Devils' Advocate senior May issue 2023

Editor-in-Chief

Taylor Levin

ManagingEditors

Annie Koziel

Alex Olguin

DesignEditor

Anjika Kumar

CopyEditors

Caroline Petersen

Maryum Shaik

SectionEditors

Sehan Alam

Maya Barakat

Samrah Syed

Kaan Turkyilmaz

BattlegroundContributors

Ajay Gupta

Michael Sahs

ClubContributors

Spencer Anderson

Finley Bisch

Jenna Feng

Kendall Florence

Abigail Gambla

Leah Packer

LetterfromtheEditor

While seniors are getting ready for graduation, and moving forward with their lives, take a trip back in time with the Friends inspired theme throughout this month’s issue. Look for pictures of seniors – who recreated the fountain photo that has proven to be iconic for years.

Days are now longer, flowers are blooming, and the cold is finally behind us. While it is still spring, summer is not far ahead, and there is much to look forward to. In this month’s issue, we attempt to get students excited about the end of the school year and the beginning of summer. In the infographic survey, students and faculty provide insight on their summer plans, including jobs, sports, and vacations.

Read more about Jack Erickson in the Sports Q&A and learn about how boys lacrosse has been doing in the Devils in Play section.

Keeping students updated on school matters is necessary, and in the “24-Hour Theatre Project” profile, readers will learn of the recent event, which took place on May 19 and May 20.

In the “Celebrating the Fine Arts” feature, AP Studio Art, Drama, Music Department, and Solstice Magazine are all highlighted for their recent accomplishments.

The “Walk the Walk” feature highlights a community fundraiser to honor those struggling with mental health. The event took place on May 21, and EVOLVE, a club at Central, was a collaborator to the event.

The editorial includes a call to action for more bystander training in physical education classes.

And see how staff and students prepare for sending students off in the “Graduation Behind the Scenes” feature.

In the final pages of the magazine, check out the Senior Staff Bios, “Senior Bucket List” piece, College Map, and Senior Superlatives.

Finally, our battleground writers debate mandatory education.

We hope you love this month’s issue, and have a great summer!

Devils’ Advocate seeks to provide an open and diverse forum created by and for the students from Hinsdale Central. The staff of Devils’ Advocate aims to bring news to the community of the school and the surrounding area, by wokring with students, parents and faculty, as well as reporting on events in a fair and balanced manner. The publication strives to inform, educate and improve, the atmosphere and student body by sharing information and recognizing and ideas.

Cover Photo by Kaan Turkyilmaz

Taylor Levin

Around Campus News

Constructing Hinsdale Central

Construction starting nearly four years ago is finally coming to a close.

story by Leah Packer and Jenna Feng

Construction is wrapping up this summer, and students should expect a fullyfinished school in the fall.

The new construction, sponsored by the D86 referendum, is about 90% done according to Ryan Maita, Assistant Principal for Operations.

“We’ve already done three summers [of construction],” Maita said. He also added that since this will be the last summer of construction, there should not be any blocked off areas in the fall.

Some new areas that have already been completed include the new Grant Street entrance, renovated marketplace-style cafeteria, the courtyard and the athletic fields. One major addition in the new student commons area is the coffee shop, Devil’s Roast.

This area is an opportunity for students to spend time with their peers, while having fun playing with the arcade-style video games.

During the summer, 86 classrooms will be remodeled similar to some already renovated classrooms in the math and language departments. New furniture, ceiling, and lighting will be installed in all classrooms. Bathrooms and doors are also being made to be more accessible

to all students.

Behind the scenes, there are internal renovations happening for heating and air, technology, call buttons and cables.

“There’s a lot of things people don’t see that go into these projects,” Maita said. “There’s so much that affects not only our students, but the school grounds.”

There are also smaller projects happening over summer: finishing windows, touching up sidewalks, painting the fieldhouse, and redoing the gym floors.

Even before these changes are completely finished, students have been impacted by them around the school.

“I’ve seen a lot of changes in the cafeteria and I like them, especially when buying lunch. It’s a lot more efficient to do so,” said Christina Tresslar, junior.

Some enjoy these spaces, finding them useful and beneficial while others believe that the new construction was unneeded.

“[The new construction] is not very useful in a practical sense but it is convenient,” said Samuel Malapati, sophomore.

Certain newly-constructed areas will not

impact all students, but Maita said he hopes that the new classrooms will be an opportunity for all students to experience the remodeled school.

“Taking these new spaces, it really ups the game, and I think it’s really going to help the whole building, coming in and being in a space they enjoy and a comfortable environment for the teachers and students,” Maita said.

Beyond the classroom and into summer

Summer is perfect for students to explore local job opportunities.

story by Abigail Gambla

As school ends, the quest of job searching and volunteering begins. However, many students may not know what possibilities are available to them, especially ones that appeal to their interests.

In regards to sports, golf caddying, lifeguarding and being a tennis instructor are prospects that many students have pursued.

To become a tennis instructor, the student must have adequate knowledge of the sport. Mira Cunningham, a sophomore, gives insight into caddying training. She is planning on working at Hinsdale Golf Club this summer.

“[Being a caddy is] very flexible. You can caddy on weekdays and weekends,” Cunningham said.

Beforehand, though, caddies train for a one week season where the “leaders of the program” give tips and pointers for the two hours Monday through Friday.

Local spots in Hinsdale offer many volunteer activities as well.

The Hinsdale Humane Society gives those 15 years and up the opportunity to be a kennel assistant, which includes helping shelter staff with opening and closing procedures, cleaning litter boxes, giving cats food and water, providing fresh blankets and toys, doing laundry and more.

After 12 or more hours of volunteer work, students can apply for the Hinsdale Humane Society junior board, a student-run group, which includes meeting twice a month and planning events.

The Hinsdale Public Library has an application form for volunteers in grades six through 12 to help with tasks. They also have applications open for their junior board, which meets once a month on Sundays and plans events throughout the year.

“While my job at the library consists of checking in items, shelving, shelf reading and sending things out through circulation, the thing that makes me love my job there is how I build connections with staff or patrons,” said Noct

Carrillo, junior.

The Community House also offers several positions for students including being a camp counselor and summer art camp assistant. Arianna Messana, a sophomore, has volunteered at the daycare camp for two years.

“I went to the camp as a little kid. I love working there,” Messana said. “I enjoy being with the kids and doing activities such as art and baking with them.”

The camp runs from eight to three Monday through Friday, but volunteers can request certain days to work.

Additionally, the Community House also offers a junior board that meets on Sunday and coordinates events such as the Rotary Run, 3-on3 basketball tournament, and the Willowbrook Corner Youth Learning Program.

Summer jobs and volunteer work introduce many skills that can be useful; look before applications close.

Constructionforthenewstudentcommonsfinishedup lastyearduringSpringBreak.

photo courtesy of Ryan Maita

Next year’s changes

Students can expect new courses and schedules during the 2023-2024 school year.

story by Kendall Florence

District86 program teams have been meeting year-round, coming up with new schedules and curriculum changes to give students the best opportunities for success.

They have added new courses, such as a required sophomore physical education (PE) class, an outdoor PE class, a drawing and painting class, a women’s literature class, and more.

Another change is removing split periods during the day, and making lunches a full 50 minutes. This also means extending the school day an extra fifteen minutes. Some Central students see this as more time to get homework done at school, leaving less for home. Others, like sophomore Morgan Mehrhoff, disagree.

“Longer lunches aren’t going to be productive for students because they are just going to talk with friends,” Mehrhoff said.

Mehrhoff added she’s not a fan of the early release changes either.

“My favorite schedule we’ve tried are the early release days. But, next year we are supposed to get out at 1 [p.m. on early release days]. That’s not an early release day,” Mehrhoff said.

Some student athletes are also worried about how the schedule change will affect their practices. Sophomore Ava Towery participated

in fall, winter, and spring sports this past year.

“Pushing back the release time will also push back practices after school, which can cause many problems. Same with students who have activities outside of school,” Towery said.

Jessica Hurt, the assistant principal of curriculum & instruction, explained some of the benefits of not having split periods.

She said that over the last couple of years, District 86 has been wanting to align classes at Hinsdale Central and Hinsdale South, so students at both schools are being offered the same courses.

One benefit to longer lunch periods is it will allow students time to travel between schools and take these classes without having to take a study hall. In addition, she explained the incorporation of a new English and Math academic drop in center.

“The biggest motivation in the change in lunches is providing students access to supports,” Hurt said.

Starting next year, students can eat their lunch and with extra time in the period, drop in to see staffed teachers that can answer questions. Hurt also mentioned that this will make it easier for students to get extra help without having to

squeeze it in the morning, or after school when many students have sports and clubs.

Aside from schedule changes, Central students also have thoughts about curriculum changes in the fall. While Central offers many elective and core classes, there are some classes that students can’t find on Central’s campus.

“I think a sign language class would be so popular with students, and something that could be valuable that students could use in the real world,” Mehrhoff said.

While ASL classes are already available at Hinsdale South, only some Central students are taking this course because of the required study hall that comes with it.

In addition, not many students know about the opportunities to take classes on South’s campus. Hurt shared where students and parents can find all the classes being offered at Central and South, to make it clear and easy for them to choose the best classes for them.

“Everything is in the District Program of Studies which provides a description of courses and credits,” Hurt said.

The District Program of Studies can be found on both Hinsdale Central’s and Hinsdale South’s website.

JuniorNoctCarrilloputsabookbackontheshelfatthe HinsdalePublicLibrary.

