April 2019 issue: Conformity at school

against the

norm

Conformist nature of education system makes it hard for creativity to flourish

CENTRAL focus francis howell central high school volume 22, issue 5

Contents Table of 2 CONTENT

DISCOVER

Real struggle or just a slump? ... 4-5

The exhaustive illness every senior claims to ctach toward the end of their high school careers, explored and explained.

Is less best? ... 6

Why the district should not consider the four day week schedule so many schools have recently adopted

Circular communication... 7

New restoritive circles being implemented to create a better since of community.

FEATURE

The perfect fit... 10-11

The Cindarella project, located in the St. Louis area, collects dresses for prom.

... 12 A positive place

The atomosphere in Mrs. Baize room is a warm and welcoming place, where positivity is one of her top priorities

Mixing music ... 13

Tony Belonog shares his experience as a music producer, and the steps he takes to finish them.

MOVE

Being "fit"... 22-23

People often misidentify people with different body types as "unfit".

However, not everyone can be held to one standard image.

Playing in college... 24-25 Gracie Stugart is new to the girl's basketball team and is quickly becoming irreplaceable.

Winning streak... 26

Wrestler Corey Wait went undefeated until his competition at state. The season prior earned him this position.

VOICE Mini editorials ... 28

Staff speak their mind on the little things that bother them day-to-day.

Plus, the editorial from our staff on how schools need to learn to teach different types of intelligence.

Stereotypical debate... 30

Maddie Fuller debates if stereotypes are really as bad as they seem.

Prioritization of sports... 31 Gabby Buchholz writes about how sports get more attention than arts, and how to solve this dilemma.

Hidden in history ... 9

The lack of other cultures in classes limits the minds of students and does not honor all backgrounds.

GOLDEN BOYS: Seniors Dominic Johnson and Eion Jones hug after the winners for Mr. FHC were announced. Johnson spoke to the crowd about how much Mr. FHC and competing with Jones meant to him, Jones has competed in Mr. FHC for the past four years. "We did this together for like three years and we've always been good friends," Johnson said. "So I just took the time to say thank you for choosing me." PHOTO BY ZOE LENTZ

B

Dear Readers

Staff

andwagoning onto the latest trend is nothing new, but it has become so widespread in our generation that it has

turned into something else. A lack of individuality.

Liz Baker

Editor-in-Chief

People expect more conformity from their peers.

They expect everyone should look and behave almost the same, there is a set of guidelines

people should follow to fit in. This idea does not breed creativity or individuality and almost certainly does not breed success. This issue takes a look at how conformity is pushed in schools through the classes students are expected to take and the grades they are expected to earn on standardized tests. The issue also follows people who choose to cross the line and embrace their individuality.

Sincerely,

About The Cover Stories Points for originality: A push for AP classes and clubs that look

good on college applications can make students lose sight of what they're passionate about.

Unstandardized intelligence: High schools push students to excel in all fields, but this can be detrimental to students who don't test well or are talented in non-testable areas.

Embracing individuality: Whether it's painting, playing jazz, or rifle shooting, embracing their talents and what makes them unique is important to these students.

EDITORS-IN-CHIEF: CENTRAL FOCUS: Liz Baker FHCTODAY: Lanie Sanders PHOTO: Gracie Kruep DISCOVER EDITOR: Megan Percy FEATURE EDITOR: Jessica Fults MOVE EDITOR: Kana Chung VOICE EDITOR: Chloe Bockhorst ENTERTAIN EDITOR: Craig Eddy BEATS EDITOR: PJ Sheehan PHOTO EDITOR: Payton Amlong VIDEO EDITOR: Grant Boehne LIVESTREAM EDITOR: Zach Jones SOCIAL MEDIA EDITORS: Kierston Fisher and Kayla Reyes COPY EDITOR: Gabby Buchholz STAFF REPORTERS: Jacob Edwards, Marc Falcomata, Madison Fuller, Ruthann Kimbrel, Kierigan McEvoy, Isaiah Salin, Natalie Walsh, Holly Whaley, Seth Wilcox, Margaret Wilkerson, Robyn Ziegemeier STAFF PHOTOGRAPHERS: Faith Carter, Savannah Drnec, Paige Fann, Olivia Fong, Nicole Garthe, Samantha Gnuse, Vincent Graczyk, Andrea Hake, Allison Huffman, Zoe Lentz, Sarah Skelly, Abigail Tarleton, Amelia Vohsen, Doug West, Meghan Zadell, Kayden Zipoy ADVISER: Matthew Schott

15

THOUGHTS?

17 19

demands your voice, please e-mail us at fhcpub@gmail. com or drop your handwritten letter off with Mr. Schott in Room 139. We can also be reached via snail mail at 5199 State Highway N, St Charles, MO 63304.

The Central Focus staff will print the entirety of your letter, providing it meets the standards of publication laid out in the FHC Publications editorial policy, which is available in Room 139 or at www.fhctoday.com for your perusal.

Look Out April will debut two new episodes of the Broadcast, Centralized. These episodes will drop April 15th and 29th. Also, our Literary Magezine, Ergo is debuting soon, so if you have any poetry, short stories, or artwork you'd like to submit, request the link from your English teacher.

Have a letter for the editor or a question for us?

If something we wrote

Connect With Us Instagram: @FHCToday

Spotify: @FHCPublications

Twitter: @FHCToday

Snapchat: FHCToday

ABOUT 3

CHECKED OUT: Many seniors ost their motivation for school as early as first quarter. These students are beginning figure out their futures, and are ready to leave all of their high school worries behind them. PHOTO BY GRACIE KRUEP

the struggles of senioritis As the end of the school year approaches, seniors struggle to survive

By Gabby Buchholz

Copy editor From the flu to the common cold, contagious illnesses travel quickly throughout schools. Even “supposed” afflictions, ones with no actual diagnosis, or medicines to cure them, can run amok and spread from student to student. And there’s one in particular that many of our students get in their fourth and final year.

Senioritis.

It can be defined in a multitude of ways, but no matter how you spell it, people can still paint a picture of what it is.

“It’s a general attitude of thinking that everything’s done. That your job here is done,” said Mrs. Dena Dauve, the AP Calculus AB teacher. “[Seniors] don’t feel like [they] have much more to work for, because [they’ve] accomplished everything; gotten

4 DISCOVER

into a school, graduation is in sight, and [they’re] just like, ‘I’m packing it up.’”

Some students joke that they have had senioritis since freshman year (but really that’s just laziness), and some seniors in the first quarter of the school year believe that they won’t get it. But come third quarter, their homework gets pushed off night after night in favor of naps and Netflix.

In my junior year, I didn’t believe that senioritis would hit me. But when my editorin-chief told me that this piece might have become a backup spread, my motivation immediately started slipping and I was ready to throw it all away for time to do anything but actual work.

Senior Marlee Dunham knows all too well how strong the pull of senioritis can be.

After receiving her college acceptance letter to Saint Louis University, she found herself

mentally checking out most days. “[I have] work that piles up. If something isn’t due the next day, I’ll put it off,” Dunham explained. “But then I have work in three classes that I’ve had time to work on, but left to the absolute last minute to do it.”

Putting off work is a common “symptom,” if you will, of senioritis. Mrs. Patricia Shockley, the AP English Literature and Composition teacher, has taught the senior AP class for many years, and notes there are a multitude of qualities that students with senioritis pick up.

“Apathy is the most notable characteristic, but whining runs a close second,” Mrs. Shockley joked. “Some [seniors] are completely exhausted and unhappy. Some other symptoms are low energy, severe procrastination, and general confusion about assignments.”

In a class as tough as Calculus, students need to be motivated and focused everyday. But Mrs. Dauve notices a change in her students every year, usually starting at the end of first semester. “[They have a] lack of focus during class, and aren’t paying as much attention,” Mrs. Dauve said. “[They’re] not into the material as much and are distracted during class time.”

“ Once this year ends [ y o u ’ re] e n t e r i n g a new chapter in y o u r l i f e ,” -Mrs. Patricia Shockley,

AP English Literature and Composition teacher Senioritis’ symptoms seem to give way to young adults reverting into bored freshman with attention spans of goldfish.

Even for the students in several AP classes, those who push themselves the hardest for school due to their workloads, are seen to have a lack in motivation. Perhaps they’re burnt out, or maybe they no longer see AP as this endall, be-all thing; with college on the horizon, certain high school matters begin to fade in the foreground.

And as mythical as they seem, there are some seniors who don’t suffer from senioritis. Take, for example, Austin Crudup. His not having senioritis stems partly from the schedule he created as a junior.

“Last year when I was choosing my classes, I chose the ones I thought I was really going to enjoy,” Crudup said.

Crudup’s schedule is focused mostly on art and band classes, which is what he enjoys most, and is what he attributes to his continuing motivation in his schoolwork. (And hey, without senioritis getting in his way, he was able to win a full ride scholarship to Maryville University.)

As much as some teachers understand what seniors are going through mentally in their

72%

of FHC seniors say they have senioritis *Taken from a survey of 203 FHC seniors

final year of high school, Crudup believes that it might actually be hard for them to fully comprehend it; students and teachers are on different timelines in our building.

“I think since teachers are just here every year, and they don’t really have a set last year, they don’t realize that we’ve done this for four years, and we just don’t want to do anything anymore,” Crudup said.

So many movies play off of the perils of high school, but they hold some truth.

It’s a turbulent time in any student’s life, and at some moments it feels like it will never end.

But once the end of it is on the horizon, and the promise of what one’s future holds--college, a career, moving out, new friends, studying abroad, etc.--looms larger and larger, it’s no wonder that seniors are ready to fast forward the end to get to June 1.

For Dunham, it’s the change in pace in her life that she’s most looking forward to next year.

“I’m excited to not have class seven hours a day, five days a week,” Dunham said. “Getting to have long breaks in between classes and not having to sit in a classroom all day will be really refreshing.”

Dunham also believes that the pace of life on a college campus will be a breath of fresh air-literally--compared to being stuck in high school all day.

Hope isn’t completely lost on those with senioritis. Though there of course is no “cure” to it, it’s possible to combat it.

