."

T W E N T Y- F I V E

"I'm a hype man, not a rabbi."

T W E N T Y- F O U R

"I heard fracking was chill."

T W E N T Y-T W O

"Don't you want to eat a brownie and go to bed?"

TEACHER

"Pick the one that's allergic to wind!"

T W E N T Y- F O U R "Student one: Should I get Erewhon or Jon and Vinny's for lunch?

Student two: That's the most LA thing anyone has ever said."

T W E N T Y-T W O

"Girly pop."

T W E N T Y-T W O

"You sound like my dog when he's mad"

Advertisements follow the same scrutiny as all other material in the paper. Advertisements are free of statements, illustrations and implications that are antithetical to our school values, based upon the opinion of the staff.

T W E N T Y- F O U R

"My grandma just sent me a TikTok." T W E N T Y-T H R E E

mitted to Lucy Kennel kennell@ campbellhall.org. Letters should be concise, and the writer may ask to be printed anonymously. Letters may not be printed if deemed inappropriate for print

by The Piper editorial board.

The Piper distributes 1,000 The unsigned editorials that ap- copies, free of charge to the pear in this publication represent Campbell Hall community. the opinion of the editorial staff. The Piper is a member of the Columbia Scholastic Press Letters to the editor are en- Association and the National couraged and should be sub- Scholastic Press Association

THE PIPER

March 31, 2022

Friendships in sports For many athletes, working to be recurited affects their sport in different ways friends is the constant support I get from them. It also makes playing soccer so much more fun.”

Leo Sanger ‘24 started playing volleyball at a young age, and he made many close friendships through the sport. Even when the volleyball season had just begun, Sanger already started to form a close bond with his teammates.

“I'm very excited to go to practice,” Sanger said. “Usually when I don’t have friends on a team I can't get myself ready to practice.

But having friends kind of fuels me in a way to get better with them and be better with them.

Friends give that competitive spirit.”

PHOTO PERMISSION ZOÉ MALTZMAN

Geared up: Elianna Zeichick and Zoé Maltzman pose together on picture day.

STORY GEORGIA BROWN AND OREN WEISSMAN

A

s Zoé Maltzman ‘22 steps onto the soccer field, she sees not only her teammates, but also her friends, ready to have a fun and productive practice.

Usually, Maltzman wouldn’t have much interaction with the grades

below, but with sports, she comes to practice and is embraced by the

smiles of her teammates from all different grades. As she huddles with her team in between plays, she looks around at her teammates, some she has known for years and

The roundup: sports briefs

sports

18

others she just met. Sports allows her to form friendships with people she may not have had the chance to otherwise.

Maltzman’s sports relationships are very important to her and she believes a team can't thrive without them. She feels that when friendships exist on and off the field, it fosters more connection on the field.

“When we have friends on the team, it allows the team to feel more connected and have better chemistry on the field,” Maltzman said. “My favorite thing about being on a team with my

According to Maltzman, the key part in a connected team are the bonding activities that the team takes part in together. In order to maintain strong team friendships and chemistry, Maltzman feels that coming together outside of school is extremely important.

“Team bonding activities like going out to dinner or saying ‘Hi’ in the hallways can make a team closer,” Maltzman said. “Really doing anything together outside of just on the field can help bond a team and create better relationships that are not just formulated when playing the sport.”

Maltzman has found differences between friendships through sports compared to everyday life.

Accountability to one another is a

key facet of her friendships with her teammates. She feels that one is not better than the other, but simply that each requires something the other does not.

“I feel like in sports we have different relationships because everyone has to hold each other accountable, which is something you don’t usually have to do with friends [outside of sports],” Maltzman said.

Sanger understands the feeling of lack of team bonding and chemistry on a team. It has made him even more grateful and aware

of the importance that friendships bring to a team. His friends help him not only have more fun, but also play better on the floor.

“If you and your teammates aren't friends there is a much higher chance of team fights or disagreements,” Sanger said. “But when you are friends with your teammates the team morale gets boosted, the team plays better, and it makes the sport into a different and better experience.”

Sanger has also developed his sports friendships into much more than just teammates. By being on a team, Sanger has gained friendships that lead off the court into his day-to-day life. With his friends practicing together in the off season, it evokes the same amount of eagerness to play.

“A couple friends and I started an outside volleyball practice

Baseball

in a friend's backyard to keep us motivated for the season and to keep in touch through the sport,” Sanger said. “It has tremendously helped our team chemistry and we look forward to doing it every off-season.”