SophomoreKaanTurkyilmazlooksathisAcademicPlaninInfiniteCampus.

photo courtesy of Caroline Petersen

photo courtesy of Noct Carrillo

Devils in Play

Boots on

As the final month of the school year continues, the varsity boys lacrosse team is battling back from a slow start to their season. Through their first six games, the team won only one game against Waubonsie Valley High School. Since April 11, they’ve won seven of their twelve games, including a four game win streak in late April. Despite an overtime loss to Marist High School (Chicago) on May 12, the team remains optimistic about their progress.

“We have a very young team, so it took us longer to gel in the beginning of the season,” said head coach Joe Battaglia.

This marks his first season as varsity head coach of the Red Devils, but he’s no stranger to starting a new culture; he was the first ever head coach for Prospect High School (Mount Prospect, Ill.) lacrosse from 2020 to 2022, and did the same at Victor J. Andrew High School - also known as Andrew High School (Tinley Park, Ill.) - before that.

“We have a long-term vision and plan for building this program into a perennial contender and creating the best possible experience for all athletes in our program,” wrote Battaglia in his letter to Hinsdale Central players and parents.

Like at Andrew and Prospect, he’s seeking to not only build a contending program, but also to create a new culture. His tenure at Prospect High School saw the team win the recently founded MSL East division in 2022, just two years after the program’s founding. But trying to repeat that success at Hinsdale Central was off to a rough start when the team earned one win and five losses in their first six

games. Since then, the team has rebounded.

“I think (starting 1-5) made them work harder. They have great attention to detail, and they’ve got that desire to get better every day,” Battaglia said.

After graduating major senior contributors in 2022, including three who continued to play at the college level, underclassmen have had to receive significant minutes. In addition to several sophomores, a handful of freshmen play at the varsity level.

“In addition to those guys, we have probably about 33 freshmen on the team, so we have a strong base of growth,” Battaglia said. “We had the most we’ve ever seen come out this year [for tryouts].”

This growth has been helped by the recent founding of Hinsdale Herd lacrosse, a program that offers K-8 programs to boys and girls. The group began two seasons ago, as a collaboration between the Village of Hinsdale and East Avenue Lacrosse.

“Since Herd began, we’ve had a much larger pool of eighth graders, so that’s given us a lot of youth,” Battaglia said.

As the older players in the Herd enter

the Hinsdale Central program, they’ll be contributing to an already bright future. The team boasts several young talents, including sophomore defenseman Mason Brady, who was named an Under Armour All-American his freshman year.

“[Herd] numbers were skyrocketing this season, which is going to give us a big incoming group in the next few years,” Battaglia said.

This senior class will also see the departure of one of the program’s best all-time players. Senior midfielder Tommy Webster has spent much of the spring season breaking school records, and will be playing Divison III lacrosse at York College (Toronto, Canada) in 2024.

“[Webster’s] a generational talent,” Battaglia said. “But more than that, he’s a leader. He gets the boys fired up. The younger guys in the program, they look up to him and watch the way he plays.”

Webster serves as captain at the varsity level, acting as the spiritual and on-field leader. This spring, he’s set both single season and all-time records for goals and assists. Carrying both personal and team momentum into sectionals, Webster and the varsity Devils are seeking to make it out of the sectional round of playoffs.

by Spencer Anderson photo by Adam Pitra

Boys Lacrosse looks to finish the season strong after a rough start.

Juniors Ian McClenahan and Will Berger look on as the Devils open their game against Marist High School on May12. The Devils lost the game in overtime.

Q&AwithJackErickson

From advice to favorite moments from this season, Erickson discusses his love for volleyball.

by Finley Bisch

This month, I got the opportunity to speak with senior volleyball player Jack Erickson about his role on the team at Hinsdale Central during the past four years. Erickson has been on the team for his whole high school career and helped carry the team all the way to the IHSA Super Sectionals match in the 2022 season.

Q: What is your favorite memory from volleyball at Hinsdale Central?

A: “This year, I would say it was beating Lyons Township in the home opener, that was a lot of fun.”

Q: When did you start playing volleyball?

A: “I started playing my freshman year, but we didn’t have a real season until sophomore year because of COVID-19.”

Q: What do you believe makes you a great athlete?

A: “In general, I am really good at focusing

and I think that translates to me being a good athlete, especially in a sport like volleyball.”

Q: Why are you so passionate about volleyball?

A: “I’m not sure; I just think it’s a good time, especially because the team is so tight knit. That makes it a lot of fun.”

Q: What has been the best part of this year?

A: “It’s my senior year so I think that just having fun and playing the sport for maybe the last time has made it that much more fun for me.”

Q: What is a challenge the team has faced this year and how did you guys overcome it?

A: “We’ve had a lot of injuries this year which has been really tough, but we have definitely tried to fight through them by getting the whole team stronger, not just the starters.”

Q: What’s the best piece of coaching advice you’ve been given?

A: “Learn to have a short memory. Like, forget your mistakes and move on with the game. This definitely helped me a lot.”

Q: Who is a coach or an athlete who you look up to?

A: “Volleyball wise, I look up to Merrick McHenry. He plays for UCLA and I admire him a lot.”

Q: Do you have any advice for incoming freshmen?

A: “Regardless of if it’s volleyball or not, I think it’s really important to play a sport in high school.”

Q: What do your future plans look like?

A: “Next year I am going to the University of Miami where I might play club volleyball, but I’m not sure yet.”

Edited for clarity and length.

Walk the Walk

With May highlighting mental health awareness, EVOLVE club collaborated with The Community House to sponsor its annual fun run.

With powder flying everywhere, pinks, yellows, blues, the experience bursts with excitement as runners embrace the color haze, knowing their miles bring awareness of mental health services locally available.

Walk the Walk is a community fundraiser held by Hinsdale’s The Community House on May 21. This fundraising is directed to those who struggle with their mental health and need a way to express it. In the beginning, participants throw colored powder to open the ceremony and create a colorful and bright scenery that emits positivity. During Walk the Walk, participants walk one mile starting on 415 W. Eighth Street in Hinsdale, at 9 a.m.

Students and educators at Hinsdale Central are involved in organizing the event. Operation Snowball, a club at Central which focuses on spreading awareness for mental health, is involved in the collaboration of the event.

Jennifer Cave, a social worker, recently started helping with the organization and planning of the event.

“We really wanted the community we live in to be aware and break down the stigma against mental health,” Cave said.

In addition, Cave notes how the event can impact students at Central.

“We have a lot of students in the building who want counseling but their parents don’t have insurance or financial support,” Cave said. “Through The Community House we joined forces this year to be able to provide mental health services to our students. Yes, they can access anyone of us in student services but we aren’t outside the building. We don’t see them outside the building so

that’s what they really need.”

Students are also involved in ensuring that the event performs the best that it can.

Maya Menon, president of the junior board at The Community House, works with the group to fundraise for the event and assist in the planning and coordination of teams leading up to the event. She has also been participating in the walk since elementary school.

“I’ve always loved the walk and it’s at a great time this year - the weather will be great and we’re all very excited,” Menon said.

Menson also notes the new addition of the “color walk”, an event that many love.

“Last year, we started the “color walk”, which is where we throw powder, making it even more exciting. So many families love to come to this,” Menon said.

In addition, promoting the walk is an important step to spread the word of the event.

Moira Hughes, the Walk the Walk liaison, helps organize and promote the walk through various platforms.

“Some of my jobs include making posters for the school, managing social media posts related to the walk, communicating with local businesses, and helping to promote the walk at

By Maya Barakat & Maryum Shaik

school,” Hughes said.

The walk consists of many other activities besides the main walk, including games for families, music to celebrate, food trucks, face painting, and more.

“The scene was very lively and there were lots of families and kids participating. There were lots of fun games and music afterwards for everyone to celebrate, and it made for a very exciting environment,” Hughes said.

While also being a fun event, the Walk the Walk’s purpose is more serious, as it is to support equitable mental health services and make sure that every person who needs help has access to it.

Menon describes what she believes is the impact of the event and its importance.

“Being a part of the walk not only benefits The Community House’s counseling services, it benefits each and every one of your peers and friends as well. Having access to equitable mental health services is important for all,” Menon said.

The Walk the Walk takes place every year and everyone is encouraged to participate to fundraise and help contribute to the cause.

courtesy of Maya Menon

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24-hour theatre project

24 hours to develop a theatrical production leads to infinite possibilities.

story by Caroline Petersen and Sehan Alam design by Caroline Petersen

Above : Students performing in the Winter One Act Plays from Feb. 9-11. (Susie Jaffe)

Putting on a theatrical display in the span of a few months is hard - countless rehearsals, set creation and tech production are just a few of the numerous steps involved. But imagine only having 24 hours to do something that most theater companies do in a few months. That’s exactly what Drama Club is doing.

This year’s 24-Hour Theatre Project was held May 19 from 3 to 10 p.m. and on May 20 from 9 a.m. to 7 p.m., when the official production premiered. Both Hinsdale Central’s Drama Club and Gender Sexuality Alliance (GSA) sponsored the project.

Peter Hutcheon, GSA sponsor, and Drama Club sponsors Erin Lundin and Susie Jaffe have been dreaming up a collaboration between their two clubs for a while now.

“I have known Ms. Jaffe for a bit and we have always had conversations about how our two clubs have a lot of overlap and similar members,” Hutcheon said. “From those talks, we wanted to figure out a way to collaborate in order to promote equity and inclusivity. This seemed like both a fun idea and one that would satisfy that mission.”