“You just have to persevere. You have to be stronger on the inside and not let it take control,” Mrs. Dauve said. “The reality is, if you have that lackluster attitude, that’s the attitude you’re going into college with.”

There’s less than two months left of high school for our seniors.

They’re in a battle to soak up the rest of high school versus getting tunnel vision and thinking only of the future. Mrs. Shockley ultimately believes that it’s important to enjoy the rest of their time at FHC. “Try to get the most of our [your] senior year creating pleasant memories, remembering that once this year ends, [you’re] entering a new chapter in your life,” Mrs. Shockley advised.

While this chapter of their life is soon coming to a close, they should push through their senioritis to appreciate the luxuries of this age and setting (because yes, there are some). They won’t be able to rewrite this chapter, so they should write it well while they can.

92%

of students believe senioritis is real *Taken from a survey of 106 FHC students

Looking Forward April 11-13 Fiddler on the Roof Auditorium 6:30 p.m - 8:30 p.m on Thursday, 7 p.m 9:15 p.m on Friday and Saturday DETAILS: Inspired by the stories of Sholom Aleichem, this musical set in 1905 Russia tells the story of a poor milk man named Tevye and his struggles with tradition and religion.

April 12

Arete Field Day Football field 12:30 p.m - 2:20 p.m DETAILS: Those who have made a 3.5 GPA are welcome to skip their 6th and 7th hour classes to spend a beautiful day outside celebrating their success.

April 19-21 Easter break Home All day DETAILS: Use this three-day weekend to relax after working hard for the first month in fourth quarter, and hopefully the eater bunny will bring you some treats!

April 24 ACT School All day DETAILS: Juniors will have the opportunity to take a free ACT, a test that could qualify them for college and maybe scholarships. Juniors should be sure to get a lot of rest, eat a good breakfast, and study hard. Good luck!

April 26 Prom St. Charles Convention Center 6:00 p.m - 11:00 p.m DETAILS:Juniors and seniors are welcome to come wih a guest of their choosing to this time-honored spring dance in their beatiful dresses and sharp tuxes.

DISCOVER 5

BIG CHANGES: A topic that has been gaining speed nationwide is the four-day schol week. Several districts are opting to remove one day from the school week, and a large majority of students are infatuted by the idea. ILLUSTRATION BY CRAIG EDDY

Careful consideration

Taking a look at the drawbacks of a four-day school week

By Kana Chung

Move editor Over the past decade, the idea of a fourday school week has become more and more prevalent, and it’s no question as to why. The idea of having one more day to sleep in, one more day to finish homework and one more day to rest from the mental and physical taxation of school is appealing to many students.

Junior Mikayla Aubuchon, an advocate of a reduced school week, believes students are becoming more interested in a four-day school week largely because of the increasing expectations they are held to.

“I think that a four-day school week is becoming popular right now because there is so much pressure on high schoolers to take advanced classes and to do well in school. I think we’re overworking ourselves to the point where we need a break,” Aubuchon said.

Despite the predicted benefits for students, out of the 567 school districts recorded in Missouri (2013), only 25 have chosen to adopt a four-day school week. The Francis Howell School District is not one of them which, after much consideration, is a result of many factors.

Dr. Nathan Hoven, head of the Francis Howell School District’s Academics Department, is hesitant to consider such a drastic change due to multiple negative effects it could have on the efficiency of a learning environment.

“Research hasn’t shown a clear impact on student achievement yet, but many districts would worry that less school days will eventually result in lower student achievement,” said Dr. Hoven. “Also some hourly staff don’t work that fifth day, meaning you have a group of employees who end up losing money when the switch is made to four-day weeks.”

Likewise, the lack of statistical evidence proving a reduced school week to be beneficial does not make the idea of a fourday school week any more appealing.

“Current research does not point to a

6 DISCOVER

definitive impact, positively or negatively; results are mixed. Part of that might be due to the relatively small number of students who are in such situations,” Dr. Hoven said.

Principal Dr. Sonny Arnel believes the main reason the district has not implemented a shorter school week is because of the childcare that is typically provided by the school five days a week, which many families are reliant on.

“I think the biggest problem in our district would be childcare for our families that we serve. You’d have first graders, kindergartners that would have no place to go one day a week and that’s a burden on families,” Dr. Arnel said.

Although very few within the student body are in favor of continuing to have a five-day school week, the argument behind it is not unreasonable to them. Aubuchon is able to understand why there might be some complications with the switch.

“I think the district might not want a shorter school week because they have to consider the younger kids and their families. Most parents work full weeks, and it might be difficult for them to find someone to watch their kids,” Aubuchon said.

Moving from a five-day school week to a four-day school week is no simple task, and according to Dr. Hoven, the potential benefits of having one less school day are not enough to outweigh the perceived complications.

“It does come with the potential for saving money, but from what I’ve heard, it doesn’t typically save the district as much as people might initially think. So yes, there is a potential positive financial impact for the district, but that would have to be weighed against all of the potential drawbacks– student achievement being the most significant,” Dr. Hoven said.

Dr. Arnel explains that the district has already made several cutbacks for the sake of financial benefit, so the cost savings from a reduced school week aren’t currently a

necessity.

“Many times, people go to those for very distinct reasons, and there’s a sense of urgency to solve the problem with the solution of a four-day work week. I don’t know if there’s real urgency that the four-day workweek would solve right now,” Dr. Arnel said. “We’ve made lots of financial cuts: we’ve cut staff, we’ve cut programs, we’ve frozen teacher salaries for several years to reduce the financial constraint. There’s an underlying difficulty, but that has to be a bigger concern before it’d force us to go to a four-day work week.”

“ I don’t know if there’s real urgency a four-day work week would solve right now.”

-Dr. Sonny Arnel, principal

In the end, although the Francis Howell School District does not yet see a reason to establish a four-day school week, they are always open to suggestions from the student body. “[You could write] letters to the editorialnewspaper articles. That’s a great way to do it. If you live in a community, talking to the right kind of people [brings] attention to the problem. So in this case of schools, it would be talking to principals, educating people, the newspaper, going to the school board,” Dr. Arnel said. “They are big parts of any decision-making that occurs in our district.

So, students could go talk to the board, sign up as a patron comment and talk to the board- I can help you if ever want to do thatbut those are the things that you can do.”

restoring the circle New education tool beginning to be used with freshman class

CIRCLE UP: The freshman circles took place in the small gym on Feb. 20 during seminar. The prompt for this meeting was passion, which the freshmen took turns answering. PHOTO BY GRACIE KRUEP

By Robyn Ziegemeier

Staff reporter The seminar on Feb. 20 was just another day for the majority of students. Unlike the rest of the school, the entirety of the freshman class headed towards the small gym for their once a quarter gathering to participate in restorative circles.

Once at the gym, they went into their smaller groups they had during freshman orientation.

Upperclassmen directed their discussions once they began, everyone going one at a time to talk about the prompt, such as what everyone is passionate about and how it affects how they live. Guidance counselor Mrs. Shannon Harting oversees the groups’ discussions, making sure everything is going well.

According to Harting, restorative circles are when a group, such as the freshmen, sit in a circle to have an organized discussion about a prompt.

Everyone in the circle gets a chance to answer the prompt and the discussion to create a bond with other students.

“Everybody sits in a circle, and the leaders pose a question for discussion. They go in order by passing a talking piece, so every person has an opportunity to say their response to the discussion prompt, and they can also pass if they wish to,” Mrs. Harting said.

“Then when it gets back to the leader, they prompt another question and it goes around again. It’s just a structured method for dialogue, and the whole purpose of it is community building, [and] trying to get people to know each other.”

The district is beginning to introduce restorative circles into classes by sending groups of teachers to training sessions on how to use them in a classroom setting.

“The idea of restorative practices has many elements. It’s something that our school district is starting to train teachers in, and so this year I’ve been going to training about it,” Mrs. Harting said.

“The part we’re implementing here at FHC this year is discussion circles.”

The biggest way restorative circles are being implemented into our school is in the freshman circles. The years before, the freshmen were put

into groups on freshman transition day to do icebreaker activities using this format. Unlike the years before, the freshmen get into their groups to do these circles once a quarter. Upperclassmen, such as Gianna Webber and Erandi Barrera, volunteered to be the leaders of these circles. “[The freshman circles] are basically a chance for them to get to know each other, because these are the people that they’re going to sit with during graduation, or their homerooms at the end of the year,” Webber said.

As well as helping the freshman build a sense of familiarity with each other, Barrera and Webber both enjoy leading the circles because it offers a different experience than what they are used to in normal classes. Although they are technically not teaching a class, they do lead a discussion process with their underclassmen.

“ I t ’s b e t t e r f o r t h e m t o g ro w u p w i t h d i f f e re n t p e o p l e a ro u n d t h e m .

-Erandi Barrera, senior

“It’s definitely different because you are always the one being taught, instead of the ones teaching.

We’re not really teaching but we’re helping them get to know each other better, so they’re not uncomfortable in a classroom setting,” Barrera said. “It’s better for them to grow up with different people around them. I think it’s cool too, because seniors usually don’t interact with the freshmen and we’ve developed this bond that hasn’t been established before.”

Another place restorative circles are being put into use are in English and Success classes. The restorative circles being used in English classes are

often used in book discussions, while in Success classes they could be used for a variety of things.

Mrs. Sheri Baize is one of the teachers using it in her classes to build a community within the class.

“I’m using [restorative circles] in my Success classes to build more of a family type setting,” Mrs. Baize said. “It encourages people to share about themselves when they wouldn’t normally.”

After seeing some of the other success teachers using restorative circles in their own classrooms, Baize grew excited to use it in her own classes. She also felt nervous about how her students would respond during the sessions.

“The first one I did [was] after watching Mrs. Fry do one because I was so excited to do it. I’m excited to build a community in a classroom using them,” Mrs. Baize said. “[Using restorative circles] is challenging for me because it’s a different way of communicating with kids, and I’m kind of nervous because I don’t know what kids will share about certain things.”

While the main focus of restorative circles is towards community building and more active discussion, another way restorative circles can be used to acknowledge a student’s wrongdoing. This side of restorative circles is called repairing the harm, so instead of brushing whatever happened off with a detention, those who were involved get a chance to talk through how it affected them, why it happened, and ultimately go in the direction of making things right again.