Isaiah Johnson ‘25 is on the varsity basketball team, and he can already see the way friendships lead to a team's success. He values bonding with teammates and creating friendships just was much as the time they spend on the court.

“Hanging out away from sports is a great way to become closer,” Johnson said. “Our basketball team has team dinners and sometimes we will go to a movie. You have to make an effort to want to see your friends. That's a huge deal. Hanging out with teammates is just as important as playing with them on the court.”

Maltzman believes that friendships through sports also carry a sense of escapism from reality.

Once a player steps onto the field, it is a completely different energy and setting that someone is used to.

“I love [having] a break from my real life and have fun with friends who I would usually never have come in contact with if it weren’t for the soccer team,” Maltzman said. “I especially love being able to bond with people with other grades."

Boys' Volleyball

Track and Field Tanner Mahone '23 goes up to bat against Providence on Feb. 26, final score 3-5.

Ollie Sohn '22 serves against Harvard Westlake on March 11, final score 3-0.

7-10 overall record "I'd say it's been challenging dealing with all the injuries we've had but it's been fun competing with my friends," Ben Catlin '22 said.

Softball

7-11 overall record

Reilly Boyd runs the 400m in Brentwood on March 16.

"We are all having a good time. Maybe the results aren't going the way we want to, but it's just good comradery on the team," Aidan Michaels '22 said.

The boys' relay placed 3rd

Boys' Tennis

Matteo Malchar threw a 35' 5' shot put earning 4th place

Sam Sher '22 plays outfield against Sacred Heart of Jesus on March 3, final score 14-2.

3-8 overall record "Softball has been really fun this year! The community is very welcoming and we worked hard every day," Fauvé Balugo-Ramirez '22 said.

"We had a very strong first meet and the whole team is looking awesome. We are excited for the season," Reilly Boyd '24 said.

Jack Marounian '22 serve during practice on March 14.

4-6 overall record "After somewhat of a slow start, the team has quickly found rhythm and we now have a thirst for sucess," Asher Barondes '22 said.

THE PIPER

MARCH 31, 2022

Same athlete, new sport

19

Dear volleyball,

Thank you STORY LUCY KENNEL

I

Nutcracker: male dancers Lincoln Weinstock, Oliver Goldberg, Rio Hanson ‘23 take the stage.

PHOTO RISA BASTIEN STORY JESSICA BAZEL

“

Swan Lake,” “The Nutcracker,” “Giselle.” In many of the most famous dance performances, male dancers play titular leads.

But what happens when, according to Zippa.com, only 28 percent of dancers are male? At Campbell Hall, teachers and students have resorted to recruiting male non-dancers to be a part of the dance shows in order to add more diversity and choreography opportunities to the production.

Mia Phillips ‘22 has always wanted to try partner work and was one of the dancers in charge of getting male recruits. She has found that having a male partner has added a new dimension to her dancing and finds it exciting to be able to do so. She also doesn’t notice much of a change in having non-dancers as part of the show, but rather, she finds that they belong. “[Partners] challenge you and your abilities, which is really fun and exciting to see unfold,” Phillips said. “I feel like we all were able to click right away [and] it felt normal. [The production] didn’t feel that different because every year you’re dancing with new people, [and] it made me hopeful for the thought that dance will get more people in the future.”

Ballet teacher Lee Wilhoite also finds that, although she has to often make choreography simpler to accommodate the skill level of certain males she recruits, working with the less experienced dancers is a good opportunity for her and her dancers to learn to adapt. She also has thought about be-

At the beach

ginning a male-dominated dance class to encourage more males to be part of the productions.

“You have to take it down to the rudimentary basics [for non-dancers], but it’s always a nice challenge,” Wilhoite said.

“I’ve toyed with starting a guys dance class over the years that would not just be ballet and contemporary, but different types of social dance to help broaden their horizons and perspective of some of the male population on this campus. I would love for every year for there to be students coming to me and [wanting] to be part of the production [and] not feel like I have to go around and beg people.”

David O’Mara ‘22 is one of those dancers with less experience who was recruited by his friend to be part of the upcoming contemporary show. Although his role is minor, he finds it fulfilling to be part of the production. Additionally, as an athlete, he has found that participating in dance has aided his athletic abilities and reduced injuries. O’Mara also notes that although most of his part in the show consists of lifting, there isn’t much fear behind it because he finds himself prepared for the role.

“I get to be a part of something bigger than myself [and] aid a talented dancer in conveying a [story],” O’Mara said.