The 24-Hour Theatre Project has been a Hinsdale Central Drama tradition for a long time, always being the last event of the school year. The last successful attempt for this event was in 2019.

Last year, there was an attempt to bring it back after COVID-19 restrictions had eliminated it in 2020 and 2021.

“We did actually have a plan to do [the event]. We had a date scheduled, we even had students sign up. But, unfortunately, the numbers were not what we needed to make the show actually happen, because we have to have writers, actors, directors, and a crew, and we really did not just have enough people to write and direct, and it was disappointing, and we ended up having to cancel it at the last minute,” Lundin said. “It was around the same time as this year.”

The project is different each year, as well as always filled with surprise.

“I don’t necessarily have specific memories per 24 hours because each one is different and happens so quickly. I do recall them always being really fun because in its nature it’s haphazard, because you throw it together last minute,” Lundin said. “So, you always end up with amusing situations, whether it’s a story that sort of came together but sort of didn’t, or if it’s just costumes that quite didn’t fit the thing but we made it work anyways.

The show is never what you expect it’s going to be.”

Drama Club and GSA have collaborated in the past, most recently a “talk-back” style presentation after the 2021 September Show, “The Laramie Project.”

Per Drama Club’s website (hinsdaledrama. com), the purpose of the collaboration is “to produce a theater project that celebrates every person exactly as they are.” Students are encouraged to sign up for the 24-Hour Theatre Project as a means of finding a safe space in their school.

“[Finding a safe space is] about people feeling like they are seen, heard and considered at this school, and more broadly, in this world,” Hutcheon said. “This school functions and exists for all of our students, and it is important that we are conscientious about creating safe spaces for all members of our student population to gather amongst their community and express themselves.”

so that they can read them, review them and talk to the writers, then they get their casts from our pool of actors, which is always a bit challenging because you never know how many actors you’re going to get,” Lundin said.“But there’s always some creativity there.”

In between scripting and starting the show, everyone returns home to sleep. Then, everyone gets back to school around 9 a.m. on Saturday to rehearse all the way until showtime at 7 p.m.

“I have seen situations in the past where I am amazed what high school students are able to do in just a few hours because the script has to actually get done the evening before,” Lundin said.

The 24-Hour Theatre Project usually lands in between the spring musical and summer break. Although, according to Lundin, there’s not really a connection between the two events, most students involved in Drama Club participate, as it has minimal time commitment.

“A lot of [seniors] like to come and do [the 24-Hour Theatre Project] because it’s like their last hurrah to perform with these particular people on that stage,” Lundin said.

GSA member and theater enthusiast Maggie Noonan, senior, shared her excitement for this collaboration and getting involved.

“The intersection of theater and LGBT stories and how our experiences shape how we tell stories, I think that will be even more prominent within the 24-Hour Theatre Project. The prospective possibilities of that excite me,” Noonan said.

Noonan said she hopes to be involved with the project as a writer. She has a passion for writing and is excited to have a more direct role in production.

Isabella Nardulli, senior and Drama Club member, echoes Noonan’s excitement for the event.

“I have had such a wonderful time being a part of other [drama] productions at Central. When I found out there was going to be the [24-Hour Theatre Project] this year and I could be in one more production [before graduation], I was super excited,” Nardulli said.

With the name 24-Hour Theatre Project, the event stirs up some questions about what it really is.

“The writers work on Friday after school until 10 p.m. The scripts go to the directors first thing in the morning [on Saturday],

In addition to that, this is the seniors’ first time doing the 24-Hour Theatre Project, as the last one was in 2019. This means it’s everyone’s first time this year doing this already hectic project.

Besides all of the chaos amongst putting together a whole show in 24 hours, this event, as well as the other shows during these last few drama seasons have made Drama Club a special place for students. Seniors reminisce on their first days in Hinsdale Central’s Drama Club.

“My main takeaway from my experience in theater is to embrace getting out of your comfort zone,” Nardulli said. “When I first started theater, it was hard letting loose on stage and doing stuff I felt embarrassed or awkward about. But when I started to push myself out of my comfort zone, I feel like I started to really let loose on stage and embrace the story I was telling.”

Nardulli emphasizes the importance of pushing yourself and getting out of your comfort zone to students who are also shy.

“Don’t be afraid to get involved [with Drama Club],” Nardulli said. “It can be easy to get in your head about auditions or productions, but ignoring that feeling is so vindicating and the memories made will last a lifetime.”

“Don’t be afraid to get involved.”

- Isabella Nardulli

Photo by Kaan Turkyilmaz

Behind the Curtains of

Graduation

By Anjika Kumar and Kaan Turkyilmaz

As you walk towards the stage, you pass rows and rows of smiling seniors; some proudly clutch their diplomas while others patiently wait to walk up to the stage. Finally, you hear the group with your last name’s letter being called through the booming speakers. You count down the names in your head. Three more to go. Two more to go. One more to go. You readjust your gown, take a deep breath, and begin walking across the stage. After a pause, your name is finally called: blasted across the thousands of spectators lining Dickinson Field. Cheers. Screams. Roars. You happily shake hands with Principal Walsh and the feeling sinks in: you have graduated high school.

What goes on behind the curtains before that moment when you finally receive your diploma? The entire month of May is a time for meticulous preparation to ensure that graduation runs smoothly. Administration, buildings and grounds, and senior guest speakers all have their share in the preparation.

Assistant Principal for Operations, Ryan Maita, and Administrative Assistant, Julie Van Ness, talked about their process of planning for graduation starting as early as years in advance to pick the date.

“That is all done a year in advance,” Maita

said. “We start talking about next year’s graduation and really the next three year’s graduation as we do the calendar.”

As the date quickly approaches, more things regarding the planning of the ceremony are done such as ordering the chairs, securing the sound system, and renting the stage. However, these things pose a slightly different challenge than previous years.

“This year is our first year using another company,” Maita said. “It’s just going through and figuring out different companies, different costs, and working with the audio company.”

It’s not only about figuring out the logistics of the ceremony, but also ensuring that every student is accounted for.

“There are two registrars that are involved in emailing the students to see what they want their name to be on the diploma so it is exactly

the way they want it,” Van Ness said. “That is a huge job.”

As graduation approaches, some other details are accounted for such as students voting on what teachers will be reading names at graduation.

“That’s an honor that our teachers receive from the senior class,” Maita said. “Those teachers that meant the most to the seniors and their journey.”

The four teachers that were selected to read the names this year are Mr. Brian Griffin, Mrs. Janelle Hoeksema, Mrs. Sanskruti Patel, and Mr. Christopher Wilbur.

As for the actual day, the bulk of the work includes setting up the field for the ceremony.

“The day of is a ton of fun because it’s setting up the field,” Van Ness said. “[We make] sure everything looks as nice as it possibly can look.”

As the day of graduation approaches, there are several components behind the scenes that must fall into place to ensure that the ceremony runs smoothly. But how much truly goes into making this day so special?

“[We make] sure everything looks as nice as it possibly can look.”

- Julie Van Ness

Photo by Kaan Turkyilmaz

Buildings and grounds has a crucial role to play during the phase of setting up the field. Frank Wright, buildings and grounds Site Manager, talked about the specific steps that his team and he will take. The process involves three different components: setting up the Dickinson Field, the main gym, and the fieldhouse.

According to Wright, in order to set up Dickinson Field, the buildings and grounds crew must take all of the band equipment to the field, line up 700 white foldable chairs, and set up the stage.

“It takes the whole crew of [buildings and grounds] guys,” Wright said. “You’re walking on the artificial turf and it’s real soft and flexible. So that’s probably the hardest component to manage when setting up.”

To help with the process, the crew will rent a forklift. Setting up Dickinson Field occurs on Wednesday, the day before graduation, and the crew is back to work on Friday to clear the field for a scheduled Lacrosse game.

Aside from Dickinson Field, where the graduation ceremony itself takes place, buildings and grounds must also prepare the main gym and field house for the graduation rehearsal. The graduation set-up on Dickinson Field must be replicated on a

smaller scale for the rehearsal.

While administrators and faculty members have played a big role in preparing for graduation, the Student Body President, Benjamin Monahan, and the Student Body Vice President, Carter Knotts, also have to manage several components behind the curtains.

Knotts shared information about her specific role at graduation.

“Ben and I will be introducing the speakers at graduation, the board of education, and the military students who will be doing a flag ceremony,” Knotts said. “We’re in the middle of drafting our speech; at the end of the ceremony we will be doing a closing speech to directly address the class of 2023.”

Aside from having several responsibilities at the ceremony itself, Knotts must also juggle her feelings about graduation as a whole.

“I definitely have mixed feelings; I’m very excited about my future. I’m going to the University of Illinois in the fall so I’ll be close,” Knotts said. “But at the same time it’s very bittersweet since I’ve had such an amazing high school experience and the memories.”

Knotts and Monahan will be joined by the Honors Orator and Keynote Speakers who will also be running the

show at graduation.

“The opportunity of being the Honors Orator speaker was made available to students who received the Summa Cum Laude distinction given to the top 2% of students GPA-wise in our class,” said Shahan Shafi, Honors Orator. “We then had to audition for the speech with a panel of faculty from the district. I’m extremely grateful for the opportunity and my parents for supporting me academically for all these years.”

Shafi also talked about the guidelines for his speech at graduation. “As Honors Orator, I give the Honors Orator speech at graduation. This speech consists of the following parts: insight into my journey throughout high school, what I’ve learned in the process, and advice for my classmates,” Shafi said. “For my speech, there are no specific guidelines except for the obvious on making it appropriate and inclusive for all members of our class. However, I want my speech to be engaging.”