“There’s another aspect about restorative circles that’s more towards discipline, where if a student does wrong in some way that harms someone else, you help the student talk to the person who was harmed, and talk about the damage that was done and what happened, and try to give them an opportunity to make it as right as possible,” Mrs. Harting said. “It’s just an opportunity where instead of just saying, okay, you had this classroom disruption, you have detention, and then never talking about it again. It’s an opportunity for people to talk through how they were impacted and the feelings they had as a way of moving forward.”

DISCOVER 7

8 DISCOVER

culture in curriculum Lack of diversity in education raises questions

STEP-UP: The step team performed during the intermission of Mr.FHC. The team consists of minority students, it was brought back last year due to student demand. PHOTO BY ZOE LENTZ

By Chloe Bockhorst

Voice editor Walking into a lesson during Mrs. Michelle McCune’s AP Art History class, one would be likely to learn about the arts of a culture they had little knowledge on.

The class aims to teach students about art from around the world, attempting to cover as many cultures as possible. However, even three years ago, this was not the case.

The world was progressing at a rapid pace, but this class and many others were still focused on Western culture - causing students to bring attention to the lack of their own culture in curriculum. Whether the student is of a minority in gender, sexual orientation, religion, race, or ethnicity, there is the argument that they could be better represented or seen in a positive light.

Senior Austin Smith notes that some students feel left out in their history lessons because they do not see their own culture represented.

“In some history class throughout any grade level, you go over Black History Month… but when it comes to black history, you don’t learn as much as you do about [other] American history, which involves mostly

white people up until it becomes about slaves,” Smith said.

Even with covering tougher lessons like slavery, history classes in America have been criticized for glossing over what atrocities historical figures have committed. History classes have the tendency to highlight a figure’s good deeds while leaving students to learn their bad actions by themselves, if they ever do.

Senior Sydney Love believes that history is written in such a biased way because of general shame.

“A lot of times, we’re embarrassed about the things that we’ve done in our past,” Love said. “But instead of educating, we just ignore it. [We pretend] that it didn’t happen.”

The common focus on European history and customs often leaves out other cultures.

It continues to tend to create ill-informed misconceptions or cause uninformed people to possibly experience culture shock when interacting with others from a different country, or even upbringing in America.

Smith recalls that his first exposure to another culture was in his Spanish class, which is an elective and not always integrated into a student’s education.

“Unless you take European History or a class about like a foreign language, you learn about the cultures, but besides that, it’s American history,” Smith said.

The lack of inclusion that causes students to seek out classes that even partly represents who they are is not an ideal solution for anyone, therefore the call for more culture in our curriculum. The controversy has started to spark changes like the 2016 expansion in the Art History classes, but there’s still a long way to go before everyone feels adequately seen.

“I think [expansion] all takes time, and sometimes it doesn’t go as quickly as it should,” McCune said.

Though history classes are not as advanced as they should be, schools have been taking steps to integrate others. Several solutions have been thought of, and administrators at other schools have been taking the steps to put them in place. McCune can speak for the advancement of her Art History class.

“You have to make it very much working for all people,” McCune said. “That’s probably what’s happened in terms of really recognizing that there’s a whole other world out there besides [ours].”

DISCOVER 9

PRINCESS PREPARATION: The ReFresh office, the headquarters for the Cinderella Project, holds thousand of dresses for each girl to choose from. VIPS (Very Important Princesses) get to look through as many dressess as it takes for them to find the perfect one. PHOTO BY KAYLA REYES

prom dreams do come true The Cinderella By Kayla Reyes Project helps area girls find their way to prom when finances weren’t going to allow them to attend

10 FEATURE

Social media editor As soon as *Olivia Smith saw herself in the dress, she knew it was the one. She loved it: the silky, cream-colored material and the way the light gleamed on the iridescent sequins lining the fabric. She looked in a mirror, and tears trickled down her face. She looked beautiful. She tried on a few more, just in case, but came back to the first one. It was perfect, and if she hadn’t received it, she wouldn’t be able to go to prom.

The Cinderella Project is an organization that donates dresses to girls who wouldn’t be able to attend prom if they hadn’t received one. Throughout the month of February, girls across the St. Louis area receive prom dresses from the Project if they can’t afford one themselves.

The Project aims to find the perfect dress for each young woman and make them feel beautiful and cared for in the process. Mrs. Shelley Thomas-Benke is in charge of the volunteers at Foster and Adoptive Care Coalition, and she has been helping run the Cinderella Project since the Coalition took it over four years ago.

According to Mrs. Thomas-Benke, nearly every girl who is helped by the Project leaves with an experience like the one Smith had.

“It is my intention that they are going to leave with a dress that, on a scale from one to 10, is a 10,” she said, smiling.

“We’ve had two nine point fives and two 11’s and everybody else has been a 10, so our average is a little over a 10.”

Over 200 volunteers were involved with the Cinderella Project each year, including “fairy godmothers,”:the women who help girls in their process of finding the perfect dress.

“I match them with one or two fairy godmothers who are volunteers, and they go off and they have hour-and-a-half appointments. But obviously they stay late a lot of the time,”

she said, laughing and looking back to the room where a girl was still changing in and out of dresses. “So they find the dress that’s absolutely perfect for them.”

The community is a huge part of the Project helping as many girls as possible. Volunteers help with everything from dress alterations to personal fittings. One of the most accessible ways for people to get involved is through donating dresses. Thousands of dresses were donated by 12 schools and other organizations for this year’s prom.

Hattie Ransom, a senior, organized a dress drive on behalf of the Cinderella Project. She collected 180 dresses along with the assistance of fellow senior Caitlyn Swaringim and math teacher Mrs. Dena Dauve.

Ransom grew interested in helping people with their prom experience last year. She collected money for people to pay for last year’s prom tickets, but didn’t have the opportunity to help with the Cinderella Project.

Ransom began planning her involvement in the Project in December. She organized each step of the drive and her dedication was an important part in its success.

“We made signs in the weeks leading up, and the week of the drive I would come in early in the morning and get the rack and bring it down,” Ransom said. “It [took] a week for all the collections at our school.”

Swaringim assisted Ransom throughout the process of collecting dresses. She and Ransom prepared for the drive months in advance and wanted to reach as many people as possible.

“In the morning, I helped to collect the dresses and get the word out,” Swaringim said. “I used Snapchat and Instagram and all the social media to spread the world.”

Swaringim is happy she was able to help the Cinderella Project give girls the best prom possible.

Top 10

Animated Films

By Kana Chung Move editor

FINISHING TOUCHES: VIPS choose an accessory (a pair of shoes, piece of jewelry, or handbag) after selecting their prom dress. The members of Cinderella Project do everything they can to make each girl’s experience even better than they imagined. PHOTO BY KAYLA REYES

“It’s exciting knowing so many girls will get the opportunity to go to prom and have that fun night where they don’t have to worry about anything,” Swaringim said. “And [now] money's not holding them back in this situation.”

Ransom saw the need girls had for assistance during prom season, and she had experienced it herself.

“Last year I kind of went through a little bump in the road, and my prom experience wasn't looking like what I thought it was [going to] be like,” Ransom said. “My prom experience had changed and a lot of people want to go to prom, but it’s not even an option for them.”

Ransom saw the profound impact the Project had, both on the community and the girls it helped.

“It was really awesome that everyone in the school and a lot of people from the community came together to help them out,” Ransom said.

“Knowing there’s other girls who are having the same feeling and have a really special night to remember is really cool.”

According to Ransom, Mrs. Dauve provided much of the backbone regarding Central’s involvement in the Cinderella Project.

“She was able to communicate with teachers,” Ransom said. “She was able to connect NHS so people would get service points [for donating].

Her being that support system and having more capabilities helped a lot.”

Mrs. Dauve sees Ransom and Swaringim’s impact as much greater than her own. However, their work would not have been possible without her contributions.

“My thing was just to help get the word out about what she wanted to do,” Mrs. Dauve said. “There are different procedures that we have to go through with the school, so I was just the person [who] took care of all that.”

Mrs. Dauve’s collaboration with Ransom and Swaringim allowed her to gain a sense of the impact they’re making.

“It's pretty unbelievable that [Hattie] came up with such an incredible idea that will impact

so many people,” Mrs. Dauve said. “To know that we are giving girls a prom experience that they may never have been able to do before is pretty amazing.”

Mrs. Dauve is proud of all Ransom has done, and she wants others to know young people can can have a huge effect on the world around them.

“How big her heart is and just the way that she can think about giving her gifts and talents to other people is just so inspiring,” Mrs. Dauve said.

“It makes me grateful to know that there are young adults like Hattie who understand that this world is bigger than themselves. I'm just so grateful that she asked me to be a very, very small part of what she did.”

Ransom is grateful for the experience she was able to gain from working with the Cinderella Project, and she’s happy so many girls will be able to benefit from what she’s done “I think it helps [girls] feel special and just feel confident whenever they go to their prom,” Ransom said. “Because for me, I know what it feels like to feel confident in something that I wear, or to feel beautiful. So I think it’s really important that they get the opportunity to have that. I just really love that I can help make that impact.”

For those who are interested in helping girls in need with their prom experience, there are many options available.

The Cinderella Project in particular will be accepting donations and looking for volunteers again next February.

“If someone has a donation for a prom dress, or even a bridesmaid dress, we would love their donation for the Cinderella Project,” Mrs. ThomasBenke said. “We love prom dress donations, but also prom appropriate jewelry and shoes.”

During prom season, there will be another opportunity to make an impact on our students. “[Hattie] had the idea that, once prom tickets get sold, we will be asking for donations of one dollar on their prom ticket, and that money that’s collected will go towards students here at our school who will need financial help to go to prom,” Mrs. Dauve said. “It would just change so many people’s lives, and there’s no better inspiration than that to me.” *asterisks indicate a pseudonym used to protect the confidientiality of all individuals mentioned

The first Pixar movie to include realisticallymoving fur, “Monsters Inc.” made major strides in the world of animation. With each strand drawn individually, A film for people of all ages that suggest maybe the monsters hiding in the closet aren’t so different from the average person.