“I’ve [also] done ballet, I’ve taken pilates, and I know multiple athletes who get into dance because it’s really helpful.

[With lifting], there’s always the chance that they could fall, always, but as long as you are paying attention and focused and are in the weight room enough, you should be okay.”

Puzant Kiwanian ‘23 was recruited by Taylor Huie ‘22 to be part of the upcoming ballet production: “The Enchanted

Asked & Volleyball captain Answered Lucy Kennel Q: What is your favorite memory from this volleyball season?

This spring, two students started the school’s first beach volleyball team

STORY LUCY KENNEL AND LENA ROHAN

I

Isle.” His sister, Catherina Kiwanian ‘21 was a former Campbell Hall dancer. Kiwanian has fond memories of watching his sister dance, so when he was asked to join the show, he was excited to be part of something that was always such a huge part of his sister’s life. He also finds that a barrier to joining dance for many males he knows, and a possible reason for the shortage of male dancers, is the fear of threatening their own masculinity. “[Growing up], I would wonder how it would be to be in [my sister’s] position, [so] being able to do that is very interesting [to me],” Kiwanian said. “The movements are very freeing and I definitely think that more males should get into it. I think that there’s a stereotype that males don’t do ballet, but if you tried it out, I think it would be very fun.”

Wilhoite similarly believes that sometimes when she goes out to recruit males for her shows, a strong deterrent for them is the fear of how others will perceive them and how they may be uncomfortable with the costumes. However, she hopes that as gender characteristics become more fluid, there will be more volunteers joining the dance shows. Similar to Kiwanian, she believes that once people try dance, they’ll enjoy it. “[Males] hear classical music and they just think feminine,” Wilhoite said.

“They don’t like the idea of wearing tights, and they fear losing social capital by doing a ballet. I’m hoping that the more diversity and talk about what gender norms are, and the more discussions we can have about that, the more open guys are going to be to dancing. The guys who did “[the] Nutcracker” had so much fun that they wanted to do the spring show.”

was always a bench warmer.

If you told me when I was a freshman that I would be the starting libero, and captain on a varsity team as a senior, I would’ve told you that you were insane. When I joined volleyball my freshman year, I accepted that I would never be a starter on varsity. I went into Campbell Hall volleyball as a semi-experienced player, playing for five years at my old school and one year on a club team. I was an eager freshman, until I found out I had only made the frosh-soph team. I was the starting libero: the one with a different jersey who only plays defense.

But, I lost all my confidence, watching my peers ecstatic from making varsity. I was having a decent first season, until I hurt my knee.

At the end of my freshman year season, I dislocated my knee for the fifth time while doing a sprint. At this point, my knee injuries were becoming constant, only being in good health for a month at a time. I came to the decision to have surgery, sacrificing six months of practice time for getting better. Because of the recovery time I was forced to watch from the sidelines for all but one month of my club season.

This injury destroyed my confidence as a volleyball player, accepting that I would never get off of the bench.

My sophomore year I was back to playing volleyball, but I was still not a key player. I had moved up, making JV and playing right back defense. However, I would play for only half the game, barely touching the ball. I was happy for this role, since it was still better than the bench.

Junior year was nonexistent because of COVID-19. I went to the occasional workouts but I had quit club so I was getting little to no practice with a ball. I considered quitting volleyball altogether, debating if playing my senior year on the bench was worth it. However, I decided to give volleyball another chance my senior year, which turned out to be one of the best decisions I have made.

I went to every summer practice and scrimmage, but had limited playing time. However, in the second game of the season, the coach decided to give me a chance at libero to switch things up. I was nervous, but I regained my confidence because I finally felt wanted and appreciated, playing well and winning the game. The coach saw my potential, and gave me the opportunity to shine, something I had never gotten before. I became the starting libero directly after and consequently became a captain, finally enjoying volleyball for once as I finally felt like I had a place on the team.

Gaining the role of libero and captain taught me the importance of using my voice, and I finally felt like I was an important part of the team. It was different than before; instead of watching the ups and downs of the game from the sideline, I was experiencing it for myself. I actually looked forward to games and practices because I felt wanted. This year, I realized that volleyball has given me back my confidence and made me feel proud of myself for once. I finally got to fulfill my dream of being a key part of a volleyball team and being a leader.

Peace out volleyball, Luc The Goose

t’s Saturday at 9 a.m. and Parker Van Zyl ‘24 is rounding up her gear to head to beach volleyball practice. She makes the commute to Santa Monica, meeting up with her new teammates to practice for the upcoming tournament.