Shafi also added that he wants to scatter “shoutouts” to his classmates throughout the speech to make it more engaging.

“I’m excited to see what approaches the Honors Orator and Keynote Speakers will take with their speeches given our unconventional high school experience,” Knotts said.

There is also a detailed process that goes into choosing a Keynote Speaker, which is a role open to any student in the senior class. This speaker is chosen by the speech team coach, Paul Woods.

“The [Keynote] Speaker is more of a ‘rah rah’ type, s as a senior class and what we have accomplished and what we have done,” Maita said. “Mr. Woods and I have a rubric that we will look at to see who is the best fit.”

While the four senior speakers are largely recognized for their responsibilities in running graduation, there are also other seniors who contribute behind the curtains to

“I want my speech to be engaging.”

- Shahaan Shafi

Photo courtesy of Taylor Varchetto

Taylor Varchetto’s rough draft for the program cover.

make sure that everything is set in place.

One very important responsibility is ensuring the programs and diplomas are correctly printed and spelled. Doing this includes double and triple checking that every student receives credit for any honors that they receive whether it be a Seal of Biliteracy, Summa Cum Laude, or any other distinction. In addition, Mr. Evan Haase’s art students design the program cover.

Taylor Varchetto, senior, is in charge of designing this year’s graduation program cover.

“The cover consists of a red background with the ‘HC’ logo all over the page,” Varchetto said. “The back includes a single banner. Lastly, I added some graduation caps to honor ‘23’s big day.”

Varchetto also explained her inspiration

for designing the cover: capturing the energy of the class of 2023. “I wanted the cover to reflect the class so I chose to create a design that was as bright, colorful, and lively as our seniors,” Varchetto said.

Other students shared their sentiments about graduation quickly approaching.

“It’s an exhilarating feeling knowing that I’ll be putting high school and my home town behind me to grow and discover who I am without restrictions; however, there’s a lot of people in this school that have been in my halls since preschool,” said Naomi Luangdilok, senior.

London Maxwell, senior, said she feels that graduation may have arrived even a little bit sooner than expected.

“With graduation approaching, I don’t quite feel like it’s real,” Maxwell said. “Personally, I wouldn’t be opposed to

spending more time at Central because I love the people and teachers, so it feels like we are being forced to leave before we might be ready.”

However, without a doubt, the seniors are going to excel in anything they decide to do next. Isabella Alt, senior, is looking forward to her future beyond Hinsdale Central.

“I’m really looking forward to the freedom I’ll get in college and beyond,” Alt said. “I’m looking forward to being able to focus on my photography and art.”

Before June 1, it is clear that several components must fall into place. Administration must finish planning the event. Buildings and grounds must set-up the field and understand the technicalities of such a large event. The four senior speakers, including Knotts and Shafi, must prepare their speeches. Varchetto, graduation program cover designer, must place the finishing touches on her design.

One thing is for certain: all seniors have a big day ahead of them. Graduation marks the end of one chapter in their lives and the start of a new one.

“With graduation approaching, I don’t quite feel like it’s real.”

- London Maxwell

Ryab Maita, Julie Van Ness, and LaTonya Shumate, registrar, gather around a conference table to discuss plans for graduation.

Photo by Anjika Kumar

Celebrating the Fine Arts

How the school recognizes and commemorates art, theater and music.

by Samrah Syed and Taylor Levin

Throughout the year, Hinsdale Central embraces a commitment to celebrating the fine arts in all their forms. From the first strokes of a paintbrush to the harmonious melodies of the choir, artists around the school have expressed their passions and talents in a variety of ways, showing their creativity and uniqueness. As the year comes to a close, here is how the fine arts community has celebrated.

Solstice is an important part of Hinsdale’s fine arts legacy, where many students are recognized for their creative abilities.

Solstice is “an art and literary magazine where the students design and select the works that are put into it,” said Angelique Burrell, English teacher and Solstice Literary Magazine Advisor.

Solstice incorporates a variety of artwork and pieces into the magazine, including 3D art such as jewelry and ceramics, mixed media, and photography. Students are encouraged to express themselves artistically.

“From the entire student body, everyone has an opportunity to submit something,” Burrell said.

Solstice preparation begins at the start of the school year, where a theme is chosen and submissions windows are opened.This year’s theme is “Do Not Disturb,” and it will be reflected through the design aspect of the magazine.

“The theme guides the background of the magazine and this year we are using soft gradients and cool tone palettes to reflect the Do Not Disturb theme,” said Zuzanna Sokolowski, senior.

Sokolowski has been in Solstice for about three years and this year she is in charge of communications for the club. Not only does she contribute to the design and construction of the magazine, but her works have been published in Solstice, including some textile works and two dresses she has sewn.

“I’ve spent many nights and hours working on this magazine,” Sokolowski said. “I hope more people get a chance to read it and appreciate the hard work we all put in.”

Sokolowski and other club members not only filter through several submissions of work, but they also construct and design the entire magazine. By the end of this lengthy

Features

and intricate process, more than 50 works of art and roughly 15 writing pieces are featured in the magazine.

“[Solstice] is a really cool opportunity for students who have talent in something more unique. It’s important to showcase and publish the works of these amazing artists and writers, and it’s fun for their friends to see the amazing things they can create,” Sokolowski said.

The magazine comes out at the end of May and if students have purchased an activity pass, it’s included with the pass; however, students are invited to purchase a copy if they do not have an activity pass.

The AP Art showcase has come to a close, and it was available for students to see at the end of April and beginning of May. During the showcase, AP Art students had the opportunity to hang up pieces from their portfolio in various locations around the school.

AP Art students kick off the year by choosing a theme for their portfolio, “which is almost like a research question. It’s called the sustained investigation, which has to be an open ended abstract question that students are able to answer in multiple artworks,” said Aleksandra Zdun, art teacher.

An AP Art portfolio counts as the AP test, leading students to work on their portfolios throughout the whole school year.

“[We] prepare ten or more pieces to put in our art portfolio. All of these are cohesive pieces that go along with a certain theme,” said Rose Baroni, senior and AP art student.

One of Baroni’s pieces was a clown figure, which tied back to her chosen theme of fear.

Baroni hopes to “express [her] deepest fears, both on a surface level and in more abstract ways. [She] often incorporates hands and faces into [her] work to convey the emotional intensity of the subject matter.”

Angela Lim, junior and another AP Art student, was also featured in the art gallery.

Her theme revolved around the question of “how does noise and movement affect how humans remember memories?”

“There is a lot of freedom to do whatever your heart desires and our teacher, Ms. Zdun, is the best at making us feel comfortable and interested in our work and our classmate’s work,” Baroni said.

From the freshman play in September to the Urinetown musical in April, the Drama Department has been busy all year putting on several productions for the school. According to the teachers who direct the shows, theatrical plays and musicals require a lot of preparation and behind the scenes work, and the hard work that these students and producers put into these productions is fueled by their passion.

“Theater is something that I’ve always really loved,” said Christopher Kostro, English teacher. Kostro has been assisting and directing plays in the district for 12 years. He has been involved with plays and musicals his whole life, by participating in theater when he was little and majoring in acting.

Each year, the drama department typically puts on five productions, allowing students to showcase their talents on stage. In the beginning of the year, there was the September show Too Much Light Makes the Baby Go Blind, the freshman play The Nerd, and the Fall show Clue. Then, there was the Winter show which was a series of one act plays which were student directed. Lastly, there was the Urinetown musical, which was directed by Kostro.

The other productions included directoral oversight by English teachers Susie Jaffe and Erin Lundin and science teacher Paul Woods.

The Urinetown musical required extensive planning, which started as early as last summer. Kostro worked closely with the choral director, Mrs. Jennifer Burkemper, and the tech director, Mr. Charlie Cooper, along with other professionals like the choreographer and the pit director. The musical production demands meticulous coordination and discussions around scheduling, rehearsals, and technical requirements.

“The musical is the biggest production because there’s just so much involved— more kids, more adults, and more work,” Kostro said.

According to Kostro, when putting on a great production like the musical, directors also need to consider their funding before they choose what production to put on. From the rights to the show, to the sets, costumes, and lighting, putting on a musical production can become quite expensive.

Arts

“A musical can cost anywhere from $10,000 to $30,000,” Kostro said.

The Drama Department is self-funded, meaning they primarily rely on ticket sales from previous shows for their budget. There are also fundraisers held throughout the year which help, but regardless of the cost, the cast and crew members always show their dedication and commitment to the fine arts in their productions.

“Joining the drama department was one of the best decisions I’ve made. It is such a fun space to be in… a place where I feel very comfortable being myself,” said Daniel Altamirano, sophomore. Altamirano has been involved in six productions since his freshman year.

“One thing I enjoy about performing is how I can just completely absorb myself into the role. When I’m on that stage I feel like everything bad that’s happening disappears, it feels very nice to just lose myself into whatever role I’m playing,” Altamirano said.

The Drama Department’s dedication to the fine arts, the hard work of both teachers and students and the immersive experience of performing on stage all contribute to creating memorable productions that enrich the school community.

Music is one of the key pillars of the fine arts, and Hinsdale Central Band, Choir and Orchestra students embrace the universal language of music by collaborating with one another.

The various groups performed a diverse range of songs and pieces, from seasonal songs like Jingle Bells to intricate arrangements like Reflections of the Earth. Whatever the piece may be, the musicians practiced endlessly throughout the year and performed in concerts throughout the fall, winter and spring.