One of the more comical picks of this list, “The Emperor’s New Groove” is a series of unfortunate yet hilarious events follows the meeting of Emperor Kuzco and llama herder, Pacha. The two lead a journey to return Kuzco to his throne, but instead are led to self-discovery and a newfound respect for those on the end of the economic spectrum opposite to them.

“Up” is a tear-jerking tale of 78 year-old balloon salesman Carl, following his wildest dreams (along with a few unexpected friends) by fastening thousands of balloons to his house and taking it on the adventure of a lifetime.

This use of the often underappreciated process of claymation, paired with the directional hand of Tim Burton, the “The Corpse Bride,” makes for a visually enticing and unique twist on the land of the undead.

Reinventing the essence of traditional Japanese folklore, “Kubo and the Two Strings” presents one of the most stunning filmmaking processes in recent history- combining stop-motion with 3D printing.

Released in 1994, “The Lion King” could easily be deemed one of Disney’s more well known animated films. Although giving animals humanlike personalities was nothing new, The Lion King utilizes a broad spectrum of colors, textures, and characters to put a whimsical spin on the African savannah as we know it.

Giving a whole new look to animation, “SpiderMan: Into the Spider-Verse” translates the art style of comic books into a motion picture. Not only are the graphics stunning and innovative, but the storyline addresses struggles today’s youth can relate to (even if they’re not superheroes), such as living up to expectations and finding path in life.

With a catchy soundtrack, comical supporting characters as well as elements of history, “Mulan” promotes the empowerment of women, and the true force of a strong will.

Not only is the audience touched by Mulan’s sacrifice for her father, but also inspired by the hardships she is able to overcome.

In a futuristic dystopia where humans are forced to leave a no-longer-inhabitable Earth “Wall-E” is a satirical outlook on how humans are currently treating the planet they live on, this brings a less threatening approach to the uses of artificial intelligence.

FEATURE 11

TALKING IT OUT: Mrs. Sheri Baize talks to her students about their day. A good relationship between teacher and student is important for cooperation and friendliness. “[Ms. Baize] tries with every student to build a good relationship,” Ms. Autumn Lavezzi, Mrs. Baize’s student teacher, said. PHOTO BY ZOE LENTZ

Preparing Positivity

One teacher makes the whole school day brighter

By Craig Eddy

Entertain editor In the morning, the most someone can expect from their class is a slow groggy pace that just leads into the next hour. The last thing to expect is a loud “Good morning!” bellowing from a voice at the front of the room. That excited exclamation belongs to Mrs. Sheri Baize, English teacher, Speech and Debate sponsor, and track coach, readying her class for the day ahead.

“I feel like I put a lot of effort into teaching and a lot of energy into my students,” Mrs. Baize said.

“And I feel like they end up realizing that what I’m doing is what I do because I care about them.”

While some kids show up at school to learn or to socialize, Mrs. Baize has her own plan that incorporates both academic and social, along with so much more.

“I want to have a lasting impact on these kids and the future,” Mrs. Baize said. “And I feel like being a positive role model is the best way that I can go about that.”

Mrs. Baize helps her students with all sorts of situations, spanning from simple classwork to real life advice. Elijah Allen, a junior in her class and on the Speech and Debate team, has been fascinated by her character, even saying that it is “Outstanding.”

“First off, [she’s] probably the kindest teacher I know,” Allen said. “She creates a really homey, warm atmosphere and she’s alway laughing. I’ve almost never seen her get angry.”

It helps to have a positive outlook and demeanor, especially as a teacher. Mrs. Baize can attest that a big part of that outlook is the way you think about things.

“Things can be really crappy. You can think about all the crappy stuff, or you can resituate your mind and think about the things that are going good for you,” Mrs. Baize said. “I’m thankful

12 FEATURE

and grateful for what I have, It might not be everything that everybody wants or what is ideal, but I’m happy.”

“I love the positivity,” Allen added. “It doesn’t matter how bad somebody’s day is, when you walk into her room and she yells Good morning really loud, it puts a smile on your face. She breaks through any bad mood.”

Along with being a nice, positive teacher, she can be a helpful role model for her students and track kids.

“I enjoy talking with [my track and field girls] about things like their goals, about their life, about whatever it is they’re working towards,” Mrs. Baize said. “I put a lot of energy and effort into the workouts that I create because I feel like life should be fun and exciting. Just because it’s running doesn’t mean it’s just running. And life is the same way, you gotta make it fun and exciting.”

Experiences can have an impact on everyone, whether it be good or bad. Some people let the bad experiences get to them and bring them down, while others, like Mrs. Baize, take those chances to learn from them and stay positive throughout.

“I have a lot of experiences that have been good and bad, I’ve been at the end of my chain, and it’s not like I’m positive, happy-go-lucky all the time,” Mrs. Baize explained. “But you have to learn to shift gears and shift your mind to something that is different because dwelling on bad negative things only take you deeper into whatever hole it is you’re digging.”

From a different perspective, her student teacher, Ms. Autumn Lavezzi, has had a wonderful and “energetic” experience according to her own words. “[Mrs. Baize] is always very energetic, which is good because it brings my energy level up,” Ms. Lavezzi said. “Also she is very knowledgeable, I

have learned so much here.”

Ms. Lavezzi has been student teaching with Mrs. Baize for over two months, and she has seen the way Mrs Baize teaches and learned something that can’t be read in teaching books and school.

“When you’re student teaching, you learn a lot of theory in school, but when you get here, you realize the experience is a lot more important,” Ms. Lavezzi said. “So being able to watch what she does and how she interacts with students, and how she handles situations that I have not encountered has been extremely beneficial.”

“ I want to have a lasting impact on these kids and the future.”

-Mrs. Sheri Baize, English teacher

From what she has seen, Ms. Lavezzi notices a different type of teaching that Mrs. Baize has with her students than what most people would think from other teachers.

“She is very focused on building relationships, which is super important,” Ms. Lavezzi commented. “So she tries with every student to build a good relationship.”

Like Ms. Lavezzi, Mrs. Baize has had an impact on Allen and how he sees the world.

“She’s made me a happier person and a more understanding person,” Allen said. “She makes it easier to see that when people have a bad day something you can do is just give them a smile and a hug.”

RECORD SCRATCH: Tony Belanog uses a program on his computer to mix music and release it on different streaming services. He has had an interest in producing music since eigth grade. PHOTO POVIDED BY TONY BELANOG

Fresh beat

Tony Belonog explores his passion for music

By Jacob Edwards

Staff reporter The beat starts. The chords come in next.

Percussion. Acoustics. Then, the melody and vocals. Behind the computer is Tony Belonog, a junior with a unique passion: music production.

“I never really focus on the vocals, it’s more on, like, actual music,” Belonog said. “And I’ve always been curious, like how is that even made? So ever since then, I was just like ‘I gotta figure this out.’”

True to his word, Belonog, a junior, has continued to focus on the instrumental part of music, and he’s got it figured out pretty well.

In addition to making remixes of songs, he produces his own, original music as well.

“I make a lot of urban music that features like Latino and reggae,” Belonog said. “And at the same time like moombahton and dance hall, at the same time mixed with like R&B and pop.”

The process of making the music is long and complex in its entirety, but Belonog was able to break it down to the basics fairly easy.

“The first thing I normally start with is chord progressions. Then from there I move on to drums, any kind of percussion, and stuff like that,” Belonog said. “And then, I move on to the melody. Or, if there is no melody, that’s when I start adding in vocals. And then it’s just kind of adding effects and symbols, and I just kind of fill the quiet stuff.”

Junior Hunter Bowman, a long-time friend and collaborator of Belonog’s, gets to see his music from a unique perspective. When he collaborates with Belonog, Bowman gets to see how it is made, what goes into it, and even the thought process behind what goes into it.

“I get to see the behind-the-scenes of his music,” Bowman said, “So it’s really incredible to see how much effort and work he puts into all of his tracks.”

Belonog isn’t the first to make music this way, though. Other musicians have helped pave the path and be role models for Belonog.

“I would say Diplo and Major Lazer [influence

me the most],” Belonog said, “pretty much that kind of range [of artists].”

Junior Kobe Thambyrajah, a friend of Belonog’s, has heard some of his music, and was absolutely blown away by it.

“What makes Tony different from other music makers is that his music is really unique,” Thambyrajah said. “It’s a different vibe that you get from it. It’s more like chill, rather than the upbeat music that lots of people listen to today.”

For people who just aren’t fans of those types of musics, Belonog also makes remixes of famous songs, changing the beat and tune of the music to his own personal style, while also keeping the lyrics the same. “[My favorite song of his] is actually a remix,” Thambyrajah said. “It’s ‘Money’, by Cardi B. It gets you in that mood, it’s really hype. And just like, you know, you really want to just jump to the song.”

“ I always a s p i re d t o b e fa m o u s . A n d I think that music is the best way to g e t t h e re .”

-Tony Belanog, junior

As musicians grow and get older, their music also grows, ages, and matures along with them. For Bowman, who has gotten to see Belonog’s music from the very start, it is both impressive and astounding at how much can change in a person’s music as the years pass.

“I think it would have been in seventh grade [when I first heard his music],” Bowman said, “So it’s been quite some time, and he’s definitely evolved. His music is a lot more mature now.”

While his music is at times chill and easygoing, it is also oftentimes loud, upbeat, and full of life, excitement and passion. In particular, his remixes, like ‘Money’ by Cardi B, are really vibrant.

Thambyrajah, a neighbor of Belonog’s, has known him for almost as long as Bowman, and has gotten to see the passion and excitement that Belonog works with firsthand.

“I was in eighth grade, and he invited me over. And he had just got this program,” Thambyrajah said. “And he really just wanted to tell me about it, and then we started making stuff on it.”

While some producers see their music as just a hobby, and do other things as full time jobs, Belonog sees his music as a way to achieve all of his different dreams in life.

“I have other thoughts of what I want to do in the future,” Belonog said, “But, as for music, I always aspired to be famous. And I think that music is the best way to get there.”