Van Zyl started playing beach volleyball since she found indoor volleyball to be limiting. She became passionate about the sport, wanting to start a team at Campbell Hall. This year she created Campbell Hall’s first ever beach volleyball with Cy Larks ‘24.

“I started the beach volleyball team because I’ve been doing club [beach volleyball] outside of school for forever,” Van Zyl said. “I thought that since other schools have this sport and we don’t [I should create the team], I thought it was old-fashioned of the school.”

The process of starting the team was hard for Van Zyl and Larks, as they had to go to multiple people to argue for the creation of the team. She was inspired by other teams from nearby schools.

“The school wasn’t really open to it at the beginning but we just kept pushing,” Van Zyl said. “We talked to Juan Velazquez and Chris King who were very helpful. We argued that it is one of the fastest growing sports so our school needed it.”

The team practices three times a week with two practices on campus and one at the beach on weekends. Every other week they compete in a tournament with around two other schools. Sophia Pinkerton ‘23 is a member of the team and enjoys playing volleyball with the team.

“I look forward to the tournaments, because they are just fun,” Pinkerton said. “[Practices] are great. You wake up and get there at nine, you play for two hours and then your weekend is set.”

Tyler Parouse ‘25 joined the team after finishing her indoor season for school and has been playing for a year. She likes the versatility of beach volleyball, as she is playing to both pass and hit instead of just passing in indoor volleyball.

“I love playing on the beach because it is always so nice out and I love playing with my partner and building a connection with her,” Parouse said. “I hope we will have a lot of fun [this season] and I encourage others to join next year to build a bigger team.”

Van Zyl likes how beach volleyball is more personal, having one teammate on the court instead of five, like in indoor volleyball. With only one person, she gets to become closer with her teammate and strengthen her own skills.

“My favorite thing is the community and the environment that surrounds you through the people and coaches you get,” Van Zyl said. “The weather is also amazing.”

Pinkerton appreciates the close-knit community of the team and how it is not as competitive as other sports may be. Having this relaxed environment makes it easy for her to learn the sport, especially because it’s her first year playing beach.

“I think it’s fun to see everyone come out and have fun,” Pinkerton said. “It’s a very low stakes thing, we don’t really care about wins or losses. Everyone is just trying to have fun, it’s a group of girls that are all friends so it’s great. It’s a little family.”

On senior night Lucy Kennel ‘22 and her Goose ‘22 listen to her teammates speeches.

Q: What was it like being a senior and captain this year?

A: “It was kind of weird because none of the senior on varsity had been on varsity before. It was nice to finally have leadership and be a senior. Since it a majority of the team was sophomores it was nice to have that.”

Q What are you going to miss the most?

A: “I think I am going to miss the people and the environment practices are always just full of jokes and laughing. It was serious when it needed to be.”

A: “Senior night because we played Sierra Canyon and got really close [to beating them]. It was fun to play with everyone and see all the fans come out for the first time ever. I liked having Luc the Goose by my side and being gifted Luc, the stuffed animal by the end.”

Q: How does it feel to have made Gold Coast second team?

A: “That was the most shocking thing that has maybe ever happened to me. I was very surprised, it was very rewarding. I started on frosh freshmen year, and had to have knee surgery. So then to make second team, my first year on varsity was really cool and made me feel finally noticed.”

THE PIPER

20

NO pain, NO gain

PHOTO AUSTIN JANVAS STORY KEELY CHAMBERS

I

f it’s not hard it’s not worth it. History teacher and football coach, Marcus Everett, Jaden Williams ‘22 and Christopher Hammonds ‘22 all carry this mindset when participating in competitive sports.

Williams came to Campbell Hall to play football and has committed to U of Wyoming.

When beginning the college process, he questioned if going to a D1 college for sports was actually a possibility for him but with the help of his coaches, he went after his goal.

“The process for playing D1 is fun but at first I felt that I wasn’t good enough,” Williams said. “This mindset changed when I started getting recognition from coaches and got in touch with colleges. Since then, it’s really given

Equal Play STORY LUCY KENNEL

A

bby Satenberg ‘24 opens her phone to a notification stating that the United States women’s national soccer team had won a lawsuit that would give them millions of dollars towards equal pay. She is immediately elated with the news, having waited years to see the world finally take action against the inequality of payment between the national soccer teams.