The Music Awards Concert, which took place on May 26, was a full department concert which highlighted the senior class. All the choirs, bands, jazz and orchestras combined in their respective groups to perform a few medleys for everyone to hear.

“We’ve been doing this format for over a dozen years and love it,” said Jennifer Burkemper, director of the choirs. Burkemper has been teaching choir at Central for 16 years.

The Choir, Band and Orchestra each chose a theme which correlated to the pieces they performed.

“Choir seniors select the theme each year. This year we are doing ABBA/Mamma Mia,” Burkemper said.

After all the singing and music, the senior class is recognized with an award ceremony.

“It’s nice to see all the seniors get recognized after they have been here for so long, but I definitely am going to miss them,” said Claire May, junior and member of the Philharmonic Orchestra.

This was the last concert for all the musicians, and many began to reflect on the year they had.

“I’ve always enjoyed singing but the choir community just makes it that much better,” said Sofia Arain, junior in HC Singers Choir.

Photo Courtesy of Gigi Schubkegel

Photo Courtesy of Angela Lim

Photo Courtesy of Susie Jaffe

The Moment

Union Station

Students attended prom at Chicago’s Union Station on April 29, partaking in a boat ride on Lake Michigan afterward.

photoby Anjikakumar

battleground

Should education be mandated through the State?

Michael Sahs

on what that State actually does.

The youth may not necessarily hold all the rights of a citizen. This may provide the State with proper grounds to compel them into education. However, all the education necessary to function in the State is usually completed no later than eighth grade. An eighth grader can read, write, etc. This is all the average citizen will need, beyond the specializations of their ἀeld of work.

This article will only argue that the Ideal State- that is, the State that Western Democracies aspire to be- has no right to compel education. Whether the Practical State (i.e. the State which actually exists) has any right to compel education depends solely

In the landmark Supreme Court case Wisconsin v. Yoder, the Court ruled that Amish children could not be mandated to participate in standard compulsory education because it violated their religious liberties. Although it is easy to sympathize with the ruling of that case, it is precarious because it sets the dangerous precedent that education is optional, and not a requirement for having an educated citizenry.

Moreover, it surfaces an important debate on mandatory education, deἀned as whether or not the government has the right to force children to stay in school until age 16. Clearly, mandatory education is necessary because education is critical for personal development, reduces poverty and crime, and is crucial for societal development.

First, education is essential for personal development and success in life. According to a study conducted by the Bureau of Labor Statistics in 2017, individuals with higher levels of education tend to have up to twice as much annual income and better job opportunities than those with lower levels of education, creating a cycle of well-being for themselves and their children. In addition,

By the time a citizen can work, they can be compelled to pay taxes on this work. When the child can pursue for himself the rights of shelter, food, and the like (which he can upon turning 14), the State is no longer obliged to provide these to him, and the child should no longer be obligated to pursue an education. Whether it is the wisest course for the child to pursue education is irrelevant- the State cannot compel you to choose the best option for yourself. Who am I to say that a 14-yearold is a functional citizen? I am not the one saying this. In Illinois one can begin work at the age of 14. The right of the state to impose duties upon him ought to cease the moment he enters into taxation.

education provides individuals with critical life skills such as critical thinking, problemsolving, and communication skills, which are essential for success in both personal and professional life.

For instance, a study by the National Research Council found that individuals with higher levels of education are 36% more likely to report better mental and physical health than those with lower levels of education.

Second, education is an effective tool for reducing poverty and crime rates. Studies have shown that individuals with higher levels of education are less likely to live in poverty and engage in criminal activities than those with lower levels of education. For example, a study conducted by the National Bureau of Economic Research found that increasing high school graduation rates by just 10% could reduce murder and assault rates by approximately 20%. Currently, crime rates are increasing in several major cities in the country as well as on a per capita basis in several states. To combat this increase in crime, mandatory education could help offer people more legal opportunities to realize economic well-being.

When the State compels a man to pursue his education, the State is very literally compelling the man to labor. Education is forced labor- we perform, each day, seven hours of what could be called paperwork in what could be called an office building, were it not students performing these tasks. This work is required of us not just at school, but even as we return home we must consider how we are to complete further work, in time that even prisoners might be allowed to consider leisure.

One might argue that the State has the right to compel this labor, creating productive citizens to serve society. However, imagine a State in which there exists a construction worker shortage. The State, in order to alleviate this, offers beneἀts to anyone who agrees to work in construction so great that any deἀcit caused individually by working in construction is offset. In this situation, does the State have the right to compel its citizens to become construction workers?

The State has no right to compel my labor. It cannot be justiἀed in any way which protects the most valuable of our rights.

Finally, education is crucial for societal development and progress. A study by the McKinsey Global Institute estimated that if every country matched the education levels of the best-performing countries, global GDP could increase by $28 trillion by 2025. Considering that this economic prosperity will likely bring with it increases in standards of living and a decrease in corruption, higher education is objectively good--and so, too, is mandatory education.

Ajay Gupta

Who Gets the Burden:Changing the Discussion Surrounding Sexual Assault Prevention Staff Editorial

AsI yelled, kicked, and punched my padded assailant, my classmates cheered me on. Suddenly, I broke out of my attacker’s grip and sprinted away, grinning and panting as I raised my fists in victory. It may have seemed like something out of a movie, but my Group Exercise class was participating in the simulation portion of RAD, a training course that makes up the bulk of our self-defense unit.

RAD, which stands for Rape Aggression Defense, is a sexual violence resistance program. Since its inception in 1989, RAD has been the nationwide standard for sexual assault prevention, and having been through the basic training program, I can see why. Through lectures, discussions, and hands-on practice, students learn how to escape from an unsafe situation, and that knowledge gives me peace of mind. Although I stand at a measly 5’1’’ and barely weigh over 100 pounds, I could still defend myself against a larger attacker.

General student opinions of D86’s sexual assault prevention curriculum, however, have remained mixed. At the beginning of the self defense unit, students were required to view a Netflix documentary, Audrie and Daisy, a profoundly disturbing film about the brutal sexual assaults of two intoxicated teenage girls and the aftermath.

After viewing this documentary, students were then thrown into RAD training, with the hope that it would help them become ‘empowered’ to stand up for themselves. To be fair, it worked to an extent. I became far more comfortable using my voice after training to scream “No!” with every move I made. And it was motivating to see just how much power I held when I practiced punching and kicking a training pad.

However, this is not enough; the district must implement a bystander intervention program to teach students how to prevent attacks.

RAD touts itself as a “truly holistic approach to self-defense education” when it isn’t. It takes on a heavily victim-focused approach, where trainees have to pretend they’re in all kinds of horrific situations, including lying on the ground while being restrained by an aggressor. Now, I don’t disagree that knowledge is power. I’m glad I have been informed on what to do if this were to ever happen to me, but in Group Exercise, a class of mostly female-identifying students, there remained throughout the unit an unspoken question: where are the boys, and why are they not included in these discussions? We were only taught what to do if we were being attacked,

almost as though an attack were inevitable or highly likely to occur. But what does that do to address sexual assault in the first place?

The school’s physical education department has certainly done its best to address these concerns. After numerous complaints from Group Exercise students, staff members have signed up for certification in the RAD For Men program, which is a step forward. RAD For Men emphasizes de-escalation tactics, and the implementation of this program suggests that the school wants to shift its paradigm away from one that puts the burden of assault prevention on potential victims.

But that may not be the correct way to address the issue either. Separating training based on gender only reinforces the mentality that women are victims and men are aggressors when that isn’t always the case. Considering that the National Sexual Violence Resource Center finds nearly one-fourth of American men are sexually victimized in their lifetime, then ignoring their suffering is just as harmful as assuming that they are the only aggressors.

Furthermore, simulation training may not be as helpful as we assume. During the simulation, students in my class were given the option of escaping from a wrist grab in public, a bear hug from behind at an ATM, or both. Although these scenarios are possible in real life, they represent one of the most unlikely situations - an attack by a stranger. The sad truth is, in nearly 80% of cases involving rape, the perpetrator is someone wellknown to the victim, according to Rape, Abuse & Incest National Network. Thus, training for a public kidnapping scenario, although helpful, may not be in the best interest of students.

When I reached out to the PE Department Chair, Janelle Marconi, for her thoughts on how RAD or the district could improve their curriculum, I was told that efforts were being made towards expanding the anti-sexual assault curriculum for the universal freshman and sophomore PE classes, while keeping existing curricula in the elective PE classes. The freshman and sophomore courses are intended to emphasize consent, social awareness, and de-escalation, with the sophomore classes having separate, gender-based discussions.

The new programs will be implemented beginning in the 2023-2024 school year at Central, and then the following year at South. Unfortunately, while I appreciated the dedication of the PE Department, it became increasingly clear to me during the interview

that adding components besides self-defense and self-regulation had not been considered.

My goal in pointing out the existing flaws in the district’s self-defense course is not to bash it. If anything, I applaud the historic efforts that have already been made towards advancing student safety as well as the response to feedback. I also recognize the budget issue, as the district has to pay for instructor certification. Self-defense training is a useful investment, and it should continue; however, the focus should be on a comprehensive curriculum that will prevent assaults from happening in the first place, and for that, bystander intervention training is the only method that is proven to work.