Some artists, like Diplo, Cardi B, and Major Lazer, have stage names that they go by, as opposed to their real names. Belonog, however, does not.

“I was thinking about it, because a lot of people had complications with my last name,” Belonog said. “I didn’t want to pronounce it ‘belong’ or ‘baloney’, and so I was thinking about it, but I’m just going to stick with my name.”

As of late, Belonog has not been able to release much music, as he is focusing on school. He has been able to release some, however, in his free time and over the last summer break. This summer, Belonog plans to release some more music, as well.

“Right now, my name is out on many platforms, especially ones in different countries,” Belonog said, “But mainly Spotify, iTunes, Beatport, YouTube and Soundcloud.”

FEATURE 13

Crushed under the weight Outside pressure to excel in weighted classes and tests diminishes creativity

UNDER PRESSURE: Many students feel immense pressure to be involved in several extracurricular activities as well as being in multiple honors classes to fluff up their college application. This pressure leads to less time for teenagers to enjoy the last few years of adolescence they left.

PHOTO BY GRACIE KRUEP

14 FOCUS

By Holly Whaley

Staff reporter Grades, for many students, are a lifeline. Without constant knowledge of their test scores, assignment grades, and progress reports, these students flatline. The letters and percentages on report cards are often seen as a measurement of intelligence. While this is not necessarily true, many students get the mindset that grades are the most important thing in their adolescent life.

Our high school years are some of the most significant developmental years of our life. These are the years in which we develop personality. From our problem-solving skills to the way we communicate, adolescence is a time of personal growth. However, in such an important stage in life, students are often hyper-focused on grades. Instead of taking part in hobbies and community projects, students often feel entrapped in the results of their report cards.

We are told from childhood that the grades we get in high school, and even middle school, will determine where we end up in life.

With this pressure on the mind, why would anybody waste time on something a trivial as morals or communications skills?

AP English Literature and Composition teacher Mrs. Patricia Shockley thinks that there are pros and cons to assigning large workloads and taking AP classes.

“The pros of giving large workloads is that they learn how to prioritize,” Mrs. Shockley said. “However, it sometimes increases stress levels that teenagers shouldn’t really be experiencing yet.”

She thinks that taking AP classes can benefit students and look good on college transcripts, but it does mean sacrificing the things that they love to do.

“I think that those who take numerous AP classes usually have to spend any free time that they have otherwise working on those courses. So yes, I do think it’s a sacrifice, but it also speaks very highly of those students when they’re applying for colleges,” Mrs. Shockley explained.

While she does teach a very challenging class, Mrs. Shockley incorporates some creative outlets in her classwork to help students better understand the material. She assigns students to write their own sonnets, as well as write a short story.

It can be very difficult to have a healthy balance between school and hobbies. To have 7 classes every day, especially more challenging classes, can be stressful, and sometimes drive students

48%

of Students feel a gpa is more important than personal creativity

FOCUS 15 STATISTICS BASED ON A SURVEY OF MRS. SHOCKLEY’S AP LITERATURE CLASSES

away from doing they things that they love.

Some students, however, have mastered the art of balancing their grades and their individuality. Senior Janelle Klos is heavily involved in the FHC Spotlight Players, and does a lot of work in the school’s art programs.

“I just say what’s on my mind. If I want to see change, then I make that change,” said Klos, explaining how she maintains her individuality.

Klos believes that while grades are important, so is being true to herself and the things she loves.

“My advice [in high school] is to not forget who you are, and to do what you want,” she said.

Senior Kobi Nolan is also excellent at balancing the different aspects of his life.

“High school kind of forces you to grow up a little bit. That’s good for some people. For some, it’s not,” he said.

Nolan is involved in band, Principal’s Council, Epsilon Beta, NHS, and NAHS. He is very passionate about art and creating.

“I would say, really keep your friends around. Make sure you’re not sacrificing who you are just to live up to a grade, or to something that someone else expects of us,” said Nolan.

While some students put the pressure to get good grades on themselves, many of them are driven by the attitude of their parents. Lots of parents put pressure on their children to get straight A’s, and hold them to impossible standards.

Becoming who you are is an empowering feeling, but can also be very frustrating and conflicting. As teens go through school, they are not only dealing with the natural development of themselves as people, but also dealing with the normal struggles of life. While grades are important, they should not be life or death. Because let’s be honest: there is more to life than how you do in your high school algebra class.

“ M a ke s u re y o u ’ re n o t sacrificing who you a re j u s t t o l i v e u p t o a g ra d e ,” -Kobi Nolan, senior

Not only do grades strip people of their individualities, but they prevent them from actually learning anything, either.

It’s easy to get caught up in memorizing terms for tests and mindlessly filling out homework without putting thought into it, rather than to actually comprehend the material.

Peter Gray, a research professor at Boston College and writer for Psychology Today, pointed this out in his article, Schools are Good for Showing Off, Not Learning.

“The focus would be on cooperation, not on competition,” said Gray. “They know that school is about grades, not learning. If they ever need to know the material they can always learn it on their own, in a far more efficient way than they can at school.”

Instead of learning valuable information, students do what they can to get an A in the class, and then move onto the rest of their homework. People go to school to learn, not to be put in categories and boxes; at least that’s how it should be.

Overall, students do give up some of their individuality for grades. People want to fit into the ideal of the ‘perfect student’: AP kid, straight A’s, great test scores etc. While these things are great, it’s important to know that you are more than how you do in school. Everyone is different. Everyone is an individual with a different background, a different lifestyle, a different personality.

16 FOCUS

BLENDING IN: Many students try to stay under the radar of teachers and just get through their day. it can be easy to go with the flow things and not stick their head out to find where their passions lie. PHOTO BY GRACIE KRUEP

MIXED RESULTS: The school system relies on students’ test scores to determine what classes they should be in, what college they should go to, and predicts what types of jobs a student should hold.

The only problem with this is book smarts are not the only type of intelligence and the talents students excel in often aren’t measured by these tests. PHOTO BY ABIGAIL TARLETON

beyond standardized tests Over-prioritizing of tests makes it harder for students to learn

By Jessica Fults

Feature editor Nervous and excited, senior Emily West received her score after her third time taking the ACT. She received a 30. Although the score is exceptional, she could not help but feel disappointment. She was one point away from receiving Bright Flight, which would give her an extra $3,000 a year toward college tuition costs. This February she decided to take it again, and finally received the score she was looking for, but this test version seemed easier.

The inconsistency among different versions of the ACT can leave students feeling discouraged, especially if they are not particularly skilled at test taking. “[The ACT score] can be unreliable because sometimes math is the hardest and sometimes science is so it’s not really as much a measure of your actual skills as much as just throwing it to the wind and you might get lucky,” West said.

Sometimes in can be difficult for AP teachers to teach information that

usually isn’t on the AP test. Mr. Nicholas Beckmann tries to find balance between reviewing for the test and teaching other important lessons.

“It’s tough, trying to teach current event stuff and how to answer things. It’s tough when my class for AP is designed towards the test [because] that’s how our kids are judged, and you try to throw in [other material].” Beckman said “Part of learning is figuring out things and learning how to grow as a person.”

Mr. Beckmann covers a wide variety of current events, not solely relying on textbook definitions.

“In my contemporary class, I try to make people think about other areas and different points of view, the alternative.

I use current events in my class and life lessons like that,” Mr. Beckmann said.

In schools around the country the four predominant core classes are emphasized and students are encouraged to pick their careers based on what is seen on the majority of standardized tests. While some

people thrive in one of these subjects, not everyone can find their true talent and passion this way. Mrs. Danna Tedder, math and ACT Prep teacher, acknowledges that although the ACTs are important for acceptance into colleges, they do not always accurately measure everyone’s intelligence.

“I think the ACT is like any assessment, that it doesn’t always measure everything that you know, but it is what is used to measure knowledge and get into college, so that’s what we have to go with. There are other people who are gifted or talented in other areas that might not show up on the ACT,” Tedder said.

Mrs. Brittany Williams graduated from FHC in 2010, and is in her second year on staff as a math teacher. She recalls her struggle with the English portion of the ACT and agrees it is not an accurate tool to measure intelligence.

“The first time I took [the ACT] was my highest score but I did take it three more times after that and even after taking

FOCUS 17

VIBRANT: Junior Anna Carroll works diligently on a portrait of her sister for painting class.

Carroll uses painting as a way to relax from her daily life. “I’m not super serious about it, but it’s more of a chill, relaxing, like me time sort of activity,” Carroll said. PHOTO BY ABBY TARLETON

classes, like I took a class specifically to help my English score, because that was my lowest score, so that went up but another score would go down so I just couldn’t break my score,” Williams said.

Some students express their intelligence kinesthetically or vocally, and others have an extremely hard time in a timed situation.

“A lot of people have test anxiety, which I do believe is a real thing, and when you’re told you only have this much time to do this many problems, some kids are nervous no matter if they can do it or not. I don’t think [it measures intelligence],” Mrs. Williams said Along with test anxiety, another issue is surface level knowledge does not always equip students with all the necessary information for tests.

“The more you prepare, the better you will be at that test. There are some people that second guess themselves and you want to go as in depth as possible, it’s not just memorizing flashcards.” Mr. Beckman said, “Just knowing the definition is different than knowing how something works.”

West switched out of AP English Literature at semester due to her position as set co-crew head for the spring musical. Just because a person can handle a lot of AP classes, does not mean it is right for someone else. Everyone has their own pace at which they work, and it

is okay to take less AP classes.

“Sometimes [AP classes] can be too much and you really have to know yourself and what you can handle, especially if you have after school activities or how often you work.” West said. “I don’t think everyone should take AP classes; not everyone has time for them or not everyone has the ability or if they have the ability, then the effort necessary because they do take a lot of work.”

While academic challenges are sometimes positive, it is still important to have a social life. Mrs. Tedder agrees that too many AP classes can put a damper on extra activities outside of school.

“I think it is very stressful for students to take [a lot] of AP classes, and you only get to be a teenager once in your life. Leave some time to do fun teenager stuff,” Tedder said.

While standardized tests are an important part of public education, there are many talented people who thrive outside of the classroom “If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they’re not, because the thing they were good at at school wasn’t valued, or was actually stigmatized,” Ken Robinson, in his 2006 TED Talk ‘Does School Kill Creativity.’