According to Rachel Treisman's February 2022 NPR article, U.S. Soccer has agreed to pay 22 million dollars back to the women's national soccer team in order to support the players. Satenberg is a member of the girls’ varsity soccer team and has been playing soccer since she was a little kid. She has been seeing an increase in recognition of female soccer players due to their success, but feels that they are going unrewarded.

“Female athletes getting equal pay means that our society is progressing and finally valuing women,” Satenberg said. “They are doing the exact same jobs as men, the only difference is that they are only now getting recognized for it.”

Captain of the boys’ varsity soccer team Luke Garrett ‘22 appreciates how soccer is loved across the world. Like Satenberg, Garrett sees this lawsuit win as a monumental step for not just soccer, but for other sports and equality as a whole.

“It’s important, because at the end of the day they’re still playing the same sport,” Garrett said. “It’s important that there is equality in something that reaches across continents and borders. This will hopefully transfer over to other social practices and other sports and not just soccer.”

According to NPR, the settlement is short of the 66 million dollars that the players hoped for, but they are still happy that they were given something. This settlement followed an Equal Employment Opportunity Commision that was filed by five players

March 31, 2022

From a loss of love to a lack of motivation, athletes acknowledge the importance of pushing through struggle

me the drive to work harder and see where I could take my potential in the sport. The desire to play in college has made it more serious but also has made me more knowledgeable in the business aspect and how it really works on the next level.”

Similar to Williams, Everett has been playing football, basketball and track and field competitively since he was around five years old. He became successful very quickly, and by 10 years old he was competing in basketball at a national level, playing football with older kids and going to the Junior Olympics for track and field.

Growing up, Everett's goal was to play collegiate sports, which he eventually succeeded in doing.

“I decided at an early age that my ultimate goal was to play a collegiate sport and have my education paid for through sports,” Everett

Equal Pay complaining about inequality in pay and treatment years ago. Satenberg believes that the female athletes deserve equal pay because they are putting in the same amount of strength and perseverance.

“To me, gender equality in sports means that women and men should be given the same recognition and deserve the same pay,” Satenberg said. “The pay gap implies that men are superior to women in athletics which is simply not true.”

Elementary PE coach, and professional soccer player Sydney Vermillion, has played soccer her whole life. She has witnessed the progression of women’s soccer. Being a female athlete has pushed Vermillion to prove people wrong and work hard to prove that women are just as good as men and deserve the same treatment. “[In the Armenian Women's National team] we're seen as second-class citizens in the country,” Vermillion said. “And so, we finally have a national team for the first time in like 10 years and a team competing at the World Cup qualifers for the first time in the history of the country, so I think going through [that] push[ed] me to want to fight for women's rights and be able to show not only men but everybody that as women we're just as talented, just as athletic and we work just as hard as everybody else does.”

Auggie Koskoff ‘22 follows soccer actively and is a member of the varsity boys’ soccer team. He supports the team winning equal pay but believes that their monetary compensation won’t change how some people negatively view women, keeping the misogyny and sexism in sports alive.

“Equality means that earning the same thing for players [including] treatment,” Koskoff said. “There is a lot of negativity towards women [in] the way that people disrespect and talk about women's sports.

There has to be a change from a lot of different sources but getting equal pay is a big step towards this.”

said. “I kept that goal in mind every time I went to practice, every time I had an extra workout or worked out on my own. I was successful as I received a full athletic scholarship to UCLA for four years from 2004 to 2008.”

Hammond has found himself at times questioning his love for basketball. His passion for the sport first came as a way to help his behavioral issues as a kid. As he continued to play and joined a competitive team in middle Starting Season: school, Hammond Chris questioned his love for Hammond the sport. starts in “I quit basketball the first game of entirely in middle the year school."

Hammond against said. "There was one Oakwood morning where I had on Nov. 19, 2021. a game but I was just crying because I really didn’t want to go since I was so burnt out, and at that moment I hated basketball. I spoke with my coach about taking a break and he was actually really surprised.”

A few weeks later, Hammond’s teammates called him to tell him how much they needed him for their upcoming tournament in Portland. Although Hammond agreed, he made no promise to stay on the team. After the tournament, he realized how much he missed the sport and hasn’t stopped playing since.

Everett also expierences burnout while in c ollege. At UCLA, Everett played on scholarship and had to come to terms with the demand and pressure of playing collegiate sports and decide whether or not it was worth it.

“By having your [education] paid for by school through sports it adds a lot of pressure to perform and to live up to the expectations which

add fuel to your fire and the drive to continue to work hard and continue to improve,” Everett said, “But with that, the schedule of a collegiate athlete is demanding. You have something every hour, every minute, and every second of the day.