Essentially, bystander intervention programs train students to identify the signs that an assault is either happening or about to happen so that they can safely stop it. The curriculum addresses all students as potential problem solvers rather than as victims or perpetrators, thus evading any gender-based generalizations. And decades of systematic reviews have shown that bystander training is effective. Researcher Ann Coker and colleagues reviewed the effects of the Green Dot program for nearly 90,000 Kentucky high school students over five years. Remarkably, they found that between the third and fourth year of implementation, assault rates had gone down by about 27%. Bystander training also increases student responsiveness and empathy, as evidenced by their increased rate of intervention. Sexual assault does not have to be seen as impossible to address. All students can be part of the solution, but only if they are given the tools to do so.

District 86 is known for its academic excellence and its preparation of students for the future. And in turn, it ought to teach students other vital skills that they will utilize in their adult lives: courage, empathy, and a willingness to stand up for what’s right.

The unfortunate reality is that sexual assault is a risk young people may face both now and later in life. Self-defense education is a great start, but to make our preventative measures truly effective, time and money must be redirected toward making our anti-sexual violence curriculum more comprehensive. It takes only one person to make a difference, but the possibilities of many determined individuals are endless.

This editorial is the consensus of the editorial board; written by guest writer anya raman.

S E N. . .

The One When They

I O R S . . . .

They Graduate

Senior Bios

Taylor Levin — Editor-in-Chief

I decided to join Devil’s Advocate my junior year, and I loved writing for the online newsmagazine. I have always loved movies or TV shows about journalism – such as The Paper, Spotlight, and even Paris and Rory from Gilmore Girls. As junior year came to a close, I wanted to become more involved in journalism, which prompted me to shoot for an Editor-In-Chief spot. My senior year, as an Editor-In-Chief, I have learned a lot about the journalism community through intricate workshops, have gained new knowledge on design tools, and have interviewed an abundance of different people. Our print and online team this year has been great, and I am very grateful for my time on Devil’s Advocate! I have been blessed with countless opportunities and memories.

Annie Koziel — Managing Editor

When I joined Devils’ Advocate, it was on a whim my junior year after bingewatching Gilmore Girls and thinking, “hey, maybe that could work for me!” Two years later, I’m still an avid coffee drinker and committed to study journalism at DePaul University next year. Working on Advocate has had its share of challenges, but it’s been an absolute joy. I never thought I’d get to the point of remotely understanding InDesign, but now I handle the Table of Contents for every issue and putting designs together is almost relaxing. Advocate has given me the opportunity to interview and connect with people, to write and learn about interesting parts of our school and our world, and to take on a leadership role I really enjoy as a Managing Editor. I’m grateful for my time here and I highly encourage anyone to try something new on a whim - I’m certainly glad I did. Thanks for reading this month’s issue and good luck to all my fellow seniors. As the great Lorelai Gilmore once said, “I’m fine. I’m just being dramatic. It’s what I do.”

Alex Olguin — Managing Editor

My time in Devils’ Advocate has allowed me to gather the facts and cover stories for you, the reader. The opportunities afforded to this first time journalism student have been many and I am eternally grateful for the opportunity. For handing me the reins as Managing Editor, I am thankful and humbled. I have worked with the most talented, dedicated and focused professionals, who sacrificed endlessly and tirelessly to meet deadline and get every story out and I am so proud of them and I am honored to have edited their work. I will miss the staff of Advocate greatly and deeply. This is my last piece here, thank you for reading today and over the year, it has been an honor and my pleasure. It is my hope that Advocate will continue to grow, that Advocate will continue to hold truth to power, that the facts will always matter, and that journalism and journalists will thrive.

Meet Online’s Seniors

lily

ging — Editor-in-Chief

I joined Devils’ Advocate my junior year and am so glad I did. I’ve loved being an Editor-in-Chief this year, and it’s taught me a lot. In my free time, I enjoy driving around with my friends while listening to music and can often be found eating at Chipotle or getting coffee from Starbucks. I was also on the cheerleading team all four years and loved performing at pep rallies.

Ellie Ursillo — writer

I was a Co-Captain of the Poms team this year and enjoyed performing at all of the football and basketball games. I also love getting to be a peer buddy for students in the Adaptive PE class here. Some of my favorite things to do outside of school would be, shopping, listening to Harry Styles, watching the Bachelorette, and spending time with my friends and family.

isabel palo — writer

I participated in the Poms team at Central. My favorite subjects in school are science and English, and outside of school I enjoy drawing and journaling.

Simrah

Qasim — Editor-in-Chief

I joined Devils’ Advocate club my freshman year of high school and have been writing for it ever since. I joined DA online and my senior year was appointed one of the two Editor-in-chief positions. Being on Devil’s Advocate not only gave me the opportunity to learn more about conducting interviews and writing professionally, but it also allowed me to find a community who shared the same love of writing as I do. My Advocate family will always be something I hold close to my heart now and forever.

ella songco — writer

I spend most of my time babysitting, going to concerts, and taking photos for yearbook. I also enjoy listening to music, reading books, and driving around with my friends. I can often be found eating at Il Mio or getting an Oberweis shake.

I have participated in track and a variety of clubs, such as Crew Link, National Honor Society, Poetry and Radio throughout high school. I enjoy journalism because it creates an opportunity to express and report local or national news.

amanda

I’ve been on the HC Varsity Gymnastics team all four years of high school and have participated in Habitat for Humanity, National Honors Society, Peer Leadership, and Peer Buddies. In my free time, I enjoy listening to music and podcasts, shopping, and reading.

I love fashion, traveling, art, and 90’s punk rock. Along with Devils’ Advocate, I’m an active member of the Hinsdale Central radio club. Outside of school you can find me at my job at a jewelry store, at a concert, or blasting music in my car.

mclaughlin — writer

mikayla mahler — writer

rachel brugge — writer

CLASS OF

Here is where your seniors plan to take the next steps of their journey.