60%

of kids feel that grades affect their individuality

18 FOCUS STATISTICS BASED ON A SURVEY OF MRS. SHOCKLEY’S AP LITERATURE CLASSES

Stand out from the crowd Unique passions allow these students to embrace individuality

By Kierigan McEvoy

Staff reporter The brush. The smooth wood and soothing noise it makes when it’s paint collides with the texture of the canvas. The way the painting comes to life with every stroke and every color has enthralled artist and junior Anna Carroll from a young age. Her passion to create with colors and pictures what words cannot, drives her work, along with her desire to be true to herself.

“I think my favorite thing about art is that it’s something that words can’t express. So it’s something you have in your mind and you have in your heart and you know what it is, but it’s like beyond words,” Carroll said.

The release painting provides Carroll is somewhat uncommon compared to the tendencies and hobbies that a majority of students tend to follow these days: sports, video games, and social media. The release creativity provides can be felt not just through painting, but also through

activities like music. For Senior trumpeter Matthew Mossinghoff it is jazz that has opened the door to a new world.

“It’s made me kind of the biggest nerd that I possibly can be and do a whole bunch of research, look into things, figure out different things to do with [music],” Mossignhoff explained. “It’s also helped me network really well and connect with a whole bunch of people from the community who do a lot of the same stuff,” Similarly, sophomore Spencer Rodecap finds himself being shaped by his passion of competitive rifle shooting. Rodecap participates in two competitions: rimfire which is anywhere from 15 to 100 yards, and centerfire which is typically 200 to 1,200 yards in distance. The rush he feels when hitting the target and the accomplishment that comes with it is like a drug. This unique talent sets him apart as he tries to grasp who is.

“I’m a pretty cool dude,” Rodecap said jokingly. “But seriously, I’m competitive in

certain things. I’m not an athletic person, but in the things that I like doing I’m competitive. And I don’t know anybody else that shoots in competition that’s at this school so that part of me stands out.”

“ To be an individual you just have to be true to who y o u a re ,” -Anna Carroll, junior

FOCUS 19

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20 FOCUS

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All three of these individuals, though involved in very different activities share a uniqueness that sets them apart. Their advocacy and drive for their form of creativity is contagious.

“Pretty much anybody you ask, they’re going to tell you, I’m all in for band and for music. I mean, it’s basically kind of what defines me. It’s just most of what I do, and it’s what I enjoy doing the most,” Mossinghoff said.

Mossinghoff began playing trumpet in sixth grade, but it wasn’t until a friend suggested that he began to play at his school.

“My friend Colin ended up persuading me to audition for the jazz band over at Seager going into eighth grade. And then I was just kind of doing it as a pastime and then I started doing it [at FHC] sophomore year and started enjoying it a bit more,” Mossinghoff said.

By doing what they love, these individuals have been able to transfer their individuality through not only their talents, but also into their everyday lives.

“It’s nice to know I was given this talent, like this is something I love to do, this is my passion. And I will always have that no matter where life takes me, where I decide to go. So it gives you sort of that grounding base of who am I,” Carroll explained.

Carroll first began dabbling in art at a young age and since then it has only blossomed as she struggles to find her style but is enjoying the journey.

“I’m really just sort of learning, sort of experimenting with different things. I guess my favorite thing to do in art is painting. I’m not super serious about it, but it’s more of a chill, relaxing, like me time sort of activity,” Carroll said.

While Carroll cultivates her talent with leisure, Rodecap chooses a more forceful approach by going out to a shooting range any chance he can get and like Mossinghoff, it took a little nudge from friends to get him started.

“Pretty much every weekend I’ll try and go out and put a hundred rounds on paper,” Rodecap said. “And I talked to a couple of people that I shot with before and they said that I should get into competition and I did.

That was pretty much all it took.”

Being in such an uncommon sport, that most people forget it is a sport, can be challenging. When it comes to marching to the beat of his own drum however, Rodecap knows what is best for him. “[Marching to my own beat] happens for me a lot in competition because you’ll have people try and give you tips. A lot of the Scan this QR code to watch a video of Spencer Rodecap in time the tips will help, but action at his shooting range. some of the time it doesn’t work for you, so you have to do what works for you best,” Rodecap explained.

The question remains, what is this individuality that has encompassed these three talented students to discover their passions? “[It means] being your own person. Not trying to match what other people want you to be,” Rodecap said.

This theme of not caring what others think was also reinforced by Mossinghoff.

“Doing your own things that you’re passionate about and working hard towards something, regardless of what other people think you should do,” Mossinghoff said.

While Carroll agrees she also thinks it means a little bit more.

“To be an individual you just have to be true to who you are. Which honestly, I think is one of the most difficult things to do,” Carroll said.

JAZZ MAN: Matthew Mossinghoff plays the trumpet during practice with the jazz band. He was pushed towards jazz in eigth grade and has been in love with it ever since.

PHOTO BY ISAIAH SALIN

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LIFTING THE BAR: Dakota Fort is lifting heavy weights to stay physically fit. His body shape echoes that of a mesomorph and he is physically in shape; the BMI scale would’ve said otherwise. PHOTO BY GRACIE KREUP

BMI doesn’t constitue fitness How to work out to be healthy for different body types

By Seth Wilcox

Staff reporter For many people, their BMI matters a great deal to them. It’s what prompts them to workout more, eat healthier, and cut back on sweets. But in reality, a plethora of athletes and muscular individuals are mistaken as overweight or even obese by the index.

The common misconception is that BMI tells a person how healthy and/or how “fat” they are. Actually, the BMI scale is currently used to measure a person’s body mass index: their weight to height ratio. According to the Centers for Disease Control and Prevention, BMI can be used to check for weight categories that may lead to health problems but it is not diagnostic of the body fat content or health of an individual. This outdated method determines if someone falls into one of the five general categories: underweight (12-18), healthy weight (19-24), overweight (25-29), obese (30-39), and morbidly obese (40-50). But for many, they fall into either the underweight or overweight category and are living a generally healthy lifestyle. The United States National Library of Medicine, or NLM, believes the BMI scale does not account for athletic body types that commonly fall into the overweight category.

“In the case of athletes, who may have a high

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body weight due to higher lean body mass, BMI may lead to misclassification of the athlete as overweight or obese,” says the NLM. For example, wrestlers and football players usually fall into the overweight category, even though their “overweightness” is caused by a high muscle mass. The BMI system is meant to be a bell curve, where the majority fall into a category and fit the descriptors. But for many people, especially athletes with developed muscles, they don’t fall into the standard bell curve. Because of these discrepancies, there is a push to reform the system to account for different body types. For junior Madelyn Bennett, she is one of these kinds of athletes.

“I do swim, cross country, and track [and] I’m skinny” Bennett said.

The BMI reform is taking into account different kinds of body types. The three general body types are ectomorphs, mesomorphs, and endomorphs. Ectomorphs are characterized by being thin and lean with a difficult time gaining muscle. Mesomorphs have responsive muscle cells which makes building muscle fairly easy for them. Mesomorphs are also usually body proportional and have high metabolisms.

Endomorphs have a high tendency to store body fat and usually have lower metabolisms.

Each of these body types are all normal and have different strengths and weaknesses. For instance in primordial times, endomorphs were the humans who lived in very cold climates. Their ability to store body fat kept them warm and low metabolism made them able to go long periods without food. In contrast, ectomorphs were usually found in hotter climates. Their low body fat kept them cool in the heat and their thinness made them agile and a small target for predatory animals.

Each body is unique and a workout regimen should be uniquely tailored towards them. Since every body type is different, it is recommended to find a healthy diet and exercise schedule that pertains to the predominant body type.

“Body weight goals of athletes should be determined for each athlete, based on the requirements of the sport, the athlete’s body size and shape, and in consultation with the athlete, coaches, and trainers,” says the NLM. Be sure to consult with a nutritionist, personal trainer, and/or personal doctor to get a professional opinion before trying anything that could upset the body, like a change in diet or an aggressive workout schedule.

“Go slowly, don’t jump into it. Do whatever your body can handle,” Bennett said.

Workouts for specific body types To learn more about ectomorphs, mesomorphs, and endomorphs and to learn what body type you are, scan the QR code!

Ectomorph: lean and long, with difficulty building muscles Do’s • Eat plenty of protein and carbohydrates • Train with compound moves (exercises that work multiple muscle groups) • Finish workouts with isolation moves (exercises that involve only one joint and a limited number of muscle groups) Don’ts • Put too much cardio into your workouts • Overdo isolation moves and aerobic activties Training that will benefit you the most • Deadlifting • Squats • Bench presses • Leg presses • Lifting heavy weights

Endomorph: high body fat, often pear shaped with a high tendency to store body fat Do’s • Train with intensity • Be careful with carbohydrate intake • Build power in the shoulders • Watch your food intake: low fat diet Don’ts • Do too many crunches • Jog for long periods of time • Drink excess sports drinks Training that will benefit you the most • Press ups • Chin ups • Relatively fast paced training • Lifting moderate weights

Mesomorph: muscular and well-built, with a high metabolism and responsive muscle cells Do’s • Train like an athlete • Time your workouts • Make sure to get personal bests • Watch out for fat gains Don’ts • Take your body for granted • Eat whateveer you want Training that will benefit you the most • Strength exercises (exercises that work your muscles by using resistance) • Power exercises (exercises at high speeds) • Lift moderate weights on a regular basis • Aerobic activities

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continuing the grind Senior athletes prepare for rigorous transition to college sports

By Megan Percy

Discover editor Many graduating seniors see moving onto college from high school as a way to let go of themselves and move on from who they were as adolescents. They say goodbye to the teachers and peers they have coexisted with for four years. But seniors Yaniah Curry and George Schlotzhauer, and millions of others across the country, despite leaving everything else, get to continue playing their sports in college.

Curry, named the 2019 St. Charles County Large School Female Athlete of the Year, will be playing basketball at the University of Toledo in Ohio.

Schlotzhauer, co-founder of the FHC eSports team, will be playing esports at Central Methodist University. Both are accomplished in their respective careers and both received scholarships as part of the chance to play for their respective teams.