Williams, Hammond, and Everett have all found motivation during these times of question by looking at the end goal. “[There are] some days when its hard to bring myself to the gym or find the motivation to work out, but I know that in the big picture it's all worth it and hard work will only have good outcomes,” Hammond said. “Even if training doesn’t make me an NBA player it teaches me valuable lessons and morals.”

Williams often finds himself tired but reminds himself of how going to practice will help him in the long run.

“After a long day of work and school, I’m tired and it’s tough to go and give it 100 percent in practice,” Williams said. “These are the moments where I think, ‘Man is this really what I want to be doing for the rest of my life?’ But then I think about the end goal and what I want out of this work and it makes me work harder.”

As a coach and former student-athlete, Everett has experienced these times of questioning himself, allowing him to relate to his students and help them the best that he can. He acknowledges the fact that sports can be more mental than physical at times, which can have an effect on athletes. As a coach, he works with students to help get them to this goal-oriented mindset.

“I try to share my wisdom since I've been playing sports pretty much my entire life,” Everett said. “The things that they go through I have experienced as well and so I try to motivate them with advice that helped me. I suggest [they] look at the end goal and remind [themselves] that [they] can’t cheat, [they] have to go through the proper steps, and at times [they] have to push [themselves] when [they] don't want to do something. The ones that actually are able to do that and have that mental toughness to really push themselves when they don't feel like doing something, those are the ones that really excel and have the proper tools and the skills to play.”

What is a succesful athlete?

PHOTO PERMISSION SYDNEY VERMILION STORY SOPHIA GOLDBERG

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ompeting in three Olympics, holding 11 medals, ranked in the top five in the world cups for five years in a row. Mikaela Shiffrin is deemed one of the most successful athletes in the world for these achievements; however, there is more to Shiffrin beyond the bling. The pressure to be perfect for Shiffrin was through the roof, but she went 0-5 in individual races and left without any medals. Even though Shiffrin fell, she got back up and never let those falls bring her down and that is what makes her successful.

Ellie Phillips ‘22 started playing basketball and softball to start her athletic career when she was in elementary school. She sees how the hardest part of being an athlete is managing the stress that comes with playing the sport and your love for the sport.

“Being successful is partly about the wins but it's mostly about not giving up when you do fail,” Philips said. “It's

about growing as a person and being successful in everything and using the lessons that my sports have taught me as well.

I have learned that nothing will come easy and you really have to try hard to get what you want.”

Milo Silverstein ‘22 has played basketball since he was six years old. After playing for over a decade, Silverstein has noted that the hardest part of being a successful athlete is the mental side of it. All of the expectations, the crowds, and the coaches pushing him constantly take a toll on his mental game. For Silverstein, the idea of success is defined by whether or not he gets up after a loss.

This notion was evidenced when the Boy’s Varisty basketball team lost to Sierra Canyon by 77 points.

“I really just thought of that as one game out of so many games that I am going to win and play in my life." Silverstein said. “A loss is a loss no matter if you lose by seven points or one point, it's still a loss. You have to get back up or you will not feel successful. I think it is so important to keep training your mind to block out the noise and keep working hard to reach the goal that you have wanted for your whole career.”

Having played sports her whole life, Sydney Vermillion, elementary PE coach, and former professional soccer player, has had the experience of winning, losing, and growing as a player due to soccer. Being put in challenging situations in soc-

cer with losses, and learning to overcome them to pursue her passion has allowed Vermillion to gain character, resilience, friendship, and prove people wrong. Learning these traits has helped her cope with losses and always get back up again.

“I don't think I've ever been the type of athlete that would not want to continue to pursue soccer or want to play because of the score,” Vermillion said. “Every loss or mistake is a learning experience and all we can do is learn from it and get better. Champions keep doing things until they get it right and champions don't quit. [As an athlete] I can't quit and I would never quit.”

Recently a lot of athletes get put down because their coaches don't believe in them and they take away their playing time and say harsh things. For Vermillion, players have to believe in themselves and know they are not playing for their coach or anybody else besides themselves so if an athlete believes in themself and they want what's best for them then they’re going to succeed.

“I think a successful athlete is somebody who achieves her goals,” Vermillion said. “I know you want to feel like it's not about winning, but I do think success has come with winning, because it proves that your hard work is paying off. I know at least for me if I can inspire the next generation of female Armenian soccer players, then I will be a successful athlete, even if we didn't win a game."