ALABAMA

Auburn University

Nicholas Bergner

Jack Conners

Nicholas Tarasi

Jack Treiber

Gabrielle Van Fleet

University of Alabama

Lorelai Bittner

Cooper Brackett

Cole Clawson

Eli DeLaMater

Kyle Doorhy

Henry Harris

Ava Myall

Gabriel Radziszewski

ARIZONA

Arizona State University

Jack Hagen

Natalie Kujalowicz

Nicholas Kujalowicz

Reese Napier

Tyler Riggi

University of Arizona

Manuel Arellano

Ava Ciardelli

Andrew Fix

Francesca Gick

Mason Grohe

Braden Henry

Caroline Kramer

Jeffrey Preusser

Erin Ranke

Shaylee Rusteberg

Oscar Schwalb

Grace Thompson

Northern Arizona University

Adam Lacayo

CALIFORNIA

Claremeont McKenna

Shay Doshi

University of California, Berkley

Ariana Tavoso

University of California, Davis

Kayleigh Harrast

University of California, Santa Barbara

Jacob Lue

University of Southern California

Andrew Kassab

Jakobi Lange

Abigail McMillin

Alexia Pappas

Pitzer College

Millan Whittier

San Diego State University

Jorie Brubaker

Ty Rodriguez

Santa Clara University

Ishaan Doshi

Scrips College

Hannah Fawley

University of San Francisco

Evelyn Phillips

COLORADO

United States Air Force Academy

Eric Seppanen

Colorado State University

Hunter Hamdan

Sarah Skora

Grace Stoffer

University of Denver

Julia Lorenz

Andi Shievitz

University of Colorado, Boulder

James Gruber

Fernanda Hernandez Ursua

Erika Kalman

Mia Mannarino

Andrew Mitchell

Mara Niemeyer

Faith Pappas

Baden Pollard

Jackson Videbeck

DISTRICT OF COLUMBIA

Georgetown University

Piper Frankiwicz

Shahaan Shafi

designed by: Alex Olguin

FLORIDA ILLINOIS

Augustana College

University of Miami

Haley Casey

Jack Erickson

Milo Greenspon

India Jones Shah

Rafaela Lopes Ribeiro

Brielle Lynch

Isabella Styka

University of Florida

Ivy Shen

Athena Verven

University of Central Florida

Lily Ging

University of Northern Florida

Anna Pikul

Florida State University

Taylor Levin

Nikolai Rhodes

Florida Gulf Coast University

Kamila Sawosko

Nova Southeastern University

Armaan Sinha

Indian River State College

Remingtyn Bokos

GEORGIA

Georgia Institute of Technology

Matthew Birnbaum

Sarah Steephen

Hawaii

University of Hawaii

Farrin Candido

Charles Bergin

Benedictine University

Kayla Daze

Bradley University

Maia Allsop

College of DuPage

Mahad Ahmed

Zainab Alhamwi

Zakareeya Amra

Yahia Amra

Anissa Andalcio

Avery Andersen

Olivia Antonelli

Ava Baca

Claire Barnard

Shreya Bhalerao

Adam Chacin

Edward Chira

Peter Cook

Dillon Curtiss

Daniel Dzanda

Kyle Eggert

Jenna Elqaq

Michael Fandre

Katerina Georganas

Genevieve Holt

Adrianna Hooper

Amari Hulbert

Emilija Ivanauskaite

Jana Jabi

Megan Katsis

Sameer Khan

Amelia Kirsch

Noah Krames

Tabatha Loera

Haashem Malik

Gabriella Manko

Jiya Mistry

Julalak Nakwatcharankool

James Patacsil

Ever Rios

Sedra Sayadi

Colin Sullivan

Jack Sylvester

Faris Touleimat

Alexis Widrig

Joshua Yan

Goda Zemblys

Columbia College Chicago

Abigail Hernandez

Margarete Noonan

DePaul University

Akram Alothman

LaNiyah Bailey

Nina Barbara

Callie Brown

Aaliya Farooqui

Jesse Gamboa

Ani Girish

Sabrina Karim

Annmarie Koziel

Emma Ivoska

Anthony Martirano

Mickey Norton

Adriana Olaguez

Hussain Raza

Gia Syed

Hannah Priester

Montgomery Su

Elmhurst University

Amanda Drew

Hammad Shams

Megan Song

Nina Teoli

Illinois Institute of Technology

Fatima Khan

Saniyah Mohiuddin

Eliott Smith

Illinois State University

Nina Marino

Michael Ryndak

Sara Young

Jalah Wassira

Knox College

Gillian Chase

Loyola University Chicago

Shayan Ahmed

Mariella Andrews

Farooq Ilumoka

Methuli Jayesinghe

Nusrat Kabir

Delaney Kemp

Urte Likataviciute

Naya Majuskas

Italia Martinez

Alexandria Milandinova-Genova

James Nicholas

Louis Nicholas

Owen O’Byrne

Camila Pavon

Suaiman Qazi

Tristan Rush

Joseph Shaher

James Spagoletti

Chiara Zagarra By The Numbers

Millikin University

Tess McArdle

North Central College

Emma Youssef

Southern Illinois University

Carbondale

Joseph Wareham

Northwestern University

Adam DiPasquale

Lily Gerami

Jenna Jazayerli

Talia Johnson

Alexander Olguin

Gregory Theotikos

Sarah Thorton

University of Chicago

Alexander Burt

Aidan ElDifrawi

Ann Haarlow

Daniel Lee

Siddarth Malapati

Benjamin Monahan

Mishal Rizvi

University of Illinois at Chicago

Badr Abusalah

Raphael Aliga

Nabiha Akhoond

Sarah Alamir

Zayd Alzein

Caleb Aquino

Iliana Gonzalez

Marya Hajsaleh

Sami Kassir

Kareem Muftee

Bhavya Nagar

Benson Ni

Abrahim Riaz

Ramez Rifai

Saanvi Sethi

Joseph Shenouda

Brett Simon

Alisha Tariq

Ariel Wong

University of Illinois at Urbana-Champaign

Ahmed Abdelaziz

Nysha Adusumilli

Dalia Ahdab

Zeki Ali

The Numbers

Mehlum Anjarwala

Marley Arquines

Christopher Azzo

Mariya Bajwa

Tessa Barber

Alexy Basov

Dylan Bassett

Amy Bayarsailkhan

Joesph Boggs

Ava Buckley

Angie Burchinal-Imai

Rachel Cheung

William Ciastko

Hemza Darwish

Grace Deane

Lucas DiGuido

Emerson Eck

Alexander Gallagher

Timothy Gambla

Sherry Gong

Jane Hafner

Alysha Haverkos

Beatriz Haverkos

Jacob Haverkos

Aidan Hernandez

Logan Hoang

Nicole Hu

Imran Husain

Rayyan Iqbal

Lily Jackson

Sohan Joshi

Caroline Kavanagh

Zoeya Khan

Brian Klink

Carter Knotts

Aleksandra Korza

Joshua Krames

Marissa Kuo

Hannah Li

Saint Luan

Elisabeth Mann

London Maxwell

Devan Mehta

Umair Memon

Mohrael Mikhael

Grant Miller

Laura Misunas

Jenna Nabelsi

Adam Namkung

Lana Nehme

Ashley O’Neill

William Otten

Ozgen Azra

Isaac Park

Aryan Patel

Siimrah Qasim

Ivy Qiu

Isha Rao

Gavin Rose

Siya Sahgal

Peter Sakkos

Bassam Sawaf

Elizabeth Singer

Rishab Singh

Neha Siram

Fatimah Shaikh

Krupa Sudheendra

Anand Tekkey

Angela Tian

Beatrice Tjernstorm

Steven Tobia

Anabella Totaro

Katelyn Ulrich

Anisha Undevia

Nancy Wang

Daniel Wang

Edwin Weyer

Brian Williams

Juliana Wittrock

Alex Yang

Jerry Yao

Jason Yawe

Sana Yousuf

Kevin Zhang

Zhitong Zhu

Imaan Zaheer

University of St. Francis

Nisara Sripraram

INDIANA

DePauw University

Braden O’Rourke

Indiana University

Adam Baridi

Brianna Birmingham

Kathrine Brophy

Vidar Carlbaum

Haley Cashman

William Cernugel

Gargi Girotra

Sean Joy

Daniel Kamon

Caterina Kluchenek

Emily Knaul

Mikayla Mahler

Amin Matariyeh

Cathrine McCabe

Evan Phillips

Bella Salvi

Kristina Sherpitis

Michael Skora

Samuel Tabuena

Jack Trainer

Taylor Urick

Earlham College

Winifred Kratz

Indiana University - Purdue University Indianapolis

Ava Elliott

Purdue University

Nicholas Albores

Matthew Andrikonis

Rachel Brugge

Aira Chaudhary

Rohan Devulpally

Abhi Doshi

Monet Gruft

Jack Ruth

Conrad Soares

Andres Tercero

Rick Zheng

Purdue University Northwest

Liam Ryan

University of Notre Dame

Angela Conley

John Knott

Mai-Jeanna Sakho

Shannon Stover

Saint Mary’s College

Clara Chalut

Trine University

Giovanni Pamfili

Valparaiso University

Quinn Allsop

Naomi Luangdilok

Caitlyn Van

IOWA

Drake University

Emil Riegger

Iowa State University

Sarah Brosius

Kyle Kepouros

Angelina Molfese

Amber Pelton

Austin Rowe

Cayden Rowin

Iowa Western University

William Ho

University of Iowa

Asim Abbas

John Anglin

Sam Arenberg

Emily Brakin

Jacob Chaudhry

Sharon Chen

Kevin Connors

Charlie Cornell

Sara Ellithrope

Ethan Fisher

Charlotte French

Ethan Hallberg

Ella Jones

Alexa Knapp

Emily Lane

Mason Mahoney

Keven Margad

Daniela McMahon

Logan Melia

Maxwell Merlo

Sophia Mikluskova

Delaney O’Neal

Isabel Palo

Emily Pope

Olivia Suliga

Gavin Vande Lune

Maxwell Wlliams

MARYLAND

Johns Hopkins University

Andrew Gilbert

Sophia Kim

St. John’s College

Michael Sahs

University of Maryland

Jonathan Webster

MASSACHUSETTS

Babson College

Souren Raina

Boston College

Lindsey Bruns

Sebastien DuFort

Charles Healy

Elena Henneman

Ethan Ho

Noah Priest

Walter Waverley

University of Kansas

Lily Kozolowski

Luke Lorr

Andres Waelter

University of Kentucky

Alexander Baron

Sophia Gramatis

Daniel Schlais

University of Louisville

Gavin Myall

KANSAS KENTUCKY LOUISIANA

Louisiana State University

Thomas Labno

Charles Paulman

Lillian Riker

Tulane University

Luka Colakovic

Adam Gerard

Joesph Knight-Jones

Kaitlyn Thick

Boston University

Yusuf Chaudhry

Peyton Miller

Margaret Risinger

Harvard University

Sebastian Attlan

Luke Chung

Samuel Chung

Ajay Gupta

Meghna Mitra

Northeastern University

Alexander Aschinberg

Talia Elzein

Noora Hameeduddin

Shrija Sunkara

Tufts University

Maxwell Pavlik

Wellesley College

Madeleine Boruff

MICHIGAN

Michigan State University

Audrey Austin

Kevin Brixie

Olivia Fuller

Phoebe Guido

Alexandra Jovanovic

Noah Levine

Charlotte Riddiford

Frances Schmelka

Davis Stermer

Alexandros Tjavaras

University of MichiganAnn Arbor

Aadit Bhavsar

Chase Coghill

Catherine Huber

Benjamin Oosterbaan

Sahan Sahgal

Isabella Salti

Karan Sudhama

Isabella Xu

Hope College

Wyatt Alvarado

Michigan Technological University

Andrew Postuma

Northern Michigan University

Ollie Galati

Western Michigan University

Hannah Milton

Francis Curtiss

MINNESOTA

Carleton College

John Hines-Shah

St. Olaf College

Analise Budziak

Kendall Mullins

University of MinnesotaTwin Cities

Kevin Gottschalk

Kate Kocoras

Noah Lim

Parker Rohn

Queenie Zheng

University of MinnesotaRochester

Karina Patel

MISSISSIPPI

University of Mississippi