Going from high school to college for anyone is a big step, in which transitioning students are moving from traditionally smaller schools to bigger ones with people unknown to them. But for athletes, it means taking it to the next level, competing with higher caliber groups, and seeing if they will sink or swim. Schlotzhauer, who learned esports through his brother and self-teaching, feels the pressure to keep up with his teammates who have different backgrounds and skill levels.

“I’m really nervous,” Schlotzhauer said. “I’ve already met a lot of people who already play on a team at Central Methodist, and there’s really good players there. It’s really scary because I don’t know how I’ll match up against some of these higher up players.”

However, he also says he is ecstatic to have this opportunity and continue forward with others who share his passion.

“To have a team of dedicated people who share the same passion as me, to want to improve and do the same stuff, really appeals to me...it’s exciting,” Schlotzhauer said.

Curry shares his excitement, but unlike Schlotzhauer, is not particularly worried. She owes this to her personality type and her desire to roam.

“I think right now I’m just really excited,” Curry said. “I’ve always been more of an adventure-type person, like I always want to travel, I want to do things.”

Former college soccer player from Lindenwood University and current English teacher Mrs. Laurie Penuel can attest to the positives of continuing to play a sport in college, as she dedicates a part of who she was in college to being a player as she was learning social skills she needed as an adult.

“That was a large part of my identity and [I] met a great deal of people along the way and learned alot about myself through successes and failures,” Mrs. Penuel said. “I think it helps you with the social aspect that you don’t usually get just sitting in classes, you’re working with people and sometimes it’s people that you don’t really like, but when you

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“ Y o u w o n’ t a l w a y s b e p re p a re d f o r everything, but you can adjust, and I think I ’ m p re p a re d t o b e a b l e t o a d j u s t .”

-Yaniah Curry, senior

IN THE ZONE: Yaniah Curry is on the move, prepring to catch a pass from a teammate. This is her fourth year on the FHC varsity team, an impressive feat for any player in any sport, and will be attending the University of Toledo in Ohio on a basketball scholarship. PHOTO

BY FAITH CARTER

are forced to work with them, you learn how to get along well with others.”

When being tested by college sports to see how good an athlete really is, they have to wonder whether or not they are ready. Though she admits she may have difficulty at some points while playing college basketball, Curry says she feels as if she has been aptly readied for the road ahead.

“I feel prepared with what I have done, but there’s definitely going to be challenges that come up and that’s just part of the game,” Curry said. “You won’t always be prepared for everything, but you can adjust, and I think I’m prepared to be able to adjust.”

Not all of college sports tests players. It also aids them in multiple ways. Mrs. Penuel, Schlotzhauer, and Curry all were financially helped with college through sports. The team bond that goes into the making of an actively competing group is also a social bond that can form connections for life. Schlotzhauer looks forward to making friends amongst the people he plays with.

“It’ll start me off with people that it will be easy to socialize with,” Schlotzhauer said. “I’ll get to know some people very quickly at least to start with and hopefully I’ll make some friends.”

Mrs. Penuel can attest that this theory is possible, as she experienced many joyous moments with her own team, and still remains bonded to those she spent time with and played with over her collegiate athletic career.

“Those are some of the best memories that I have in life, being with some of the girls I played with and some of the teams I played for and really creating who I was,” Mrs. Penuel said.

In addition to close friendship, the team bonds formed can create a safety net for freshmen still getting the feel for college. Curry says she thinks that her own team will help her and support her in this way as she learns how to be a successful college student and a focused college player “It will definitely give me some of that discipline life. that some other freshmen don’t really start off with and it will provide me with a support system to kind of go through that,” Curry said.

As these seniors graduate and get ready to say goodbye to many things that are familiar, it can be a comfort that they will still be able to compete in the sport that they love and have loved for years previous. As they begin to start their new lives and careers at university, Mrs. Penuel reminds them to always remember to appreciate the time they spend practicing and playing their sports.

“Soak it up, even on the pre-season days, the two-adays, and sometimes three-a-days, [even] things that you are dreading,” Mrs. Penuel said. “Those will be days you wish you could get back because of the experiences and the people you’re with.”

7% 2% 2%

GOOD OLD DAYS : Mrs. Laurie Penuel stands with her teammates as a college soccer player holding a plaque. She holds this picture and her days spent playing soccer in a very special place in her heart. PHOTO BY LANIE SANDERS

ONWARD AND UPWARD: George Schlotzhauer and Yaniah Curry being signed to their respective schools. They are both excited to be able continue playing their beloved sport even after high school is over. PHOTOS PROVIDED BY ANNETE HERDT

of high schoolers go on to play varsity sports in college of high schoolers go on to play sports at an NCAA Division 1 school of high schoolers get scholarships to play NCAA schools

*These statistics come from https://www.cbsnews.com/news/8-things-you-shouldknow-about-sports-scholarships/ and http://www.scholarshipstats.com/varsityodds.

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Wait Till You Hear About This Corey Wait’s dominant run of form comes to a halt at State GETTING PHYSICAL: Senior wrestler Corey Wait widdles out some competition from Timberland at the District Tournament, trying to get a hold on his opponent to control the match. Corey would win this match, along with ll others prior to the State Tournament in Columbia. PHOTO BY PAYTON AMLONG

By Marcus Falcomata

Staff Reporter In our midst is one of the great wrestlers in the history of an extremely successful and decorated Francis Howell Central Wrestling program.

Senior Corey Wait has medaled at State all four years of his career, an accomplishment achieved by only six other Spartan wrestlers.

His career culminated this February at the State Tournament with a Sixth place finish.

His other medals include a sixth place finish in 2016, third place in 2017, and second in 2018.

Perhaps the greater achievement of the season though, was the undefeated record Wait held coming into the State Tournament.

Although sixth place is an excellent accomplishment, expectations for Wait were much higher entering the season. Coming off of a loss in the state finals in 2018 to a senior, Wait maintained his ranking in first place from the pre-season and on to the State Tournament.

“It was expected that he would go undefeated,” said fellow Wrestler and senior Austin Smith.

Neither Smith nor Wait could see anything less than a State title in Corey’s future. “He was ranked first in the State, he beat everybody, he took first at Winnetonka and Lee’s Summit, so what else could we expect?”

“Going into the season, I expected a state title,” Wait said. “But, you know, sometimes one goal doesn’t really go your way and you

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end up achieving something else. Making it undefeated all the way past districts was really my achievement this year.”

Smith commented on what makes Wait a great wrestler and a nightmare in the ring.

“There’s certain moves you can do on certain dudes, but with Corey, he can put even a big dude in a spladle. It doesn’t matter what position, he can put you in a spladle,” Smith said.

Smith went on to praise the well-balanced nature of Wait’s skills. “All aspects of his wrestling are really good though so even in close matches he can pull those moves out and come out with the win.”

“Wrestling against Corey is funky,” elaborated Smith. “He’s got long arms and he’s quick on his feet so it’s like, you just got to be aware of stuff that throws you off. It’s a whole different game when you wrestle him.”

A lot of the credit for Corey’s skill is due to the junior Spartan wrestling programs. Some day those little guys seen around the wrestling room and cafeteria on weeknights will take the place of our current wrestlers and likely have similar success.

Athletics director Scott Harris recognizes the numerous benefits the wrestling program reaps from having such a strong junior program.

“If you look at the number of state trophies and the number of top 10 finishes we’ve had, wrestling is arguably one of the top programs at Howell Central,” Harris said. “I think the junior

spartan program has played a big part in that because it gets these wrestlers started at an early age. They learn from great, great coaches like Coach Cross. His entire staff are very hands on with the junior program,” continued Harris.

“Kindergarten through seventh grade they’re getting good coaching and getting good skill work and are getting to know wrestling well from high school coaches before high school even starts.”

Even Wait knows what a fantastic opportunity the junior spartan wrestling program brings.

“The Junior Spartan program is basically a high school wrestling program, just a little less times a week in the practices and everything are almost identical and really it does prepare you for being in high school wrestling,” Wait said. “When you start wrestling young, you really you just have to commit. It becomes your life so when you have you know, the the muscle memory just completely down to a tee,” Wait said. “Then these people that are wrestling you know, just in high school, they’re just now figuring it out.”

Wait has much to be thankful for in his journey as a Spartan, and many people who helped him get to this point of dominance.

“I’m really thankful for Coach Cross, you know, we’ve had our issues and we fought a little bit but it’s really just made me a better person,” said Wait. “I’m also really thankful for Coach Rocky, who left last year. Really just it’s not even about wrestling at that point. He’s just a role model and it really changed how I wanted to be.”

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CLUB QUESTIONS

Members of a club or sports team are asked a question relating to their goals for this year. This issue, we asked girls soccer:

focal points Every issue, the Central Focus staff is asked what issues have been on ther mind as of late. The best are chosen to go on this page.

What do you do to get ready for a game?

Paige Vandaela Plays forward, offense “I usally have this hype music playlist I listen to.

I have this headband ritual, [where] I make a wrap,” Vandaela said.

Molly Krispin

CHECKED OUT: Senior Jessica Fults leaves the school, ready to graduate. Paper editor-in-chief Liz Baker believes that seniors should get to leave much earlier than the five minutes they are given. PHOTO BY GRANT BOEHNE

Plays center-back “I like pre-game naps a lot. I want to rest and get my mind set right, get ready for the game,” Krispin said.

Block scheduling

Jay Viola Plays center “I practice on my own for a little bit... I’m by myself. Then I listen to my playlist for a really long time,” Viola said.

Jenna Mathis Plays midfield “I like to listen to my workout playlist, and I like to focus in and kind of get hype for the game,” Mathis said.

Jessica Fults Feature editor

After seven classes a day, the load of homework can be overwhelming, taking sometimes hours to complete. This leaves little time for creativity or simply down time for relaxation which puts a damper on overall happiness.

With block scheduling, classes are every other day, which divides the workload and gives students more time to study for tests.

School is a high-stress environment, and block scheduling would alleviate some of the pressure that comes with homework.

Motivational stress

Eustress is a psychological stress that’s interpreted as beneficial for those experiencing it; it helps solve problems rather than just focusing on the problem itself and worrying about it and not finding any solutions which could be described as distress. The aspect of eustress helps all of us in everyday life from getting homework done so you can turn it in, to getting out of bed and start working out so you can be healthy, or do whatever you need to do to take care of yourself. Eustress allows you to feel excited and happy about the outlook on life. It helps you motivate yourself to work towards goals you want to or need to accomplish like homework, chores, Ruthann Kimbrel Staff reporter self-care or really anything else that pertains to caring for something or someone but requires the motivation to do so. Eustress not only gives you motivation to do things but it also increases creativity functions and can give you bursts of energy.

Senior privileges

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Liz Baker

Paper Editor-in-chief

Other high schools, like Parkway and Rockwood (*ahem* the rich children) give their seniors a very special privilege. They do not attend the last two weeks of school. Now, I believe we should be extended that same privilege.

Currently the only privileges we receive are leaving for the day at the end of grad practice and leaving five minutes early on the last day. My senior class is just as checked out as theirs is. We have just as much senioritis as they do. It would give our seniors, who have worked quite hard, a nice light at the end of our educational career.

staff editorial: PERSONALIZING LEARNING

class of conformity

ILLUSTRATION BY LANIE SANDERS

The US education system needs to adopt individualized learning There is an invisible line that everyone is expected to stand on. This line runs through all aspects of our life, with the most evident being education. We are expected to change ourselves to be able to stay on this line. We’re expected to conform.

In education there is no diversity. Even though there is more than one type of intelligence, our society and school system only chooses to recognize the intelligence of AP students who know how to study. In classrooms of 30 kids, teachers don’t have time for individualized lessons, and if you don’t understand the topic, you’re left behind.

Even when students raise concerns about not having enough time to grasp the concept at hand they are automatically told to see tutors or study harder. Everyone is different, and this problem with education causes those particular students to see themselves as lesser simply because the way they learn best doesn’t coincide with the way that they are being taught.

In 1983, American psychologist Howard Gardener recognized and categorized intelligence into eight types, but the United States education system only recognizes one of these (logicalmathematical) and demotes students who show promise in any other category.

A student who has perfect pitch and understands how music affects others

is cast aside because they may not be scoring a 30 or above on their ACT. Oftentimes, this immense pressure to be in the top 10 percent of your class creates complete or partial social isolation.

In the real world, it is arguable to say that the book smarts that the education system pushes are the least valuable.

After high school or university, the thing that is ultimately going to lead to success is how good you are with people. Primary education is so focused on how to write a five paragraph essay and solve calculus equations that they completely ignore fundamental skills such as how to act in an interview and how to lead a team. It is true, however, that some professions do require research papers and calculus on the daily, but until all 50 million school-aged children in the U.S. pick that career path, it’s unnecessary to focus solely on those classes.

In recent years there has been a more widespread acceptance of these other types of intelligence with trade schools and other alternatives to a four-year university becoming more popular amongst seniors.

However, the problem with this is that high schools are doing next to nothing to recognize these types of intelligence and are leaving it to colleges to do so. In the American high school, there is still such a push for the average student to take a bunch of AP classes, and for what?

Bragging rights amongst administrators

and a fancy banner outside of the school?

We as a country should stop forcing kids into one box and let them be their own people.

The education system should become more open and accepting of all types of intelligence and provide a more individualistic approach to education rather than the outdated, factory made system we currently sit in.

We are starting to see a shift in public education in schools like Marysville Getchell High School, in Marysville, Washington.

They don’t describe themselves as a high school, but instead a “learning community.”

The innovative campus is made up of four smaller schools which cater to students of different strengths and interests: The Bio-Med Academy, the International School of Communications, the Academy of Construction and Engineering, and the School for the Entrepreneur.

Schools like this are making a legitimate effort to include all types of students, and are in turn abolishing the conformity that typical public schools are pushing.

Stop only recognizing the 10 percent.

Focusing solely on one type of intelligence isn’t beneficial to anyone, and until public schools make a shift to accommodate for this, we will continue to find a mass of students in what the system considers as “below average.”

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separated from the pack Exclusion is a cruel and unrecognized form of bullying

Sixth grade cheer practice; it was the best of times, it was the worst of times. I had entered middle school and immediately found myself more alone, and with the loss of elementary school friends to what seemed like a river of never-ending new people, I looked for some new ones. I joined cheerleading after watching them flip, twist and jump all over the tile floor of the Saeger gym at Transition Day. I was mesmerized, and, in needing friends, decided to become one of the sparkling girls smiling, yelling and somersaulting in front of the whole school. But after two years, I eventually left, despite adoring the sport and everything that went with it. Why? Megan Percy Because I was bullied.

Discover editor No one made fun of me, not to my face, at least. Most of the people were very nice. But going into my eighth grade, there were many moments I reflected on in which I felt more alone and embarrassed than ever, even when I wasn’t being berated or made fun of. Moments drinking my water alone on breaks, looking at my phone aimlessly to mask from myself and others that no one was talking to me; Halloween of one year, in which I cried silently while hoisting a girl in the air, being the only girl on the squad not invited to someone’s party; silently eating my food at an afterschool Applebee’s dinner for the team, everyone laughing and talking around me, ignoring my attempts at conversation.

No, no one made fun of me, I was just excluded. But is that really better?

Some of you might say it is. That it’s not on purpose- people just don’t always get invited to everything. And that’s true. Sometimes there aren’t enough tickets, seats, or invites for all of your best buds.

It’s unavoidable, and no human being is capable of including every person on the planet, remembering every acquaintance they’ve been recently aching to hang out with.

But for some, it’s a convenient excuse. A way to lie to others and themselves so they can feel better about distancing themselves from certain people. For years, I have heard this excuse when I’ve confronted others; rarely have they owned up to this. And that’s because not only is it so hard to identify in others, but also in yourself. We all want to believe we are good people inherently, and so reflecting in ourselves and checking our own behavior can actually be harder than checking others.

There are many people who don’t do this on purpose, they just forget. They don’t ignore people, they just don’t see them at all.

We all must make an effort to try to see every person in our lives, no matter what part they play, and invite them to be part of our lives. I know what it’s like to be unseen; I’ve been a victim of the blindness of others. It hurts feeling like you are not thought about.

So start. If you haven’t talked to someone in a while, pick up the phone and connect again. Include everyone, because you may not know who it is you are leaving out until it’s too late. Keep in mind that even if you separate yourself from them, while it’s not the same as spitting in their face, you will slowly break their hearts.

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sports over arts, always FAVORITISM: In the Terry Kasper Corridor, Spartan athletes are honored with plaques commemorating their achievements. While some band and choir awards hang in the halls, not nearly as many as sports ones do. PHOTO BY ABIGAIL TARLETON

Standouts in the creative fields deserve their due as much as athletes It’s the same song, sung over and over again, but there’s a reason people are still talking about it.

It seems that—as far as high school goes—sports have always, and will always, get more attention than the fine arts.

What does that even mean, get more attention?

It means sports get more funding, they’re the ones honored at pep assemblies, and their photos line the walls of the school.

Don’t get me wrong; Gabby Buchholz sports are important to the Copy editor culture of our school. Some students earn scholarships from the sports they play, and it helps them meet new people and become more well-rounded.

But couldn’t we give that same treatment to our theatre, choir, and band departments?

Theatre and choir aren’t sports, but if marching band students can be honored with Ultimate Spartan awards, then those fine art students should be able to receive them as well. (I’m not saying marching band isn’t a sport either thenthat’s a whole other can of worms.) But if band kids can be celebrated for their hard work in academics, theatre and choir kids should be honored as well.

After all, those activities are year round, too.

Just like there are fall, winter, and spring sports, theatre also has its seasons: a fall and spring show, with off time and a state conference in the winter. And just like how sports have GACs, our school’s thespian troupe competes in various events at the Missouri State Thespian Conference every January. They compete in improv, a variety of individual events like duet musical, audition for a statewide show, and are judged for technical scholarships. (And they won in all of those events at this year’s Thescon.)

Choir has concerts year-round, with All-State, solo and ensemble, and a State conference in the spring and winter. Band has a similar schedule, plus a marching band season July-October.

Our fine arts compete in conferences just as much as our sports teams do. They train year round like athletes and perform all that they’ve learned and trained for. While fine art events are fewer in number, they’re bigger in scale.

FHC isn’t the worst case of a sports over arts dynamic. (For that, look to “Lemonade Mouth”.) In fact, Mr. Harris and Dr. Arnel, along with the rest of the administration, do put in the effort to tweet about and promote the fine arts events, like any upcoming band, choir, and theatre events All I’m asking is that the fine arts get a little bit more love. As much as we encourage participation in sports, we should do the same for the arts. If we have to pay an activities fee for fine art extracurriculars, then we should

be honored just as much as sports are.

I think it’s time, in the year 2019, for the arts to finally get the love and attention they deserve.

Choir and theatre students should be given Ultimate Spartan awards. Alongside the fall, winter, and spring team pictures, the group photos of our fine arts and clubs should line Terry Kasper Corridor as well. Theatre and choir should be given the opportunity to perform at pep assemblies, and the administration needs to promote our fine arts and celebrate their achievements. Likewise, if students rank superior at Thescon or receive a 1 on their choir performance at state events (the equivalents of getting 1st place in a competition) then their achievements should be celebrated just as much as our athletes who are named in hall of fames or all state teams.

State events, whether it be for choir or for basketball, are all important to the achievements of students. The trophies and awards of any department should be proudly displayed in glass trophy cases—not just those of our sports teams.

The best way for the fine arts to get this recognition is through the students who fight for it. If more students join choir, theatre, band— and even take studio art classes and join NAHS— then these changes will happen. If you delve into your creativity with these activities you’ll be supporting them, and will bring more support to them as well. (It’s a win-win kind of thing.)

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E p i s o d a e p r 2 i l 15

April showers bring new episodes of the Broadcast. Centralized will feature stories from a variety of topics, from the growing number of people in track to what happens in the printmaking class.

The broadcast will be available on FHCtoday. com, so make sure to tune in on April 15.

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