Mary-Margret Lewis MISSOURI

Saint Louis University

Avery Rigazio

University of Missouri

David Moffett

Ryan Palm

Washington University

Cayleigh O’Hare

Simmi Rajagopalan

NEW YORK

Columbia University

Jenna Zhao

Cornell University

Jiming Chen

Rebecca Guan

Arjun Saini

Jaden Schmit

Fordham University

Gretchen Laurence

New York University

Ethan Du

Leandra Gruft

Doreah Salti

Rensselaer Polytechnic Institute

Annaka Freve

Sarah Lawrence College

Naomi Gibson

Syracuse University

Tyler Gonzalez

NEW JERSEY

Princeton University

Cody Tavoso

NEW MEXICO

University of New Mexico

Hannah Nelson

NEBRASKA

University of Nebraska

Isabella Nardulli

NORTH CAROLINA

Duke University

Will Schmeltz

Elon University

Rose Baroni

Elise Butterbach

Thomas Sean

High Point Univeristy

Leona Bustami

Madison Molis

Wake Forest University

Shrihan Atluri

Alexander Chung

OHIO

Denison University

Sonia Tadavarthy

Kenyon College

Ciaran Strimaitis

Miami University

Anne Ambrose

Jack Cibinski

Grant Davis

Zachary Devine

John Gjeldum

Charlotte Goggin

Brendan Kelly

Paige Lambert

Katherine Malloy

Katherine Meyers

Charles Riehle

Taylor Varchetto

Case Western Reserve University

Srikar Gandham

Vinni Guo

Nicholas Mihailescu

Prachi Shah

Ohio University - Athens

Hannah Tatum

Ohio State University

Catherine Consentino

Amelia McLaughlin

Sean O’Hea

University of Cincinnati

Zuzanna Sokolowski

University of Dayton

Henry Berger

Grace Claus

Aaron Doorhy

Angel Flores

Kathryn Gleason

OKLAHOMA

Oklahoma State University

Jeffery Birnbaum

University of Oklahoma

Ella Backus

Olivia Costello

OREGON

University of Oregon

River Collis

Victor Ferrell

Daniel Watcke

PENNSYLVANIA

Carnegie Mellon University

Isabella Alt

Jeffery Liu

Chase Collignon

Elyssa Chandler

Jessica Han

Reece Kolke

Drexel University

Stephen Annoreno

Penn State University

Kayla Bukas

Robert Monson

Aidan Murphy

University of Pennsylvania

Sarah Fischer

Varun Kanagat

University Pittsburgh

Dean Assicurato

Matthew Minnella

Emerson Bolenbaugh

Claire Monahan

Nikita Patel

RHODE ISLAND

Brown University

Athena Deng

Priya Dhananjaya

Alexander Hadesman

Alexander Jiang

Michael Shao

SOUTH CAROLINA

Clemson University

Andrew Sheldon

Isabelle Witt

University of South Carolina

Victoria Pecilunas

Quinn Willman

SOUTH DAKOTA

University of South Dakota

Phoebe Paarlberg

TENNESSEE

Vanderbilt University

Aiste Autrevicius

University of Tennessee

Margaret DeDobbelaere

Cody Jurgenson

Henrique Lopes Ribeiro

TEXAS

Southern Methodist University

Kyra Brannigan

Andrew Isenhart

Madelyn Paverno

Kaitlyn Poulos

Lauren Priest

Baylor University

Sara Vladisavljevich

Texas Christian University

Dayton DiTomasso

Colin Griffin

Tucker Read

Aiden Schackart

Grace Stojka

Texas State University

Rajenae Donaldson

Texas Tech University

Gabrielle Diaz

University of Texas - Austin

Olivia Dimitriou

UTAH

Utah State University

Sarah Kitley

VIRGINIA

Virginia Tech

Ian Kanjirath

Eras Malone

Keyan Mikaili

University of Richmond

Grace Van Houtte

University of Virginia

Bridget Novatney

Anika Singh

Samita Ukani

Charles Wittemann

WISCONSIN

Carthage College

Christian Youngman

Thomas Noonan

Fox Valley Technical College

Robert Laase

Lawrance University

Evan Carlson

Marquette University

Emma Kimball

Nicholas Munoz

Owen Peterson

Nina Reodica

Lance Reodica

Elizabeth Salisbury

Ella Louise Songco

By The Numbers | 31

University of WisconsinMilwaukee

Alexander Sheppel

University of WisconsinMadison

Aubrie Benjamin

Leah Bradley

Christopher Cavero

Caroline Hayden

Isabella Levinthal

Madison Lipman

Amanda McLaughlin

Yasmeen Sabki

Holden Satre

Adam Schaik

Katarina Schneider

Adithya Srinivasan

Elizabeth Ursillo

University of WisconsinPlatteville

Michael Gallagher

Sean Lynch

University of WisconsinWhitewater

Paige Filips

ABROAD

King’s College, London, London, Great Britain

Natalie Chang

Leeds Beckett Univeristy, Leeds, Great Britain

Sean Oshewolo

Trinity College, Dublin, Ireland

Carly Hurst

University of Toronto, Toronto, Ontario, Canada

Shi Chen

American College of Greece, Athens, Greece

Sadia Karim

Universidad de Navara, Pamplona, Spain

Rodrigo Sosa-Rostan Garcia

GAP YEAR

Mairany Castro

Anthony Lynch

Keona Schaller

UNDECIDED

Patrick Graham

Ethan Hannah

Olivia Lindsey

Cooper McDaniel

Melanie Niehaus

Dalia Al Halabi

Dylan Azinger

Michael Backus

Joshua Bailes

Patricia Bennett

Joshua Blankenship

Ediz Canigur

Alex Cao

Keaton Curtiss

Daniel Dadej

Laianna Dink

Adondray Glashin

Ahmed Hasan

Vashaun Head

Yurida Hernandez

Aadam Hitchens

Jimena Jimenez

Alexander Kezios

Nolan Kim

Jason Kmoch

Kyndra Lacy

Jackson Lindsey

Daniel Mainz

Abigail McCurry

Alexander Melnick

Sarai Molina

Mathias Moncayo

Cailen Nunez

Aaron Perez

Augustinas Pletas

Victoria Qiu

Taylor Riggi

Joshua Roman

Karl Rothenberger

Auguste Rudzeviciute

Asmaa Saleh

Nicholas Sclafani

Ryan Simpson

Jonathon Steil

Abigail Stewart

Jose Tang

Saanvee Tewari

Moran Yu

Yusuf Zakkar

Natalia Zambrano Bastidas

MILITARY

TRADE SCHOOL

Gianna Ciezadlo - Cosmetology

Joshua Smak - Navy WORKFORCE

Henry Haberkorn

TOP COLLEGES

University of Illinois at Urbana-Champaign - 91

College of DuPage - 42

University of Iowa - 26 Indiana University - 21

University of Illinois at Chicago - 19

Loyola University Chicago - 19

DePaul University - 17

University of WisconsinMadison - 13 Miami University - 12

A Note Before We Go:

The senior spread is a very daunting task each year. While we were able to get over 93% respondence, it’s difficult to get information from the entirety of the senior class!

If there are any discrepencies, let us know, but we are only human! Every person on the class list was sent a google form in their email at least three times, and the other 60% of information was manually entered.

The point being that if you are not included on this spread, or if we mispelled or misreported your name, we sincerely apologize. We did the very best that we could.

Much thanks,

Alex Olguin, Managing Editor

2023 COLLEGE MAP

A color-coded outline of students’ density of attendance to a school in each given state.

Designed by Alex Olguin

Most

MOST LIKELY TO MAKE YOU LAUGH OUT LOUD

EMILY POPE

JEOPARDY

by taylor Levin Photoby:Taylor Levin

BUCKET LIST

by Annie Koziel

1. Apply for a job.

2. Volunteer for a cause you care about.

3. Shout (PG, good-sport) celebrations out of your car after a victory over L.T.

4. Participate in dress days. Get over it, you’re not too cool. That crockpot is way better than a backpack anyway.

5. Pull an all-nighter.

6. Rush home (safely of course) to make curfew. Bonus points if you make it by one minute or less.

7. Submit to Solstice. Or encourage that talented friend to.

8. Consume one too many coffees (hello, that time junior year I had a gram of caffeine in a day).

9. Try playing an instrument and keep at it - even if you sound like a dying cat at the start. Try writing a song. Play with some friends. Music is a great way to step (or jump out of your comfort zone.

10. Try an escape room with your friends. Or, try all the escape rooms and rack up a perfect record.

11. Have a picnic. Make cute sandwiches and lemonade in mason jars.

12. Go to at least one homecoming game.

13. Tell your friends you love them.

14. Try one of those recipes on the backs of food packages (sour patch kid cookies were not exactly a success, but maybe if we hadn’t burned them…?).

15. Go to prom and/or a dance.

16. Buy a plant (and keep it alive).

17. Walk in or attend a parade. St. Patrick’s Day? Pride? 4th of July? Homecoming? A certain sports team (not the White Sox)? The possibilities are endless.

18. Dress up to see a movie - Minions anyone? (I’ve got my Barbie outfit ready).

19. Live out your coming-of-age rom-com dreams and dance in the rain.

20. Learn how to do your laundry.

21. Make a road trip playlist with your friends. Also, go on the road trip.

22. Go to a concert.

23. Start a (friendly) feud (we’re looking at you, yearbook).

And one for good measure: Make the most of your time and try new things.

school can be difficult, but it only happens once, and there are so many opportunities here to take

risks and to figure out who you are. Take advantage of that and enjoy it!

A list of 23 things every Hinsdale Central student should do before they start their post-high school futures.

I DID IT, MOM

A playlist for your grad party, summer road trip, getting-stuff-done day, or whatever else you do this summer.

by Rachel Brugge and Annie Koziel DesignByAnnie Koziel

ἀe Spins - Mac Miller

Rivers and Roads - ἀe Head and the Heart

Good Riddance (Time of Your Life) - Green Day

Good Old Days (feat. Kesha) - Macklemore, Kesha

Unwritten - Natasha Bedingfield

You’re On Your Own, Kid - Taylor Swift

Graduation (Friends Forever) - Vitamin C

Photograph - Nickelback

Future - Paramore

History - One Direction

We Are Young (feat. Janelle Monáe) - fun., Janelle Monáe

We’re Going to Be Friends - ἀe White Stripes

ἀese Are ἀe Days - Inhaler

WHERE WE ARE - ἀe Lumineers

Evergreen - Mt. Joy

these are my friends - lovelytheband

Pump It Up - Elvis Costello & ἀe Attractions

Beautiful - Carole King

Mr. Blue Sky - Electric Light Orchestra

Check it out here: