Vol 55 issue 1 sept 30 2016

Non-Profit Org. U.S. Postage PAID Permit No. 109 Glenview, IL

FORWARDING SERVICE REQUESTED

GLENBROOK SOUTH HIGH SCHOOL

4000 W. LAKE AVE. GLENVIEW, IL VOLUME LV, ISSUE 1, SEPTEMBER 30, 2016 THEORACLE.GLENBROOK225.ORG

Quest adapts new balance policy, bans purchasing lunch with negative funds

:

FOAM AND FUN Standing, singing and celebrating South pride during the filming of the lip dub, members of Key Club look at the camera whilst dancing in the suds. South’s lip dub was filmed in two takes on Sept. 16, and included various clubs, sports and activities from around the school in order to showcase all that South has to offer. Photo courtesy

Isabella Albrecht MOLLY STRYKER staff reporters

See Lip Dub, page 2

See Quest, page 4

of Jacqueline Carter (Etruscan yearbook)

Lip dub highlights South extracurriculars Grace Shin co-news editor Anushka Kalra asst. news editor

The 2016 GBS lip dub was filmed during school on Sept. 16 and was then presented on the same day at the home football game.

A lip dub is a video that integrates lip syncing and audio dubbing. According to Josh Koo, Key Club sponsor, this year’s lip dub was partially created to help raise money for the Glenview/ Northbrook Youth Services, a local organization. “[The Youth Services] building is right down the street from us,” Koo said. “They provide a lot of really cool after school and mentorship programs

for [the youth] in Glenview who are said. “Throughout the video there are underserved or low-income. We really little factoids about the organization— wanted that to be the focus of our lip on signs or on walls—and a PSA at the end asking people to donate.” dub.”

Karen Paszkiewicz, director of speIn 2011, a Titan lip dub was created cial events at Youth to draw attention to Services, worked very a telethon that would “[The lip dub] was so help Youth Services, well done; the students closely with Shellard and Koo in the making while [another] goal are so talented.” of the lip dub and the inwas to raise aware- Karen Paszkiewicz, corporation of the organess for the program, nization. She expressed Dr. Jim Shellard, as- Director of special sistant princpal of events at Youth Services her satisfaction at the result of the lip dub. student activities, ex“We were just blown away,” plained. He said the video highlights the connection between GBS and Paskiewicz said. “We just thought it was amazing. It was so well done; the Youth Services. “[In the beginning] Principal Fagel students are so talented.”

Julie Benca, broadcasting teacher picks up a little girl from Youth Services and shows [her GBS],” Shellard and the director of television and film,

Graphic by Rachel Nwia

led the students that filmed the lip dub this year. Some significant changes she noted from the creation of this year’s lip dub include the use of more advanced technology such as drones.

Benca also mentioned the extensive practice the students in charge of the filming participated in, as well as the many discussions she had with her students.

In response to major debt last year, Quest Food Management Services is now enforcing a policy at Glenbrook South which does not allow students to hold a negative balance on their Quest account.

The policy states that a student cannot purchase food from the cafeteria without the proper funds in their account. Nevertheless, Wayne King, the vice president of operations for Quest, wants to make sure this policy does not take away a student’s meal.

“The important approach for [Quest] was to make sure, number one, from an organizational standpoint, that no one was turned away,” King said.

If a student comes to buy lunch but has a negative balance, any prepackaged food (potato chips, candy bar) is collected and the student is provided with a “value meal” as a substitute lunch for that day. However, if a student has already picked up a handmade item, they are allowed to buy it so that it will not be thrown away.

In both cases the student is expected to replenish their account for the next day.

In attempt to solve this problem, Quest Services communicated with GBS cafeteria staff through a training process in which the staff walked through different scenarios that may play out throughout the school year, specifically dealing with how staff should alert students when their accounts run low.

“What should happen for you as students if you come through the cafe-

South designates private bathroom facilities for student wellness JOHN SCHURER co-news editor

In response to the petition organized by Gay Straight Alliance (GSA) in the spring, South has designated two gender-neutral restrooms this school year.

Due to the recent nationwide discourse regarding gender in schools, sophomore Kaleb Garden and other GSA club officers felt compelled to organize the petition at South.

“We wanted to make a statement that we accept everybody here at South and no matter who someone is, they deserve to feel safe,” Garden said.

According to GSA sponsor Katrina Prockovic, their club’s petition received over 800 signatures from South students in support of gender-neutral spaces.

“I think the support the school showed was worth its weight in gold,” Prockovic said. “For kids to see their classmates stopping and sign-

news

3

NEW FACULTY

ing this petition and showing their support was a really unifying experience for them.”

Additionally, Prockovic says that most faculty members have embraced and praised the implementation of the new facilities, which include two private changing stalls in both the boys’ and girls’ P.E. locker rooms.

“The staff feedback has been incredible,” Prockovic said. “They’re not only glad that we have these actual bathrooms available, but really proud of the fact that they work in an institution that was able to listen, respond and [take action].”

Before the restrooms were an option for students, some would use the nurse’s office for privacy, according to Prockovic. Now, the two centrally located single-use bathrooms—adjacent to the Autos Shop—offer an alternative for students. According to Principal Lauren Fagel, the gender-neutral spaces are intended to make all students feel welcome. “[As administrators], our job is to keep kids

opinions

8

HARAMBE

safe,” Fagel said. “We need to do whatever it takes to do that. If it means learning about gender identity and gender identity challenges, we have a responsibility to do that.”

The process of petitioning for the bathrooms was a unique learning experience for GSA, according to Prockovic.

“This is the first chance they have gotten to see activism and what the positive results can be,” Prockovic said. “They organized, they acted, they met with the administration and they saw the fruits of that.”

A key factor in the creation of the facilities was staff acceptance, according to social worker David Hartman, in comparison to other schools that aren’t as cooperative with diverse student needs.

“I think our staff here is incredibly receptive to trying new things, to talking to people differently, to providing different space and different conversation,” Hartman said. “Our administration is resisting nothing [...] It’s awesome.”

features

12

LIFEGUARDING

a&e

16

Photo by Nick Moran

sports

CULINARY ARTS

20

GIRLS SWIMMING

2

news

Sept. 30, 2016

80 Total number of hours that GBS TV worked on the 2016 lip dub

53 Staffers and editors on Calliope, the literary & visual arts magazine

680 Number of senior students enrolled at Glenbrook South this year

Lip Dub, continued from front

“[I worked] with some of my students in the class to go through the path [and check if] we’re finding the best shots to get, the best angles, and making sure we’re hitting turns if a beat drops at a certain point,” Benca said.

Benca worked with TV students George Gould, Josh Noll, Chris Daus, Cam Daly, Walter Snyder, Sam Waller, Ashley Sklena and Dasha German.

German co-directed the lip dub with Sklena and worked with the other students to bring the project together.

“We put a lot of time [into] the video before school even started,” German said. “We spent 80 hours before the event, just planning. Then on Friday, we worked 20 hours straight to finish.

It was stressful but amazing.”

It was a new experience for German, who usually directs features for V-Show and live action events. However, she enjoyed the opportunity to try something different and use advanced film tools to make the lip dub.

“It was [different] because usually FAGEL 'N' FRIENDS: Performing the “We’re All in this Together” dance from High School Musical, Principal Lauren Fagel and senior students other people are moving and not me,” gather together for the final scene of the GBS lip dub. Fagel and other faculty and students were integral parts of the planning behind the video, according to Dr. Jim Shellard, assistant principal of student activities. Photo courtesy of Cameron Krasucki (Etruscan photographer) German said. “But for the lip dub, I had to follow the camera to make sure the performed in the lip dub with hip hop associated with [lip dub]. Every time I very nervous. timing and music was right.”

“I just remember how many views we dance crew De La Cru, the experience watch the video, I get so happy.”

Students outside the TV Department He also commented on the amount of also became involved in the creation of got on the last lip dub,” Bhaiji said. “I was eye-opening in many ways. Kim the lip dub. Koo emphasized that stu- was like ‘Oh my god, my entire fam- says although it was a bit stressful, it club diversity he saw during the video. dent opinions were taken seriously and ily’s going to see this, I had a feeling was also an opportunity to learn about He said even the smallest of clubs were represented in some shape or form, that ideas had to be passed by groups they were going to play it at gradua- his teammates. therefore adding “This year tion, so I was of students to the overall unikind of freaking we had quite before being ty of the project. a lot of freshout.” approved. One “The amount of However, in men and every student that inclusivity that order to perfect time we had was involved in [the lip dub] was obstacle the lip dub, Bhai- an the groups was able to [display] ji also described that we had to senior Saarah was amazing,” the amount of overcome, we Bhaiji.

Kim said. “Evpeople practice she and [had] “They had us eryone was able the other lip who were natuwrite down our to be shown in syncers partici- ral born leaders ideas [for the some way, and pated in leading who [stepped lip dub], like most, if not all, up to the day of up],” Kim said. song requests were represented “[The lip dub] for different STUDS IN STRIPES: Lip syncing to “Can’t Stop the the filming.

SPARKlING SAARAH : Singing along to “The in some way.” out Spark” by Afrojack, senior Saarah Bhaiji shows “The week be- brought t r a n s i t i o n s , Feeling” by Justin Timberlake, seniors Nic CavalSenior Dahlia fore the lip dub, good qualities her Titan spirit. Bhaiji helped organize and parhow many cuts laro and Charlie Nikitas represent Titan Nation.

Maleh, one of the we would want Various organizations were highlighted through- we practiced ev- in all of us and ticipated in the 2016 GBS lip dub. student leaders ery single day af- we all helped Photo courtesy of GBSTV in the lip dub,” out the lip dub. Photo courtesy of GBSTV of the production ter school,” Bhai- each other out.”

Bhaiji said.

Kim also recorded a tutorial for the behind the lip dub, says this school“[We were] thinking outside of the box. ji said. “You would practice your part We had no idea how it was going to go [and] they would go through the entire collective senior dance to “All In This wide event united GBS in an awe-inlip dub [...] from [lip] syncer to sync- Together”. He went on to say that he spiring way. down, but it was awesome.”

“Everyone [at GBS] is so interconAs well as being a part of the plan- er. [...] The morning of the lip dub, we was happy that he got to be a part of ning process for the lip dub, Bhaiji par- came in at 6 o’clock in the morning and the dub not only as a member of De La nected now,” Maleh said. “Clubs are working with other clubs, groups are ticipated in the lip syncing. Because practiced the entire thing all together Cru but also as a student.

“I was showing [the video] to any- working with other groups. We really this was her first time being in a proj- with the dance at the end.”

According to junior Eden Kim, who one”, Kim said. “I was so proud to be are a community now.” ect like this, she explained that she was

Students For Students revamps club philosophy MARY GRACE REYNOLDS staff reporter

11

Age of Anish Abeysiriwardena, the recently elected Freshman Class President

20 New faculty members welcomed into Glenbrook South this year

In its 20th year at South, Students for Students (S4S) is striving to rebrand itself as a drug-and-alcohol free club for students seeking substance-free social outings. According to sponsor Megan Shipp, S4S has realigned its mission statement, pledge and outlook to adapt to the ever-changing lives of high school students.

Shipp emphasized that choosing to use drugs or alcohol is a decision that high school students should not be making in the first place.

“There is still a legal age limit because choosing to do drugs or Merit alcohol is a very adult decision,” Shipp said.

“Altering your frame of mind is an adult decision. I want to encourage students that while they have the time and while they’re still in high school [they should] have He a lt fun and make h [age-appropriate decisions].”

In past years, club members had to pledge to abstain from drugs and alcohol for the entire year, whereas now members can set their own goals according to their situ-

ation and can make a pledge for shorter duration, which Shipp hopes students will choose to renew. Shipp says this change is indicative of the club’s attempt to reach out to more people.

She hopes this change will encourage more students to try the club and a drug-and-alcohol free lifestyle, and as a result encourage more students to make a permanent change.

“People talk about experimenting with drugs and alcohol, but I want students to know that they can experiment with not using them ,” Shipp said.

“Students should see what they’re able to achieve, the kind of difference [not using] can make in their lives, academically and healthwise.”

Knowledge Senior Isabel Spingola, S4S co-president, and Shipp say that the club’s new name is to call more attention to the revised intentions of the club.

Also, it emphasizes that the members of the club are there “for” one ans n t io other in order to c e nn encourage each Co other to fulfill Graphic by John Schurer their pledges.

“While the founding principles of the club are still intact, the change from S2S to S4S is [also] due to the fact that this revamped version is twice the

LET THE GOOD TIMES ROLL: Being pushed by junior Sam Dale, junior Michael Heftman enjoys an attraction at the Richardson Corn Maze. This activity was an option available to students who attended this Students For Students event on Sept. 10. Photo by John Schurer

fun,” Spingola said.

According to senior Jack Whetstone, S4S team director, the club is also trying to reach out and acquaint themselves with the community.

“I think reaching out is a great idea because it will get the club’s name out there, as well as give people an opportunity to get [involved in] the club without necessarily making a commitment, but rather doing something for others,” Whetstone said.

Dr. Jim Shellard, assistant principal of student activities, has noticed an increase in the discussion of drugs and alcohol among teens over the years but thinks that S4S will play a key role in deterring some students from giving into that lifestyle. “[The new system] offers positive

peer pressure, in that, it puts people who may have used before in contact with people who don’t use,” Shellard said. “So instead of being ostracized for previously drinking or doing drugs, students are being given an opportunity to participate in social events that don’t involve [those temptations].”

According to Spingola, S4S has also been a great opportunity for students from various backgrounds and interests to create meaningful friendships.

“I’ve learned how much fun I could have in high school without the use of drugs and alcohol, and I’ve met so many people and developed so many strong relationships with other club members that would be difficult to make in any other setting,” Spingola said.

news

Sept. 30, 2016

3

South prepares for new civics course curriculum Though the course is currently being developed, Principal Lauren Fagel says that the grade distribution of students will likely vary, as GBS is developing a civics it will be offered to sophomores, course to fulfill Illinois’ gradujuniors and seniors. As a result, ation requirement, to be made communication with parents and available by the 2017-2018 school guidance counselors is important. year.

“We’re going to see where According to Jeannie Logan, the preference falls,” Fagel said.

Social Studies instructional su“Hopefully it will be a nice balpervisor, the goal of both the ance between legislation and the tenth and twelfth class is to increase graders.” the readiness of Because of its high school gradavailability, Louates who can efgan says that the fectively partake course will likely in civics. add more students in AP Govern“What I like about the law is ment, which also fulfills the civics that it kind of tries to accomplish requirement. However, its full exwhat we’ve always been trying to tent is difficult to know until the [do] in social studies, and that’s class is implemented. to have informed, engaged, active “One of the things I love about citizens in society,” Logan said. being at [GBS] is [...] we have a The legislation stresses four lot of really spemain components cial courses at the for the class: school that I think study of governare very unique,” ment, service Logan said. learning, demo“We’re really hopcratic simulations ing those courses and discussion will stay alive and be popular and of controversial topics. Accordthat students will still take advaning to Tara Tate, AP Government tage of them.” and Politics teacher, its intended For the students that choose purpose is to create a course that to fulfill the requirement with AP differs from usual classroom setGovernment, Rhoades says that tings. the class requires “This isn’t slight modification necessarily a but will not be maclass where kids terially different are going to be from the developreciting the Coning course. stitution and how “[AP Government] has to a bill becomes a law,” Tate said. teach, in some way, shape or form, “I think we envisioned this [with] towards the AP test,” Rhoades more … contemporary type of said. “[In] the civics course itself, projects, activities [and] thinking we won’t have that requirement about how social issues are releand that will give us some flexivant today.” bility in that regard.”

Daniel Rhoades, AP United According to Tate, the class will States History teacher, attendbe an important first step for stued meetings led by Sean Healy, dents to realize that they have a who was one of the key people voice and connecin sponsoring the tion in the politilaw and getting it cal process. passed. According “Education [on to Rhoades, these seminars offered Graphic by Cassidy Foronda civics] across the board will cause insight on how othcitizens to demand more of the er districts were adapting to the political system, demand more of requirement and clarified class our candidates, more of our merequirements outlined in the legdia,” Tate said. “If we are, down islation. the road, to have discussions “The folks that have been adabout changing the electoral colvocating for this change [...] are lege process or the two party sysresponding to [the fact that] low tem, getting students [educated] voter turnout suggests that peonow so that when they’re older ple lack a sense of efficacy,” [gives] the tools to be able to enRhoades said. “This legislation is gage as a public citizen in those a way of trying [to increase pardebates.” ticipation].”

CASSIDY FORONDA asst. news editor

TAKING A CLOSER LOOK: Teaching a student how to use a microscope, biology teacher Madeleine Thomas (right) settles into her new teaching position.

Thomas is one of the 20 new faculty members that have joined the GBS community this year. Photo by Eliza Schloss

South welcomes new faculty

Taylor everson

about what they do. That really helped me come in knowing that they already had my respect. He said they were very staff reporters excited to have me, so I think that realFreshman and transfer students are not ly helped build the relationship from the the only ones adjusting to the new envi- get-go.”

On the contrary, new biology teacher ronment of Glenbrook South.

Along with the new 2016-2017 school Madeline Thomas was unfamiliar with year, according to the GBS website, 20 GBS before applying for a teaching ponew faculty members joined South stu- sition.

“I randomly applied here,” Thomas dents on their first day at school.

Jeannie Logan, the new Social Studies said. “I had never heard of GBS before, but I saw that they Depa r t ment a science posiinstruction“I hope to be able to build a rapport had tion opened, and so al superwith students and staff. [...] I want I applied and when I visor, had prev iously to be someone that students feel came here for my very first interview, I knew taught solike they can come to.”

I loved it right away. cial stud- Dean Jacqueline Blanchard [...] As I went on in my ies at New interview process, I Trier for 17 years. According to Logan, she decided learned more and more about GBS and to interview for the job when she realized just fell in love with it.”

Jacqueline Blanchard, first-year dean, she was passionate about working on curriculum and collaborating with other recalled how she felt welcomed by both the students and the staff on her first day teachers.

“When I first started, [I felt pressured] at GBS. “I had a lot of students that said helbecause it was a new role and a new school,” Logan said. “It’s hard enough lo even though they didn’t know who I to learn how to fit into a new school. It’s was,” Blanchard said.“There was a lot of also really hard to learn how to do a new staff coming up and introducing themjob. Both of those things together felt selves to me. The only thing I was nerpretty daunting in the first few days, but vous about was remembering everyone’s names because that was the hard part.” everyone was so helpful.”

Thomas felt nervous for the year ahead.

According to Logan, Terrence Jozwik, former Social Studies Department in- Yet, the preparation the school gave her structional supervisor, helped her with and the support from her department eased her worries. the transition. “[...] I felt very nervous [on my first “[Jozwik] helped set my expectations for the teachers here,” Logan said. “He day],” Thomas said. “But our new teachtold me that they were incredible teach- er orientation really prepared me so I ers, [and] that they are very passionate never felt overwhelmed. My Science

Chaerim park

Graphic by Yoon Kim

Department stood by my side the whole way on that first [day], and even up until now they still do.”

Despite the mixed feelings the new faculty members experienced when coming into the new school, many, such as Thomas, realized how welcoming and exciting GBS is able to be.

“During the institute days, the superintendent ran out as if he was a Pokémon and some of the teachers pretended to play Pokemon Go with him,” Thomas said. “It gave us new teachers a good look at how GBS is very welcoming [...] and [working at South] can be very fun.”

Furthermore, the new faculty members have set personal goals for themselves to achieve in the course of their years of employment at South. According to Blanchard, her goal is to continue to get involved in the school and to build relationships with colleagues and students.

“I hope to be able to build a rapport with students and staff,” Blanchard said. “[I want to] get to know students, be involved, be present. I want to go to activities and athletics after school. I want to be someone that students feel like that they can come to when they need to talk.”

As for Thomas, she hopes to work with and provide many opportunities for her students, and work together with her students.

“I expect to create a classroom environment that is welcoming and safe for all students where they can feel like they have every opportunity open and available to them,” Thomas said. “And I want my students to feel that we’re all going to learn and grow as one together and as one community rather than [separate].”

4

news

Sept. 30, 2016

New touch screen TVs promote traditions, involvement Corinne Shaw staff reporter

Touch screen TVs that display many aspects of GBS history were installed outside the auditorium and dome before the 2016-2017 school year.

According to Dr. Jim Shellard, director of student activities, the screen outside the auditorium is managed by Joshua Koo, Key Club sponsor. The other is under the supervision of Mikael Noll, freshman football coach.

“I think [the screen] is going to be a positive [addition] because we can display more than we could in the past,” Noll said.

All of the decades of GBS history are included through slideshows, videos and photos under the Traditions section of the screen. Koo also mentioned that the screen includes Variety show themes and plays, displays photos of GBS as it was being built and shows what student life looked like throughout the years. “[Students that have used the screen say,] ‘Woah GBS looked like that back then’ or, ‘I can’t believe we did this and I know this person’ [or], ‘This is my mom’s friend’,” Koo said.

Koo stated that the TVs are almost like a time capsule in that it not only includes the theater aspects of GBS but also the student awards and Honors and Awards Assemblies of the past two years.

“Students now are able to not only hear about, but experience the history and the rich tradition of GBS over the years,” Koo said.

Koo stated that when working with Shellard, the main goal was to show what GBS really is.

“In typical GBS fashion, we wanted to go all out [with the TVs],” Koo said. “We [wanted] to blow people away, and I think we were able to accomplish that.”

Noll stated that all of the athletes’ photos previously displayed in the athletics hallway are now in the TVs, because the walls could only contain up to eight years worth of pictures.

“Our whole history [is on the screen], All Conference, All State and State Champions,” Noll said.

Although many things have been integrated into the touch screen, Noll says that there are still some things to be added.

“We have four State Champion teams, but we were unable to find rosters, [so] we are in the process of finding [them] to put the names of those kids [in the program],” Noll said. “This fall when we get the All Conference pictures[... we will] put them in the system.”

Both Noll and Koo agree that the interactive aspect of the screens adds to the experience.

“I think [the screen] needs to be interactive; that’s part of the fun,” Noll said. “Hopefully [this technology] will last a long time.”

Photo Illustration by Rachel Nwia

id please?: Purchasing lunch in the midst of a third block rush, freshman Sevienne Rajnoha recieves her ID from a cafeteria worker. New Quest policies have required adjustments on some students’ ends when purchasing their lunches. Photo by Yoon Kim

Quest, continued from front teria, [and] reach a balance of 20 dollars or less, [is that] our staff should be communicating to you,” King said.

This differs from the protocol last year, in which students were allowed to go into a large negative balance throughout the entire school year to purchase food. King explained that these negative balances were not monitored very closely, therefore resulting in the implementation of the policy this year.

“There were significant dollars outstanding,” King said. “At a certain point, [Quest] just can’t collect anymore.”

According to Principal Lauren Fagel, concerns regarding the negative lunch balance policy were brought up among Board members and Quest representatives over the summer. Fagel also discussed the motives behind this policy and the major debt in some GBS students’ food accounts.

“It’s not fun to chase people down for money,” she said. “[This policy] prevents Quest from having unpaid balances.”

Fagel added that this policy is a moti-

“I think it is fair that kids should be vation for students to be more responsible about their lunch account balanc- expected to pay in a timely manner,” es. She says that before the rule was Cooper said. “Stores don’t typically administered, students were able to extend credit of this [type of] nature, go accumulate large amounts of debt and I imagine Quest lost a lot of money in the past.” going into the negatives.

Aside from the major debt, feedback “Before the enforcement of this polifrom parents cy, it was possibecame a promble for a student inent reason for to have theoretthe enforcement ically an unof this policy. limited amount King explained of debt,” Fagel that many South said. parents were Joy Cooper, unaware of the coordinator debt that their of the Titan child was accuLearning Cenmulating, which ter and Peer was another Group coordicause for the adnator, agreed ditional enforcewith Fagel’s ment of Quest’s sentiment pernew lunch poltaining to the hungry high schoolers: Queued up in the icy. lunch policy be- cafeteria, students wait to be served at food court stations. Quest has recently changed their “I can speak ing for the over- policies regarding negative balances. Photo by on behalf of all bettering of Yoon Kim both Quest and students. She as a parent,” he also believes that students should be responsible for said. “If someone called me and said, their own lunch accounts instead of ‘You owe Quest 50 dollars because depending on Quest and going into the your son or daughter ran over,’ my question would be, ‘Who’s extending negative balances.

that credit to my child?’ And that’s a lot of the feedback we got from parents.”

In a nonscientific Oracle-conducted survey, it was revealed that out of 263 students, 17.8% missed at least one meal due to this policy. GBS junior Alex Economou says that he understands the reasoning behind the policy, but believes that a way to ease student complaints would be to allow students to carry a negative balance up to a set limit.

“As high schoolers we are stressed and don’t have time to worry about a lunch balance,” Economou said.

According to King, this “no negative balance” policy is widely understood to be something newly implemented

by Quest; however, it is actually just an enforcement of a policy that has been in place for years. He acknowledged that there could be some negative feedback at first because it seems like a sudden change, but so far King says that the complaints have been minimal.

“Overall, because we were well prepared as far as the communication [and] the training component of it, I think it has gone over fairly well,” King said. *The Journalistic Writing class contributed to this report.

Fine Arts Department expands, undergoes renovations Anushka Kalra asst. news editor SAMANTHA RYLICKI staff reporter

South’s fine arts program underwent major renovations this summer. The Broadcasting and Drama classes have joined the Fine Arts Department and the photography studio has expanded.

The combination of the fine arts programs came after Martin Sirvatka, the former instructional supervisor for the Fine Arts Department, retired in 2016.

Principal Lauren Fagel decided to revamp the department by expanding classroom space for certain programs. “[The changes] give a more robust sense to our Fine Arts Departments,” Fagel said. “[Now], it’s no longer just music and art. It also decreases the workload for our English supervisor [Tom Kucharski]. English is a huge department since it is a four year requirement. Why not balance it a little?”

Mark Maranto, previously an English teacher, was promoted to Sirvatka’s position. According to Maranto, instructional supervisors are responsible for fulfilling department needs. In order to match college standards, South tries to compete at a high caliber, Ma-

smiling suqi: Posing in one of the newly constructed photography rooms, sophomore Jena Suqi grins for sophomore Yoon Kim. Expanded space for the elective is one of a number of changes made as a result of the merge. Photo by Hannah Buchband

ranto explained.

“I try my best to pursue [department] needs so that students get the most professional experience possible,” Maranto said. “When colleges see the experiences our kids have had, [they’re impressed].”

According to Maranto, throughout the summer, changes were made to the building in order to expand the photography studio’s space, which replaced

two English classes in the Art wing.

Photography teacher Amy Elliot says that along with relocation and renovation, the photography studio has also received upgraded resources for its students.

“Now we have a much bigger projector and screen…[we also] have windows, [and] the room is so bright and open,” Elliot said. “It’ll be nice to have natural light available for shooting.”

According to Elliot, these changes are an improvement for the students, as the new screens allow for high quality images to be presented. Students will also be able to see photographs in high definition on the new projector.

Within the next few months, radio will revamp remote equipment to improve sound quality and transmit away games for sports broadcasts. Dr. Daniel Oswald, radio broadcasting instructor, anticipates the uptake in creative discussions among teachers and is excited to see what collaborations emerge from the new department.

“This is an excellent opportunity for [teachers], because it allows us to work with like minded coworkers and teachers who direct unique programs within the building,” Oswald said.

“We can better [our teaching through] the experiences and wisdom of our more experienced colleagues. Now, I can get [their] input easily.”

According to Maranto, collaboration is the ultimate focus. He says merging departments gives students a more cohesive path through the fine arts.

“When kids see that teachers are working together within the arts, [it won’t] place the stress of having to coordinate classes on them,” Maranto said.

editorial

The editorial expresses the opinion of the majority of the editorial board and not necessarily that of the publisher, adviser, school administration or staff.

Sept. 30, 2016

Nov 5, 2010

5

Parents raise unwarranted concern; South promotes drug free culture For parents watching their kids grow through middle school and approach high school, a discussion about drugs becomes inevitable. Most can only hope that their kids will never have to deal with such an issue, but to others, it’s their biggest fear.

Talk of marijuana-infused goods being sold in the cafeteria and heroin use on school property are amongst other rumors that caused upwards of 40 parents to attend a district board meeting in early August, according to the Glenview Lantern, to suggest an increase in deterrents between both Glenbrook North and South.

The mass of parents, in comparison to the usual five or so, made a front-page headline in the Glenview Lantern and the Northbrook Tower.

Considering Glenbrook South’s extensive efforts to dissuade drug use, such grievances came as a shock to students and faculty alike. The Oracle Editorial Board believes that the expressed public concern of the parents, which has insinuated fear, has little factual basis.

According to statistics released on Sept. 26 during a board meeting about the drug issue, only 16 code of conduct incidents were reported between the Glenbrooks during the 2015-16 school year. This was a decrease from the 21 incidents the prior year.

With the statistics showing a steady decrease in code of conduct since 2011, they additionally boast of no repeat offenders from 2014 into this year. Looking directly at drug related issues, heroin use, which was a concern of the parents, has been entirely eliminated, according to the same statistics.

In reducing the number of incidents, Principal Lauren Fagel claims the schools had no need for the deterrents suggested by the parents at the board meeting, such as drug sniffing dogs and random drug tests. “[GBS has] a good story to tell,” Fagel said. “We have Illinois Youth Survey statistics that show the reality [of it]. And nobody, not at the board, not the superintendent, not the principals; no one is saying there’s not a drug problem, but it’s not unique to Glenbrook South or Glenbrook North, and drug dogs aren’t going to fix it.”

Despite the respectable track record of the Glenbrooks that the district has made, it is unsatisfactory to some. According to GBN mother Shelby Truman*, Glenbrook administration has played the largest role in the drug issue. “[...] The Glenbrook [administrators] do not want to do something about [the drug issue] in order to deter and educate all young people,” Truman said. “[...] It’s been the same thing: [parents] asking questions and demanding [the administration to] talk to us.”

From a freshman’s first Rights and Responsibilities talk in gym class to the service of anti-drug clubs such as Students For Students (S4S)**, there is a defined notion against drug usage throughout the South community. The Oracle Editorial Board praises South for creating such an environment, finding claims that parents would suggest more precautions be taken unnecessary and unwarranted.

Parents from the meeting, consisting mostly of Glenbrook North families, according to Superintendent Mike Riggle, looked at high schools like Buffalo Grove High School to admire their more aggressive drug deterrents, such as the use of drug sniffing dogs.

David Hochberg, a Northbrook parent who was present at the meeting, reported hearing stories of students driving to school drunk and being under the influence of marijuana on the property. According to Hochberg, the stories are causing fear among other families and incoming freshmen that drug distribution is present even on school busses. One example is his eighth grade daughter who will attend GBN next year.

“I get that drugs are around here; [the administration is] not going to stop the drugs,” Hochberg said. “But, what are we doing to [dissuade] it? And all I get is that, ‘The teachers have it under control; it’s not a problem.’

That’s just a sophomoric response to a gigantic problem.

[The administration doesn’t] want to admit that there’s a problem in our community with drugs.”

Megan Shipp, S4S sponsor, says upon hearing these concerns, that she understands parents’ fears, but claims stricter actions will only worsen the problem. “[I realized] that from being from this area and hav-

ing the endless amount of resources that kids in this area do, that they’re going to find another way [to use drugs],” Shipp said. “If a kid wants to use drugs, they’re going to find a way to do that…

We have to go deeper into the root of the problem.”

That being said, the Editorial Board understands that parents only want what’s best for their kids, and it’s easy to express fearwhen drug use is a national issue. However, the Editorial Board proposes that parents look deeper into the topic of drugs, especially looking towards the steps the school is making to discourage drug use instead of focusing on rumors.

Among students, it’s crucial that we support each other in moving towards an entirely drug-free school. With that in mind, the Oracle Editorial Board praises clubs like S4S for their use of community support to shift South toward being entirely drug-free.

“Our philosophy isn’t that we’re the drug police of Glenbrook South,” S4S Leader Joey Petroline said. “We want to show the benefits of being drug and alcohol free more so than pushing down people who use drugs. So instead of pushing people down who may not make the healthy decisions, we want to bring the people up who are making the healthy decisions.”

So parents, instead of requesting that the school challenge drug users with more intense deterrents, encourage the Glenbrooks to keep up with drug-free clubs, events and discussions. In order to keep drug users a minority, we must make drug-free thoughts the majority.

*name has been changed **See page 2 for more detailed coverage of S4S

is published monthly by students at Glenbrook South High School, 4000 W. Lake Ave., Glenview, IL 60026.

The opinions expressed in the Oracle are that of the writer(s) and not necessarily of the staff or school.

The Oracle neither endorses nor rejects the products and services advertised.

Illustration by Sarah Warner

editors-in-chief Katie Cavender Nick Moran Anne Marie Yurik news editors John Schurer Grace Shin opinions editors Jonathan Lee Sasha Vassilyeva features editors Maddy Ruos Alexandra Sharp a&e editors Leah Dunne Cassidy Jackson sports editors Samantha Casey Sophie Hensley

photos editors Sophie Mason asst. news Cassidy Foronda Anushka Kalra asst. opinions Gigi Cepeda Maeve Plunkett asst. features Abby Grant Brigid Murphy Eliza Schloss Imra Tajuddin asst. a&e Aakash Bhojwani Josie Schneider asst. sports :VÄH :U`KLY Sophie Vick

asst. photos Yoon Kim Rachel Nwia adviser Marshall Harris gbsoracle@gmail.com

“The Glenbrook South Oracle”

@GBSOracle @GBSOracle thegbsoracle

6

Sept. 30, 2016

opinions

Nov 5, 2010

Online content blurs lines between free speech and bullying alex solecki columnist

We’ve all done it. Scrolled by that controversial tweet, held our tongue, maybe even wished we’d never seen the blasphemous mockery of an opinion that was forever posted online. But what about when you don’t hold your tongue? When you decide to enter the conversation? When you type back?

Free speech rocks. I mean, like, really. This is a columnist speaking. Sometimes, though, the defense of someone’s free speech gets tricky because the lines between speaking freely and verbal harassment are blurry ones. I think that’s where we get caught up in the world of online trolling.

I started considering this when my government class discussed freedom. More importantly, we argued the inevitable limitations we must have on our freedoms in order to really be free. Confusing, I know.

You’re free to share your opinion online... fine print: as long as what you say is not a threat of attack, libel and slander, intent of anarchy on the US government, proclamation of love for country music, cold-blooded malice, cyber-bullying or harassment… and the list goes on.

At the end of the day, though, do you think that these things really have a place on the internet anyways? (Okay minus the country one. Sorry CT-ers out there.)

Personally… I don’t think so. That’s why we put limitations on each others’ freedoms. Complete freedom to say whatever you want infringes upon another’s freedom to not be harassed on the internet. The notion that we have a total freedom to share our opinions in whatever way we want online can sometimes bleed into the idea that saying

Illustration by Alex Solecki

something malicious is always defendable. It isn’t. that they cared less about what they were saying, Some might argue that freedom of speech and more about hurting the other person in an atshould allow you to express yourself in any way: if tempt to be—or rather feel—right. you feel angry, why should you not be able to exBasically, the point of no return occurs when press that online? That’s the blurry line. the argument gets reduced to an insult flinging There isn’t a rulebook stating what is and isn’t crap shoot. an “offensive” opinion, and we could go on about Mind you, this isn’t just online—physically the victimization and speaking words is the same deal. o v e r - o f f e n s e - t a k - Complete freedom to say whatever The thing is, as we all know ing generation that’s you want infringes upon another’s so well, what you say online is emerging. A lot of freedom to not be harassed on the permanent. You can never take the time, though, it internet. back your words, and that’s just comes down to what makes them free­—but onwhether what you are saying could be said in a line, it’s much harder to get around the watchful better way. eyes of everyone who also saw those words. PostMost of the time (though not always), when ing online, you’re not typing to just one person— I’ve witnessed threads on threads of trolls on the you’re writing to the world. internet, the conversation started out as just that I love hearing what you guys have to say. I – a conversation. But when emotions started heat- don’t mean to say people should be so scared of ing up, people edited their word choices less and offending someone online that they stop saying less… they got so desperate to win an argument what they think, whether that’s posting something

or typing a response. But, as always, be human.

What’s unique about conversations online is that you have the ability to type, delete, edit and read over something before posting it, versus real life where words have an annoying way of coming out on their own accord.

I’ve made the same mistake. It’s not always easy, but it’s worth it to learn to use your free speech in a constructive way, without letting your feelings and word choices distract from what you feel you need to say. Where do you draw the line?

Senior portraits miss meaning of senior year EpiPen price hike raises concern, fear for patients you’re going to miss.

The pictures, which I will look back on and remember my senior year by, are not going to be ones I took with a stranger in a studio at Maeve Plunkett the end of summer. They probably won’t even asst. opinions editor be the one on my ID picture from booksale.

The pictures I’m going to plaster up in my future dorm room, the pictures I’m going to laugh about when I get together with (by then) old friends, the pictures I want to have are the For seniors, there are so many demands ones I take when the moment matters. It’s not to be met before we leave, one being driving about how my hair looks or the Photoshop to to Deerfield for your senior portrait. This recancel out any (God forbid) acne. quirement has absolutely nothing to do with Football games and Homecoming, accepthe spirit of senior year and is a waste of pretance letters and May day decisions, senior cious time. sunrises and getting to know those people I know that parents and families want to you have’t yet, this is what senior year is about have a nice picture of their kids before they go for me. off after senior year and Pictures tell stories, do whatever they might The pictures I want to have stories about our lives. do. But why do they want are the ones I take when A stock graduation the posed photo in front photo tells the the moment matters.

It’s not of a blue screen? story that I gradabout how my hair looks or That stock photo has uated. Whoopthe PhotoShop to cancel out nothing to do with who di-do. any (God forbid) acne. you are and what you are There is so much and what your high school more to everyone in experience has been. this building’s stories. So much happens It takes away all of your individualism and during the years we spend in this buildmakes you just another face on the page. No ing, some of it good and some of it number of “personal objects” can bring your bad. Nonetheless, it’s something, personality into that studio. something that a studio portrait When my parents bring a picture of me to won’t describe. work or to show me to their friends (not sure From here on out, you get to tell why that went on way past the time I was a your story and decide what parts cute little toddler), I want them to have a stoof it go in the scrapbook and what parts are ry with that picture. I want them to talk about left behind. How will you define your time how I climbed a mountain or lived in another here? With a picture commemoratcountry for three weeks or helped to build a ing your leaving, or pages full of the mock refugee camp for my school. moments that mattered to you?

Of course I want a picture with my cap For me, It’s about the memories and gown, but I want that picture to be true; I that are behind the pictures, the late want it to be real that I am graduating. I want night conversations, the chanting “seniors seit to capture the accomplishment when it’s finiors *clap clap clapclapclap.*” That is worth nally been done. Then, I will stand proudly far more than a picture with a blue backfor a true senior portrait, and I will mean the ground. smile on my face.

Senior year is about finishing high school and finding out what you’re going to do next.

It’s about savoring the friendships you’ve built and opening yourself to new ones. It’s about being the person you’ve looked up to for three years.

Take pictures, take hundreds because it promises to fly by. But don’t take them in front of indescript generic backgrounds.

Take them on your adventures. Take them with your friends. Take them of the things

Sasha Vassilyeva co-opinions editor

In the last couple of years, pharmaceutical companies have been rapidly increasing drug prices and a few weeks ago, Mylan, a pharmaceutical company, skyrocketed prices of the EpiPen to a whopping $600.

For those that don’t know, EpiPens are injections that contain a drug called epinephrine, which is used to treat anaphylaxis, a severe and life-threatening allergic reaction. From 2007 to just a few months ago the price of the EpiPen went from $100 to $600, according to the New York Times.

Within the last few weeks, Mylan has caused an uproar of outrage from the public, myself included. When I first heard about the price increase, I couldn’t believe what I was hearing. $600 for TWO injections? Are you kidding? is The first question that came into Th w o my mind was how people were going e: N urc So to afford this? EpiPens are carried by nearly 3.6 million Americans, and I highly doubt that all of them have an extra $600 dollars to spare. If a patient’s insurance doesn’t cover it, that’s $600 out of their pocket that they may not even have.

I hate to think that just because some CEO wanted to boost her own compensation (believe me, I’ve seen the numbers, and that’s one hell of a paycheck), not all patients will be able to receive the medication they need without putting a big dent in their wallet.

And how does one survive anaphylactic shock if they can’t afford to get an EpiPen? Well, to put it simply, they don’t.

Suppose a person does dig up that $600 (even if it takes all the change from under the couch cushions), will they hesitate to use it because of the price? I’d like to hope not, but for some, $600 is a lot of money that they can’t simply throw around.

My fear is that the new, unaffordable price of this drug will make people think twice before using it.

You can’t reuse an EpiPen. It’s one and done, and once it’s used there’s no getting it back. The next one you get is yet another $600 out of pocket.

I have a few friends with severe allergies who have to carry an EpiPen, and if (God forbid) anything should ever happen to them, I wouldn’t want there to be anything that might make them stop and think before using their EpiPen. I see no way to justify this price hike if it could make people hesitant to save their life or not have the resource to save their life at all.

The CEO of Mylan has said that this price hike was necessary for making EpiPens available to schools and for investment in things like public awareness campaigns and production/distribution of the drug. I (kind of) understand where they are coming from. Mylan has even said that they will help some patients by lowering the price of their co-payments and out-of-pocket costs for the EpiPen (which, as far as I know, takes the price down to $300 with a handy-dandy coupon that some patients receive).

But rather than assisting a select few individuals, why not reduce the overall cost? And how would those lucky few be chosen? Epinephrine has to be accessible to everyone that needs it, and I don’t think there should be any reason to have to deny someone a medicine that will save their life. I just can’t seem to wrap my head around how the thirst for a bigger paycheck could be worth human lives.

opinions

Sept. 30, 2016

Nov 5, 2010

7

Self-fullfilment outweighs academic accomplishment tthose two push ups, I pat myself on the back p ffor waking up for early bird despite being ccranky, groggy and half asleep. Being up h Anne Marie yuri k aat 6:15 in the morning co-editor-in-chief aand at school by 6:50 iisn’t my ideal morning, but I do it. If waking b up before the sun has This year, so far, I have failed a math quiz with a risen, in some cases, 41 percent, forgotten to turn in a paper online until isn’t a sign of strength, 13 hours after it was due and struggled to churn out I honestly don’t know even two good push ups for gym class. I am not perwhat is. fect, far from it actually, and although there are a lot As a new, official of things that I would like to improve about myself, I member of adult socilearned pretty early on in my last year at South that I ety, it is easy to pretend am going to mess up big time. that I have completely I do not claim to know the key to life. Yet, after broken free of the imthree solid years of pushing myself to do better and pressionable stage of better and add more and more onto my plate, I have teenage adolescence, come to focus on what I am doing right in my life and but I am no better. I not the monumental amounts of mistakes I have alcan get caught up in ready made and will make in the future. the fact that my arms Yeah, I did really mess up that one math quiz. But started shaking before when haven’t I bombed a math quiz at least once a the push up promptyear? And since when did I define myself by one leter said “down,” or I ter grade on one quiz? I have done so many more can feel like a champ noteworthy things in my life. So to spend even a for holding my droopsecond engulfed in disappointment because things ing eyelids open for didn’t really turn out is a waste. hours at a time to finish This year, instead of beating myself up for all the homework only to get messes I have made, I am celebrating everything that up a few hours later and max out my bodily strength I do right. When I look at that one paper I turned in in Total Body Conditioning. over half a day late, I see the skyscrapers worth of Not everyone can do the things I do, and not evhomework I have been able to finish. eryone can do the things that YOU do. I cannot swim Or what about the fierce effort I put into every10 miles a day or b.s. a math quiz and still do well thing I do? I stay up unor match pitch to a note til midnight, one and two Not everyone can do the things I do, and played on the piano. But not everyone can do the things that YOU in the morning to try and not everyone can work complete everything, and do. I cannot swim 10 miles a day or b.s. a at a publishing company math quiz and still do well or match pitch for someone who finds or write for the newspasleep and gold equivalent, to a note played on the piano. per or deal with a heart I willingly gave and concondition. tinue to give up gold to I guess what I am getting at is that we spend try and be the best student possible. so much time thinking about all the things that arSo when I was able to get things, but a couple of en’t going well that we immediately bring ourselves things fell through the cracks, why couldn’t I celedown. However, in reality, we are doing so many brate the fact that I always did my best, even if that things right. It is easy to get caught in the thick of it meant looking like I got punched in the face in the and feel bad, but why drag yourself down when there morning? are so many things that make you, you?

From now on, instead of feeling weak because of We are all amazing, and I know when that mile re-

Illustration by Alex Solecki

ally kicks you in the lungs, and that one paper drops you a letter grade and those worksheets begin to feel pointless, it is easy to feel like nothing more than a failure. I know because I have been there for too long.

This new realization is something that has made me appreciate everything I do so much more. I work part time, I have four AP classes, I am taking an honors class for no credit, I am a co-editor-in-chief for the Oracle and I am applying to colleges. My schedule isn’t easy, and neither is yours. Give yourself every ounce of credit you deserve, and acknowledge that you are busy and doing your best.

And do you want to hear something shocking?

We are human; we are going to make mistakes, and that’s okay because you and I add up to more than just our mistakes. These mistakes are not only human and totally okay: they are lessons in disguise. Why beat yourself up for learning?

That straight up does not make sense. My mom always tells me that it does not matter if I mess up as long as I learn from it. Although my mom is not

here to give you her motivational speech, I will speak in lieu of her. As long as you do your best, try your hardest and know that you gave it your all, there is nothing to be upset about. No, not even for that millisecond.

We all are fabulous and if you call yourself anything other than that, you’re wrong. And if I hear you say something negative, I’ll go up to you and send off more positive vibes than the fight song Friday morning.

So, I want to say that you all are handling your lives so well, and yeah, you messed up that one time, but you did your best, and everything else you are able to juggle is astounding. I want you to take the time to appreciate everything you are doing right because you might astonish yourself.

Sedentary classes neglect to offer greatest learning experience Gigi Cepeda asst. opinions editor Imra Tajuddin asst. features editor

We’ve all been there: 45 minutes into class and your eyelids are already heavy, your head falling toward the desk, maybe you even let out a snore.

You probably didn’t get much sleep last nighthomework, sports, activities and family take precedence over the dreamy eight hours that everyone says you need.

But teachers, can you blame us? How can you expect a bunch of teenagers to sit in one place for 90 minutes without drifting off, or at least zoning

out? Sitting in a windowless room at eight in the morning is tough, especially if the teacher sticks to conventional lectures or turns on a video.

Many students think that high school classes do not involve enough movement. According to a non scientific Oracle-conducted survey of 314 students, about 71.3 percent of students at South surveyed believe that high school classes are too sedentary.

“I think it’s hard to learn material [in sedentary classes] and [those types of classes] aren’t engaging enough,” sophomore Aditya Bhalla said. Bhalla is one of many students that feel they would benefit from a break.

As students, we can say with certainty that we do not absorb as much information in classes

SLEEPY students: Zoning off in class, a student stares straight ahead without interest. This student is one of many at South that have trouble focusing in class, especially classes that primarily consist of sedentary activities.

Photo by Yoon Kim

where we just sit there. We get it- as a teacher, it’s ery class period, whether it be through a stretch difficult to teach your students the material when break or simply moving between groups.

“I will do a quick stretch every now and you only see them two or three times a week. So, you may try to cram as much as you can into that [then],” Ekstrand said. “But I also try to have at least three activities per class, and I make sure 90 minutes.

Teachers, please don’t let that interfere with a that students get up and change seats between those three activities. So student’s potential to learn.

When all else fails, give stu- As a student, I can say with even if they’re not moving dents the five minute break certainty that I do not absorb while they’re doing the activthey need to refocus and re- as much information in classes ity, they have chance to move their body in between the acvitalize their minds. Accord- where I just sit there. tivities, because I think that ing to John Sullivan, social studies teacher, halfway through the period he signals to the body and the brain that something gives his students a five minute break to use the new will be happening.”

Ekstrand regards movement during class as a bathroom, get a quick drink of water, check their way for students to refocus their attention if their phones or simply take a walk down the hallway. “[The break has] allowed the flow of the les- thoughts had started to drift. Moving around, Ekson to be more natural rather than having stu- strand said, is like hitting a reset button.

“When people sit down [after doing an actividents raising their hands and asking to go to the bathroom intermittently, which breaks things ty], they notice that they feel different,” Ekstrand said. “Or if they get up and change seats and are up,” Sullivan said.

According to Sullivan, one of the reasons he working with a different group, [they are] sudgives his students a break during class compris- denly surrounded by new people [and] new ideas. es of the fact that certain subjects involve more It’s a different way of relating to the class environment.” movement than others.

According to Ekstrand, students are more likely “Some subjects don’t lend themselves to a lot of movement [. . .] [For example] history, or social to absorb more information if they are more fostudies,” Sullivan said. “We can figure out ways to cused and involved in the classroom environment. get students to move, but inherently, it is not a mo- She also stated that students are not meant to sit bile subject, like science, where you’re doing labs, all day, and that classroom movement helps conand you’re on your feet, and you’re moving. [. . .] I quer that problem.

“Through most of human history, humans have don’t think that’s inherently wrong; it’s simply the not been sitting most of the day,” Ekstrand said. nature of the beast, in a way.”

But, for classes that do lend themselves to “This is a modern phenomenon, and so our bodhands-on activities, including these activities in ies and brains are still wired for movement, and your lesson plan can make the world of a differ- we’re asking [people], especially teenagers, to sit still all day.” ence to student learning.

Sedentary classes go against nearly every inAccording to the National Assessment of Educational Progress, teachers who have students do stinct of the average teenager’s mind. Teachers, hands-on activities weekly exceed the success of we urge you not to limit your students’ potential other teachers by 70 percent of a grade level in for learning, and do everything within your abilimath and 40 percent of a grade level in science. ties to enhance the schooling experience. Not evHistory teacher Emily Ekstrand believes in- ery subject can be taught using the same methcorporating movement into everyday activities is ods, so incorporate movement in any way you beneficial to the classroom learning experience. can, whether it be hands-on activities or a mere Ekstrand is a certified yoga instructor, and she five minutes of unstructured relaxation halfway tries to embed some form of movement into ev- through class.

8

Sept. 30, 2016

Trusting environment gives students chance for integrity, not academic dishonesty JOHN PARK columnist

“Helga and Claus are partners for a project on the causes of the Great Depression. Helga has no research to support her arguments and makes up false sources, while Claus uses legitimate information. The pair compiles and turns in the project.”

We all went through the anti-cheating spiel on the first day of classes. This likely involved pretending to listen to the teacher read the academic honesty guidelines, signing a contract and completing a worksheet about how Helga, Claus and other fictitious students violated a policy.

According to Dean Ronald Bean, teachers and administrators make clear what constitutes academic dishonesty through discussions described above and enforce their own anti-cheating policies in order to promote integrity and prepare students for the future.

This is because at the collegiate level, the consequences for cheating are magnified and in future occupations there are often no easy ways to get around work. Bean believes that teachers have had different experiences with dishonesty in their careers and this influences their policies to prevent cheating, whether it be collecting phones or putting calculators in press-to-test.

However, I believe that if teachers minimize the temptation to cheat too much, students will never have the choice to be trustworthy or not. Science teacher Jordan Pasqualin explained that integrity cannot be developed if students are never put in situations where they have to choose to act with honesty or dishonesty.

Teachers should place more trust in students in order to form a mutual sense of respect.

On one of my physics tests, my calculator ran out of battery as I was solving my last problem. I asked my teacher at the time if I could borrow a calculator, and he told me to wait and use a classmate’s calculator once they were finished with the test.

My teacher likely knew that I could have easily checked my answers with the numbers in my classmate’s calculator. Yet, he gave me the opportunity to exhibit integrity, and I respected his decision to give me the benefit of the doubt.

I believe that an environment of trust engenders not only a sense of responsibility in students to be honest and uphold the teacher’s trust, but also a motivation to put forth their best effort.

An environment that restricts this mutual trust, on the other hand, creates distance between students and teachers. From a student’s perspective, this may place him or her and their teacher on opposite sides in the context of learning; when in reality, they are working together.

As Jeannie Logan, instructional supervisor of the Social Studies Department, explained, teachers would much rather help a student before they get to the point of cheating than administer consequences.

However, the responsibility must not be placed solely on teachers. Students should strive to trust teachers and their motives as well.

If we perceive that teachers are out to get us or believe that what they are teaching is irrelevant, we will be more inclined to find an easier way out. Just like how excessive suspicion can hurt a romantic relationship, a lack of trust between student and teacher is not constructive and will not help decrease the prevalence of cheating.

Simply answering a question out of obligation about Helga and Claus cheating is not enough to combat academic dishonesty at South. Conversation between students and teachers should extend beyond the technical aspects of cheating.

More genuine discussion about teachers’ motives behind certain actions and measures in addition to more opportunities for students to display integrity will create an environment of trust that will turn students away from the path of Helga and Claus.

Nov 5, 2010

opinions

Harambe doesn’t get honor he deserves

Jonathan Lee co-opinions editor

Hey South, I’m back. How was your summer? Nice! Mine was terrible. Yep, I have sad news, so get those tissues out. But don’t act like you’re surprised, you can’t spell opinion without “onion.”

So you’re probably asking yourself, “What made Jonathan so sad this summer?” You might think it’s about the current presidential candidates, the United States only winning 121 medals at the Olympics or the fact that season two of Stranger Things is not coming out for a full year. All of these things are detrimental, but the main reason for my sorrow is the death of Harambe.

To refresh your memory on who Harambe is, or I guess was, Harambe was the gorilla who was shot at the Cincinnati Zoo. He was 17 years young and would’ve been a senior in high school. Obviously that’s a bit of a stretch, but the jokes have been too.

When I first heard about Harambe, I immediately got in the joking mindset. I would say things like, “What would Harambe do?” and,“Do it for Harambe.”

Then I saw a post on Instagram one day and it said, “If you pull the lever, Harambe will die. If you don’t, his existence will never be appreciated. What do we value higher?

Harambe or the idea of Harambe?” I realized that this perfectly described the relationship between us and a gorilla. We have been so obsessed with making jokes about a death, yet we don’t seem to really care about the life of the gorilla.

The memes about Harambe have been outrageous. When I say outrageous, I mean huuuge. (I am not a Trump supporter. I repeat: I am not a Trump supporter). Memes range from, “Bush did Harambe,” to, “If Harambe was white, he would still be alive.”

By relating Harambe to things like 9/11 and

the Black Lives Matter campaign, we’re for- and no one would know Harambe. It would’ve getting how serious all these topics are. It may just been another animal killing that we have not be very relevant for us, but these are ac- gotten used to. But thankfully, with Harambe, tual events that are still talked about today, it was different and it has become a huge part and by relating it to Harambe it only makes of our lives.

Harambe has made this emotional experithe issues seem less meaningful. I know that Harambe will still be joked about and I admit ence something that we can apply to our lives. that I also really have to stop. But limiting our- With “Harambe,” meaning working together other, it’s obvious and helping each othe selves from saying ng these jokes will shed more that he truly lived up to his name. light on these serious rious topics.

As humans we were able to I’m not trying g to end all affiliations with situaunite through a specific s Harambe. I thinkk the death of Harambe has situation was Hation and that situ brought people together. For example, rambe. We all ccared about an who would have thought there would animal and through that, be Harambe posters osters made to world became the w cheer on our teams ms and even better place, so a be bet t people dressing up as Halet’s continue that rambe. without the life of witho Another pososHarambe.

Hara itive aspect iss At the end of that Harambe the day, Haramhas promoted will always be bee w b animal rights. legend. Not bea leg A lt hough cause Harambe’s we’ve been usdeath ccreated thouing Harambe ass of memes, but sands o a meme, there’ss making the world by maki no question thatt we place.

We can’t a better p la care even just a litblame the zzoo for trying tle about his life ife as to save a llife. We can’t an animal. Animals nimals blame the cchild for fallhave been wrongfully ngfully Harambe’s sancing into Har killed, including g Cecil can’t blame Hatuary. We can the Lion, but no o animal wanting to make rambe for wan received as much ch attencan’t blame the tion as Harambe. e.

Harambe in Heaven: Sitting in his enclosure, Haram- a friend. We ca for… W Well, that’s for An importantt result lt be stares into the camera. His death has inspired mom for thousands of memes spanning the internet. Photo another story and another from this situation was courtesy of Cincinnati Zoo time. the controversy with the zoo, the kid’s parents and the public. After the event started to get more popular in the media, the public felt like it was necessary to decide who was at fault.

The zoo was received tremendous backlash from media because of their decision in killing Harambe. But in regards to the boy, people began to see that it was a necessary action.

All in all, with this dilemma we were able to see people passionate about an animal’s life, whether it was with a joking attitude or serious. It’s crazy to think that in a parallel universe the same thing could’ve happened,

Meaning of service lies in impacting others’ lives into a club meeting and then leave, just so they can get some “points?”

Here’s a quick news flash for anyone who didn’t know this already: “points” are meaningless. Adding yet another type of “service” to your resume is meaningless. The real meanzach cepeda columnist ing isn’t behind “being a member” or being able to say “I participated.” The place where you find meaning in volunteering is in the action and impact you make in someone else’s Despite all the different applications and life.

Just like how Consumer Ed and Driver’s Ed celebrations revolving around the so frequently spoken word, the idea of service basically are learning requirements to graduate, serboils down to this: one person helping anoth- vice is a learning requirement for life. Service requirements within varsity sports and from er person.

At our school, every varsity sport is re- colleges are in place so that as we go into the quired to take part in some kind of “service” real world, we understand the importance beduring their season. There are not many other hind helping a brother out when they are in places where a person could catch a glimpse need.

Living in the North Shore bubble makes it of hundreds of students sprinting to add clubs difficult to see this in our everyday lives. Habilike Key Club and Interact to their resume.

Sitting back and looking at all this, it makes tat for Humanity, a summertime service learnyou wonder, why is “service” so important? ing retreat, allowed me to escape this bubble Why do students feel the need to quickly sign and get a glimpse into the lives of people outside our area.

Taking place in Manistique, in the Upper Peninsula of Michigan, we got a glimpse into a whole new world. A place where the nearest Starbucks is a state over (sorry North Shore girls). A place where everyone says, “Hello, how are you?” and actually wants to know the answer. A place where a neighbor’s heart is only a knock Helping Hands: Painting a needy family’s house, Zach Cepeda, Harrison Kane and away.

Reggie Lara take part in Habitat for Humanity. The program helps adults and kids build Grateful faces and refurbish houses for people in poverty. Photo courtesy of Zach Cepeda and tear-stained

thank yous filled the entire week as we scraped and painted a family’s home under the hot sun. As is the case with many people, the homeowner was an expert at hiding his need for help. If we weren’t already giving them a hand, we never would have known they needed it.

This gift of 148 hours was not something we could have bought or something we worked to earn: this gift was from our very own bank account of time. Just seeing the smiling face of Ilyana, the homeowners’ four year-old daughter, on the last day assured me that it was time well spent. Shaking the homeowner’s hand and seeing the gratitude in his eyes let me know that I really had made a difference.

That week in Manistique helped me realize that it is the impact you make in other people’s lives that defines your own life.

Most of, if not all, the memories we hold precious to us in 40 years will be memories involving other people. The relationships and connections we build with these people in our lives make it so meaningful. The impact your life has radiates out to create something much bigger than yourself.

As Proverbs 11:30 tells us, while none of us will live on this Earth forever, our actions towards others will. When we help someone, it inspires action; this action leads to more action. And the seeds of good deeds that we have planted in the world, sprout into the trees of life.

So next time your coach brings up that mandatory service project or before you sign up for Interact just for the T-Shirt, remember this: just because we are young doesn’t mean we can’t make an impact in someone’s life.

What we learn from service is what allows us to truly grow up.

features

Nov 5, 2010

Sept. 30, 2016

9

Humans of the Halls

2IONBpM N;E? IH 'OG;HM I@ -?Q 8ILE

Graphic by Sohpie Mason

Q: What are your aspirations for the 2016-2017 school year?

the titan in all of us: GBS alumnus Jake Schmidt interacts with former WBBM weatherman Steve Baskerville (left) and Dr. Jim Shellard (right) while dressed up as Tommy the Titan during the 2011 South Telethon. Schmidt, an active member of Student Council, was a part of South’s Special Education Department. Photo courtesy of Dr. Jim Shellard

South Special Education prepares for future Yoon Kim asst. photos editor

during the 2013-2014 school year, between 70.1-75% of Illinois students with disabilities graduated from high school. www.huffingtonpost.com

u71% of st ith w s t n e d ies disabilit bs jo id a p ld e h six st a le t a er ft a s year ting gradua ool. high schd.gov www.ies.e

In March 20 companie 14, s and gvmt. ag encies aimed fo r a 7% represen tatio of disable n d people w ithin their sta ff. www.

Graphic by Rachel Nwia

forbes.com

who has maybe an intellectual disability or Down’s Syndrome, something that is really obvious. But the majority of people that have disKnown for its programs, staff and re- abilities [have] hidden disabilities.”

Glenbrook 225’s Special Edusources, Glenbro In light of the misconception that all stucation Department Departme plays a major role in dents in the Special Education program are 250 students for their fu- high needs, meaning that they require addipreparing their 25 tures after high sschool, whether it be at- tional assistance, Schmidt said he was able to tending a four-ye four-year college, enrolling in overcome this stereotype by taking part in seva community col college or registering for a eral extracurriculars at South. program. training program “I was extremely involved in extracurricuAccording to Transitional Specialist lars [...]” Schmidt said. “My freshman year, I Julie Smith, one major factor in prepar- was student director of [the Variety Show], I ing students for life after high school is was Tommy the Titan for three years and I was Individualized E Education Plans (IEPs) in Student Council my junior and senior year. that are created and discussed during In junior high, I was told that I would never their years at Sou South. be able to amount to anything, but I definitely “[IEPs] might migh mi g t be everything from proved that wrong during high school.” starting [a] conversation, st con o v on talking to a According to Stacey Wolfe, Special Educateacher, to ma te ak making sure you’re keep- tion instructional supervisor, the transitional ing an assignment in assignm nm me notebook,” Smith curriculum focuses on preparing students for said. “[...] Those sa Tho ose s goals are measured the future by having them go out into the com[throughout] tthe [t he year munity and apply their “In junior high, I was told skills, rather than strictly to ensure thatt we’re m ma king progress progrres in making that I would never be able learning in a classroom. m me eting those iindividn meeting to amount to anything, but I “Our goal is for [the u ua sor of a so uall goals. It’s sort last day with definitely proved that wrong students’] second layer to se o eeducatransition services to during high school.” tion; it’s like an ti a overlook like their first day aarching ar ching goal ffor o the -GBS Alumnus Jake Schmidt of life after high school,” sstudents’ st udents’ education.” educc at i Wolfe said. “We work reOnee st On stud ud dent who benefitted from ally hard to make sure that [enough learning] student IEPs is Jake Schmidt, Schm a former student can happen out in the community and in the in the Special Ed Education program who real life environment [for when the students] is now at Auror Aurora University. In addi- are going to need to use those skills.” tion to having p programs such as IEPs, In addition to this, both Wolfe and Smith Schmidt stated tthe faculty of the Spe- mentioned that another important aspect of cial Education D Department was anoth- the Special Education program is the role the er component th that assisted him greatly parents take in regards to advocating for their throughout his h high school career and children and their needs. According to Smith, supported him in planning his future. one demonstration of this is an organization “The faculty was bent over back- called TotalLink2 Community, which was wards if you needed something,” formed by parents from the Glenbrooks in orSchmidt stated. “[The faculty and the der to create work opportunities for these stuwhole school we were] really accommodat- dents. Through this organization, people with ing for students w with special [education] disabilities are given priority for work conin my opinion. N No matter what your re- nections and partnerships, according to Totalquest was, they would always try to Link2 Community’s website. work with you.” “[TotalLink2 Community] started this comHowever, one o thing both Schmidt munity life project where [the organization and Smith ag agreed on was both the members create] social opportunities and staff and the students’ educa- work opportunities for students with disabilition and awareness of the Spe- ties [...],” Smith said. “It was all formed by our cial Education Program is parents fighting for grants, fighting for money som something that needs to to fight for these students.” im improve at South.

Emily Porter, Special Education case manag“I think that there er, reflected upon the department’s goals for n needs to be more ed- improvement within the transitional program. ucation about what a According to Porter, the program aims to help disability really is,” students become more independent.

Smith said. “I think “We’re still trying to figure out the best way [...] when people to continue having everything be individualthink about [others] ized [...] [while also] making sure that everywith disabilities, they thing that we do is in the students’ best interest think of a person that [...],” Porter said. “[We hope to] keep in touch uses a wheelchair or with the student and family to make sure evthey think of a person erything is alligning with what their vision is.”

A: “To make myself a better person academically and physically. [...] [For wrestling], I want to put myself to a level where I am team captain and all state. [I’ll do this] by putting my all into everything I do.”

-senior Mason Slan

A: I just want to do as well as I can in my computer science class. It’s a ‘go at your pace’ kind of class; I don’t have to worry about other people. We have packets that give us instruction and we do the things.

-junior Hannah Michelson

A: “To keep food out of the library.

And to [teach students] how to use the library the right way. I want people to be here [...]; but I want to make sure that they’re working in here so that they’re not swinging from chandeliers.”

-Library staff Joanne Kennedy

10

South says ‘thanks’: Linda Kocian KATIE CAVENDER NICK MORAN ANNE MARIE YUrik editors-in-chief

students’ lives and overall well-being was also seen by senior Isabel Spingola. According to Spingola, Kocian inspired her to be a nurse and facilitated her love for Biology.

“She is someone that I’ll carry with me for the rest of my life,” Spingola said. “Losing her was something that was really It is rare for someone to willingly sacrifice a piece of his hard for me to have to deal with; right away I just rushed off to or her identity for their friend’s well-being. However, science Mr. Koo in the Science Department because I couldn’t believe teacher Linda Kocian, who passed away just over a month ago, it. What hurts me the most is that other students aren’t ever was worth every lock of hair, according to fellow science col- going to get to have her as a teacher.” league Jennifer Friedmann. Friedmann willingly shaved off her Although Kocian taught many students during her career, hair after dying it purple for a fundraising event, Kranes for her reach spread outside of the classroom, according to Sultz.

Kocian, which helped to pay for Kocian’s Multiple Myeloma Through event fundraisers such as Kranes for Kocian and Kolmedical bills. or for Kocian, the student body came together to support KoAccording to Jeffrey Rylander, Science Department instruc- cian. tional supervisor, Kocian touched many lives during her time “It was awesome [to see the school support her],” Sultz at South and had the said. “I went to Kolor for ability to see the best Kocian, and it was just so in even the hardest of cool how so many peotimes and situations. ple didn’t know her—she “Like an artist with only taught a few classes a canvas yet to be colof freshmen, so there reored, Linda patiently ally aren’t a lot of people saw the beauty yet to be who knew her—and [yet] realized,” Rylander said. they all came out and they “In her mind, no cansupported her regardless. vas, no matter how torn And it’s awesome because or stained at first, was I know she really loved outside of the opportuknowing that the place nity to become a work that she loved was helpof art.” ing her.”

After having taught For those who were able nearly 800 students to know Kocian through and impacted the lives her classes, her caring atof many more, Kocian titude was undeniable, acpassed away on Aug. cording to Sultz.

25. Kocian fought a long “She literally could battle against Multiple not be mean,” Sultz said.

Myeloma, a cancer that “Our class had five girls weakens the bones. Aland 20-something boys— though the complete imfreshman boys—so she pact of Kocian’s time at Grins and gifts: Appreciating her new present, science teacher Linda Kocian once tried to yell at us and South is still yet to be poses with a quilt given to her by fellow colleague Suzanne Webb as a “get it was kind of funny berealized, according to well” gift. Kocian received lots of support from South’s staff when she was dicause it’s not in any part Rylander, her presence agnosed with Multiple Myeloma. Photo courtesy of Jennifer Friedmann of her nature to yell at anyinduced change in both one, so we were cracking the students and staff. up because it was some“We have been thing we weren’t used to changed,” Rylander said. “Changed to extend grace to each seeing.” other when pressures could lead us to criticize; changed to see Similarly to Sultz, Spingola noticed her light and fun perthe potential in others when tempted to lose hope; changed sonality. Spingola wishes that more students were able to to not take ourselves too seriously when the challenges of life know her as a teacher because her love of teaching flowed get us down.” through the class and brought them together.

As a teacher, Kocian was able to extend her impact on stu“She was very lighthearted; she always had a positive endents beyond the classroom, ergy in the classroom and she was always joking,” Spingola according to senior Julia Sultz. Not only did Kocian spend time helping students decipher Biology, she was also always willing to talk to them about their lives.

“Some of us would stay after class, even though it was the last period of the day; we would stay after and talk to her, and she was genuinely interested in our lives,” Sultz said.

“If we ever had a problem [...she understood] and worked to take any stress that she might have been adding out of our lives.”

Kocian’s dedication to

KRANES FOR KOCIAN: Dedicated to supporting their colleague, teacher and friend, GBS staff and students made over 1,000 origami cranes in October 2014 for science teacher Linda Kocian.

Graphic by Yoon Kim

mesaid. “And for someone who has had so xmany years of exd perience, she had a very young [en-ergy] to the wayy she taught.”

Ack nowle dging this difficult time, social worker David Hart-man stresses thee importance off lt talking to an adult ng during the grieving process. rinUpon South Pringel’s cipal Lauren Fagel’s arrival to South last year, Kocian wass no longer teaching due to wever, her illness. However, eard Fagel says she heard ngs amazing things nd about Kocian and was devastated by her loss.

“We’re just very, very sad for her family [and] very proud of the fight that she fought,” Fagel explained.

“And she went fighting. Even at the end, when the choices were to keep fighting even though the fight was not looking good or to just kind of say, ‘I’ve done what I can, I’m just going to try to have the best quality off life,’ she chose to keep fighting; she wanted to fight.”

'south's ANGELS': Imitating Charlie’s Angels, Linda Kocian is surrounded by friends at South. From left to right: Rebecka Wittenstrom, Linda Kocian, Debra Hinchey, Jennifer Hayner and Suzanne Webb. Photo courtesy of Jennifer Friedmann

11

Looking back on the lives and memories of Titans Linda Kocian and Paula Hess Paula Hess JOHN SCHURER co-news editor

In a sea of blue and gold, one confident dancer, Paula Hess, shone through the crowd. Her every movement was synchronized with the rest of her Poms team, but her genuine smile formed a spotl light on her. Her im m impact on the stage d in the lives of her and fami m l and friends confamily d even after this motinued m ntt. Sadly, on August me ment. d Hess passed away 2nd, afte t r battling Metaafter stat Breast Cancer. static Julie Smith, Varsit Titan Poms coach, ty re recalls fond memori ries of her childh hood watching H Hess’ extraordin nary contributions to GBS as a dancer. Over the years, their relationship was cultivated through their love for dance.

“As I watched the team perform, my eyes were drawn immediately to this chari ismatic, gorgeous g in the front,” girl S Smith said. “When sh danced, you she co couldn’t take your ey eyes off her. She wa talented and was ene energetic, and you cou see how much could she loved dance and p rfo pe performing.

I admired her so much; she was the g rl gi r I wanted wa girl to be.”

Hess’ palpable passion d nce extended far beda for dance yo ond n her he involvement in yond high sc school. After gradufr ating from GBS in 1990, H ss went He w Hess on to coach va ri va r ous Chicagoland C various teams Illustration by Alex Solecki c and even choreographed the o Varsity Varsit (JV) Titan Poms Junior for the last two years. Hess wa s able to t create routines was t in less than two weeks, one of which earned the JV team second Vars sectional tourplace at the Varsity nament.

“She was so incredibly proud that day,” Smith said. “And the team’s success meant that they were able to attend the Varsity state contest as a JV team. Paula was back in the dance room this summer, creating more brilliance with our JV routines.”

Her dedication to dance and her programs was unwavering despite battling Metastatic Breast Cancer since 2008. Hess’s strength and resilience caused her passing on Aug. 2 to come as a shock to many. Smith says that through dance, Hess has impacted thousands of people who will forever remember her as a motivator, a visionary and an inspiration to all.

“I was lucky to share so many wonderful years with Paula,” Smith said. “I only wish I had more time with her. I only wish we all had more time with her. After Paula passed, one of my

former Poms who knew Paula and I very well dropped off a card and an orchid. The card said, ‘Through love, through friendship, a heart lives more than one life. Paula gave so much to this world, and she will live on in all of our hearts.’”

Hess served as the Illinois state director for the Universal Dance Association (UDA), whose goal is to inspire leadership and maintain school spirit amongst dance teams.

Smith believes that Hess’ leadership in the UDA and involvement with various teams is unparalleled.

“She was like a life coach for dance team coaches,” Smith stated.

“She helped with everything. She ran enormous competitions, meticulously and always on time. [...] She helped teams realize their dreams of going to nationals.”

Hess’ experiences as a director, coach and dancer made Paula an exceptionally compassionate and experienced leader. Smith says that HAPPY HIPPIES: Decked out in costume attire, Paula Hess, Titan Poms coach, poses with her sons Otto (left) Hess valued every person and their and Nelson (right) for a themed family reunion. She was beloved by both family and friends, having a posicontributions, making everyone feel tive impact on their lives. Photo courtesy of Julie Smith like a significant part of the team.

“The [team] loved having her around,” Smith said. “Whether it was to help perfect the choreography or to apply lipstick or to sew a costume five minutes before laughing because it was so unexpected. [...] It just encompassed they were walking on the floor, Paula was always an asset. And the kind of person she was: kind, loving and most of all, beautias we walked around at nationals, it was like walking with a celeb- ful.”

Hess’ positivity was contagious, according to Cameranesi, as rity. Everyone knew Paula and everyone loved Paula. She was the most personable and encouraging person who truly cared about her cheerful personality always left a smile on the faces of those her job and positively influenced dancers of all ages literally all who she encountered.

“If you ask anyone on our team, they could tell you that their over the world.”

Kendall Cameranesi, Varsity Titan Poms captain, says that favorite memory of her was her smile,” Cameranesi said. “I can still see it right now Hess’ love for dance radiated as I talk about her from within and warmed the and it truly makes spirits of the Titan Poms, inme smile.” cluding herself. They valued her Parenti beopinions and her desire to help lieves that Hess’ them excel in their dances as fight against cancer, best the team could. combined with her “She gave us such a positive incredible achieveoutlook on our routines and our ments in the fine potential to succeed in our seaarts, have made an son,” Cameranesi said. “Whenunforgettable influever there was something that ence on the people she wanted us to fix, hit hardand dance programs er or be sharper with, she put she has left behind it in such a motivating manner in her passing. it pulled everyone on our team “[Hess] procloser [together].” foundly impacted Similarly, Dayna Parenti, the program beJV Titan Poms coach, says that cause she has been Hess treated the JV team as a such an inspiration,” Varsity team and set high exParenti described. pectations that they always ea“[...Poms has] dedigerly met. cated this season to “She always brought her enher and we will conergy to every practice,” Parenti tinue to make her said. “You would never know proud.” what she was going through [...]

This season, because she never let it impact the Titan Poms are the way she approached anyprepared to honor thing. Paula did not take herself Hess’ memory and too seriously despite all she was PIROUETTES FOR POMS: Proudly posing in the uniform of her University of Iowa dance passion with every going through.” team, 19-year-old Paula Hess had a passion for dance from an early age. This love performance they Even in the midst of seribegan prior to college when she was a member of the Titan Poms team. have, according to ous dance competitions, Hess Photo courtesy of Julie Smith Cameranesi. They always knew how to bring enhope to embody the thusiasm to enliven the Titan same spirit Hess had Poms team, Cameranesi stated.

At the semi-finals of nationals last year, Hess purchased two bags for dance when she was a member and coach on the Titan Poms of Skittles to help uplift their spirits and get them excited for their team. next performance for the judges. “[...] Before every football half-time performance, both JV “She rips [the bags] open and begins handing out handfuls of and Varsity get into a large circle and we say on three, ‘Poms Skittles to us, telling [the team] that we have to take them as they for Paula,’” Cameranesi explained. “[Although] she is not here to will give us our little ‘boost’ to hit this next routine even harder physically motivate us, she is always still with us and our season than last time,” Cameranesi exlained. “She was so serious about will only be that much more successful knowing and rememberpassing out these Skittles, and all I remember is the entire team ing what we have dedicated it to.”

12

features

Senior lifeguards’ skills put to action Sept. 30, 2016

Lifeguards to the rescue: Standing on the ledge of the pool, South lifeguards-in-training look upon their peers in the water as they demonstrate their newly learned skills. South students who took the course and became certified by the Red Cross were present at the free admissions section of Gilson Beach when senior James Kranzer* dove headfirst into Lake Michigan and suffered a spinal injury. Photo by Rachel Nwia hannah buchband staff reporter

On the last morning of summer, South seniors packed the beach for a sunrise breakfast get-together to mourn the end of summer and commence the beginning of the school year.

As the sunrise began, several stu-

dents jumped into the cool Lake Michigan water for fun, including one senior, James Kranzer*.

According to South senior Laurence Sabel, Kranzer, a swimmer, dove headfirst into shallow water, resurfacing with his head still submerged. After about 30 seconds, Sabel realized Kranzer was not moving and ran over to pull him out of the water with South senior

Amanda Angulo.

Angulo said, “My immediate reaction, which I regret now, was that I thought he was kidding, because James is the kind of guy that pulls jokes like that. And right before he ran into the water, he said something like, ‘Oh, I hope I’m not going to drown,’ and it looked like he was moving because of the waves, so it took us some time to

realize this was a real situation.”

Thanks to the reassuring efforts of Angulo, along with several other concerned South students, Kranzer’s students, took immediate charge of the medical needs were addressed. Looksituation, giving Kranzer medical at- ing back, MacQuarrie feels the situatention and calling 9-1-1. According to tion ran very smoothly given the cirSabel, it was reassuring knowing that cumstances, and thinks the actions of there were experienced lifeguards at the seniors say a lot about the class as the scene. a whole.

“We put him on the beach, and there “I was really impressed with evwere probably about a dozen [South] eryone that was there, even if they lifeguards,” Sabel said. “So it was re- didn’t do anything directly to help,” ally fortunate that a lot of people knew MacQuarrie said. “People stayed quiwhat to do.” et, there was no chaos, and everyone According to Katie MacQuarrie, was very calm and composed. I think South senior lifethat says a lot about guard, she held “I kind of had an instinctual South students beKranzer’s head compulsion to act right away, cause we were so and put him in a and I’ve learned to trust that mature in handling vice grip, which because it ended up being the situation, and she learned from for the best that I was there.” everyone was really her summer life- -senior lifeguard respectful. It was a guard training. She sad situation, but I Katie MacQuarrie was able to identilook back on it and fy that it was a spinal injury when Kran- am proud of our class and all the sezer said he couldn’t feel much of any- niors that were there because of how thing in his body. MacQuarrie learned we acted.” to distinguish injuries while taking the Sabel also stressed the compassion lifeguarding course offered at South. felt within the senior class for one an“I was only a lifeguard for one sum- other, and how that compassion has mer before this happened, so I kind of left a positive impression on many peojust learned to trust my instincts and ple’s lives, both inside and out of GBS. go with my gut regarding my abilities,” “It shows how strong of a family we MacQuarrie said. “I wasn’t very confi- are, and how compassionate we are dent in my lifeguard ability before, but towards other people,” Sabel said. “I I had an instinctual compulsion to act think it really shows what South stands right away, and I’ve learned to trust for and what we do as a class and as a that because it ended up being for the school for each other.” *Name has been changed best that I was there.”

Sunrise Scare: A Brief Timeline of Events

Graphic by Rachel Nwia

Peer Group connects communities, creates opportunities You jin Shon staff reporter

High school can be an overwhelming experience, especially for eighth graders who have to say their good byes to junior high. Every year, incoming freshmen anxiously walk through the double doors of South as they transition into high school. Luckily, GBS Peer Groups help guide freshmen so that they can make an easy shift to the new environment. Now in its 42nd year, Peer Group ensures smooth changes and comfortable and accepting surroundings for incoming South freshmen.

Before the block schedule was introduced at South in 2014, there were several complications regarding the system and the time schedules of Peer Group according to Joy Cooper, the Titan Learning Center and Peer Group coordinator.

She emphasized the many flaws in the previous structure and how they drastically affected Peer Group. Cooper explained that before the block schedule, the Peer Group program ran only during lunch periods.

“The challenge was freshmen didn’t necessarily want to give up [their] time with peers at lunch to step away and do Peer Group with a different group of kids, so it was a challenge getting them to see the value of [the program] and [to] commit [their] lunchtime when they sometimes just wanted to sit in the cafeteria,” Cooper said.

Similarly, Julia Sultz, senior Peer Group leader, believes the block schedule truly encourages stronger commitment to the program and improves the overall atmosphere for the Freshman class.

“I think that [the] block schedule is good because now Peer Group isn’t during your lunch,” Sultz said. “It’s not an optional thing. If you sign

up for Peer Group, your attendance is taken. It really makes kids come into the program and create better relationships.”

Cooper acknowledges that all freshmen do not have the opportunity to participate in Peer Group during their first semester. However, the administration attempts to fit as many students as possible into the program by increasing the number of individuals in each group.

“Some kids have had to wait until second semester to [participate] in Peer Group, just because the demand is so high,” Cooper said. “[However]

we did not want to say no to kids, so some groups are as big as 14 right now. But for the most part they are anywhere between 8-14 freshmen and they all have two seniors working together to colead.”

Anish Abeysiriwardena, a participant in Peer Group, enjoys the comforting and accepting atmosphere the students share in his group.

“I enjoy the fun and games, the laughter and the openness,” Abeysiriwardena said. “It’s more of a group of friends than a period in the school day. Peer group allows me to know that there are

Breaking the Ice: Huddling in a circle, South freshmen and their senior Peer Group leaders gather together during their designated Peer Group block. As a group, they work to form new friendships through teambuilding and get-toknow you games. Photo by Hannah Buchband

other people that are having the same troubles as me [...] like getting lost at the new pit when I should be at the [old] pit.”

According to Cooper, not only is the Peer Group program attractive to freshmen, but seniors are also highly interested to serve as one of the GBS Peer Group leaders. Lori Steffel, Peer Group leader, believes that it’s an extraordinary opportunity to be able to influence an entire group of incoming freshmen.

“It’s the only place in school where there are no teachers and you’re given full responsibility to lead a group of freshmen,” Steffel said. “I think that’s an opportunity that is so unique to Glenbrook South, [and] it’s really appealing to a lot of seniors.”

Despite many of the benefits Peer Group offers to students, Abeysiriwardena believes that it is difficult at times to manage homework without the added time provided by a full 90 minute SRT. However, Cooper believes that the Peer Group program positively impacts students, and compares it to a linking bridge that helps reconnect the relationship gap between the upper classmen and the lower classmen.

“I think to have older, caring kids explain things in a certain way that is non-threatening, safe and non-judgmental is really very helpful to [the freshmen],” Cooper said. “We’re trying to break down the barriers between freshmen and seniors.”

Peer Group is an opportunity for seniors to assist and mentor the younger generations as they make their way through high school. According to Cooper, Peer Group serves as common ground for both South seniors and freshmen, creating a stronger connection between students across the school.

“This is a culture of kids trying to provide help to other kids,” Cooper said.

features

13

Sept. 30, 2016

Nov 5, 2010

South students embark on international service trips MADDy RUOS co-features editor

Spending a summer break putting in time at the beach, sipping lemonade and tanning may be some South students’ idea of a great vacation, but a number of South students have used their time off school to give back to the global community by pursuing various international service trips. According to these students, their experiences have varied and all have walked away with a sense of patience and a broader understanding of the world around them.

For junior Sarah Briggs, her two trips to Guatemala have instilled in her a passion for service work that she hopes to maintain after college. Briggs went on a mission trip during the summers of 2015 and 2016 with an organization called Nuestros Pequeños Hermanos (NPH) Guatemala to mentor childen in an orphanage there.

“My first year I noticed that these kids were so welcoming [to us],” Briggs said. “You walk into their homes, and they’re just open-armed even though they know that these people are coming from such a [wealthy] area.”

Briggs explained that on her trip she was exposed to deep generosity within the orphanage, and the kids understand that sharing is an important value inside NPH Guatemala.

“All the visitors bring so many snacks and things, and we are kind of stingy about sharing there what we brought for ourselves, but you give [the kids] one little granola bar and they share it with twenty people,” Briggs said.

Like Briggs, sophomore Emma Noffke also went on a service trip to Guatemala last summer, but hers had a different purpose: to rehabilitate animals so they can be released back into the wild. Her trip

was organized through a program called The Road Less Traveled.

“We fed [the animals], cleaned them, helped them learn how to do things so when they get released, they will survive,” Noffke said.

Both Briggs and Noffke cited the importance of living in a completely different environment to the one they were used to as a factor that made their trip so life-changing. According to Briggs, she was shocked to see how thankful the children were for what they had, even if it was something Americans might consider to be insignificant.

“On Sunday mornings, [the kids’] treat is to get cereal, and that’s what they love, [even though] here it’s just normal for us, [...] and I remember seeing this girl eating her cereal with water, thinking it’s the most enjoyable thing,” Briggs said. “So they really try to make the best out of everything.”

Similar to Briggs, sophomore Songhee Back witnessed kindness among the people she encountered on her mission trip to Haiti this past August.

According to Back, she went into the trip with a disdain for children, but came out with a changed perspective.

“I walked into this trip not liking kids [...] because I don’t really enjoy the company of kids, but [in Haiti] they’re generally so, so sweet, [...] and I felt that I needed to give back to them,” Back explained.

Junior Katherine Chu spent her 2015 summer break teaching English to children in Taiwan with her church for a week. She credits her service trip with teaching her patience amongst the students and knowledge about Taiwan.

“I actually taught a full class of second graders English, so I think I changed perspective of just appreciating a different culture,” Chu said.

Like Chu, Back also learned patience on her

South worluddenwt seidrveice trips

locations

of st

twenty-four Carrots: Working with a fellow trip participant, sophomore Emma Noff ke hands off a bag of carrots to feed the animals she cares for on her trip. This summer she traveled to Guatemala through the organization The Road Less Traveled. Photo courtesy of Emma Noffke

mission trip to Haiti she took with a program organized by South alum Stephen Kim. While in Haiti, Back volunteered in slums, spending time with the kids there doing a wide variety of activities like singing, crafting, coloring and playing with them.

“When I was [in Haiti], it was really soothing to me,” Back said. “All the problems that I had in the U.S. became so insignificant to the problems that the kids were facing every day.”

m. T his e hugs hi ho no w iles as sh riggs sm m e fo r child ren B h ra nior Sa ns. a, a ho condit io at eo*, ju N PH Guatemal M le ab ng st di Hol t to to un sh e wen nt s du e su m m er w it h th ei r pare e longer livtesy of Sarah Briggs ur

Photo co

Graphic by Yoon Kim

Lizzy

lizzy@

According to Back, other teenagers that want to get involved with service don’t have to look beyond their own borders. Back acknowledges that service of any kind is beneficial for everyone involved, even the volunteer.

“You don’t have to go outside the U.S.; there are plenty of [poorer] areas within our country that we can visit,” Back said. “I think it’s a really good idea to just go around and try to help people, to spend a day dedicating your life to someone else.”

Briggs also echoes Back’s opinion on the value of all service work and takes time to reflect on the incredible lessons she learned on her own trips to Guatemala. According to Briggs, while on her trip, she became close with a 5-year-old boy in the orphanage named Mateo* and as the two were playing one day, they had an encounter with Mateo’s biological mother.

“The lady [that they saw] turns out to be Mateo and [some of his brothers’] mom,” Briggs said.

“They see her twice a year for 30 minutes. And so I had to hand Mateo over from my arms, and this lady is almost like a stranger to him because she’s the one who abandoned them [...], and that really stuck with me because this kid I had grown so close with was visiting his mom for 30 minutes [...]

I came back and I was telling my mom, and I just broke down into tears. It was so powerful to experience.” *Names have been changed

Guide to unique clubs at South

Shaw

Sharon Kim staff reporter

energy 847.92 tees.com 2.862 2

Sean Morrison

sean@energytees.com 847.770.5541

Don’t forget to order your

Customized

r hn Schure

Jo

m gytees.co john@ener 688 847.722.6

T-Shirts, Hoodies, and Long Sleeves, for

”

HOMECOMING!

rger Gracie@eHnaemrgbyotuees.com Gracie 571 847.770.3

eed Guarant To Beat Ink Custom Prices!

Graphic by Yoon Kim

14

reviews

Sept. 30, 2016

Home of the Strange celebrates diversity, provides new sound

leah dunne co a&e editor

I’ve always been a fan of acoustic, wave like alternative rock music, mainly because of its ability to somehow always alleviate my stress and lift my spirits. When I heard that my favorite band of the sorts, Young The Giant, would be releasing their third studio album, Home of the Strange, on Aug. 12, the timing could not have been more perfect as my days of summer were slimming and my summer reading was accumulating.

With Young The Giant’s debut in 2011, the band exuberated young, diverse talent in their hit singles “My Body” and “Cough Syrup.” The unique cultural mesh is comprised of frontman Sameer Gadhia, first generation IndianAmerican and Stanford dropout, Persian-American bassist Payam Doostzadeh, and Canadian drummer Francois Comtois. Each help to solidify the roots of their third album, bringing attention towards the cultural diversity within their own group, and those within our nation at such a pertinent time of both social and political change.

In the album’s first single, “Amerika,” Gadhia sets the tone of uncertainty through washy waves and midtempo synths. Gadhia unravels American ideals, beginning with the greed that ensued those of the 1849 California Gold Rush, attracting many from faraway places arriving with “gold in their eyes.” Throughout the song, Gadhia works to unpack the pursuit of the American dream of a life of simplicity,

yet reaches that American society is a “rich kid’s game,” bringing the piece full circle from the track’s monetary propositions from the start, rooted within the California Gold Rush.

While they introduced new sounds such as those in “Amerika,” they did not at all stray away from the pulse like beats and electro feel that encompassed Mind Over Matter, their second album released in 2014. Gadhia brought back that defined bass plucking and lyrical chants into their track “Something to Believe In,” reiterating the said empty promises within “Amerika.”

While I appreciate Gadhia’s effort to build off of his 2014 Mind Over Matter edge, I think one of the strongest aspects of this album was their ability to reign back into their roots of soft spoken, slow strumming tracks that we heard from their first album in 2011.

Gadhia’s “Titus Was Born” makes me feel a bit nostalgic as the light acoustic plucks begin the track, to then bring in his elongated, smooth vocals for a peaceful preach in song.

Similar to the change in tempo during the bridge of 2011’s “Cough Syrup,” “Titus Was Born” trades the slow acoustic strums for upbeat piano riffs, and a quickened tempo accompanied by deeper vocals and drums to end the song on a much more lively and awakened note than it had started.

In their third studio album, Gadhia and Young The Giant were successful in many aspects, producing a record just one year after releasing their second, and building upon that new experimen-

SINGING SAMEEr: Performing in Austin, Texas, Sameer Gadhia, lead singer of Young the Giant, hits his tamborine during a live show. The band’s third album, Home of the Strange was released on Aug. 12. Creative Commons

tal sound presented in 2014. But most successfully what Young The Giant was able to accomplish was translating their own cultural melting pot into skeptical, celebratory, mellow and charismatic tracks that work to break the existing boundaries within our society, at a time nationally and politically when

it is key. Through channelling their old roots and producing singles that stem off new sounds as well, Young The Giant released yet another amazing piece that helped signify America, as stated in the track “Home of the Strange” as the “Land of the free, Home of the Strange.”

Blonde defies norms, reflects change gigi cepeda asst. opinions editor

Love for Lola: Already stunned by the performance, senior Alexandra Sharp poses with J. Harrison Ghee who played Lola in the musical, Kinky Boots. The musical has won six Tony Awards, including Best Musical in 2013. Photo courtesy of Alexandra Sharp

Kinky Boots’ choreography, humor dazzle in star-studded production alexandra sharp co-features editor

“Welcome ladies, gentlemen, and those who have yet to make up their minds,” greeted the cast of Kinky Boots. In a society beginning to push against gender binary language, this upbeat, modern musical blasts through the doors of LGBT+ controversy. Unlike the classic songs, sets and characters one imagines when thinking of Broadway, Kinky Boots defies standards by bringing a 21st century look to today’s culture.

Set in England, the show begins with a man named Charlie Price whose father suddenly passes away. Forced to save his family’s plundering shoe business, he meets Lola, a 6’4” black drag queen with a personality sparklier than 24 carat diamonds. Together, the unusual duo flic kr crafts a shoe platform of stilettos for men, hoping to showcase them at the Milan fashion show. As the characters work towards Milan, they face their hardest obstacle of all:

accepting themselves and each other.

Kinky Boots brings light to one of the most controversial social topics of today: LGBT+ rights. Although some productions may shy away from this disputed issue, Kinky Boots’ humorous yet honest portrayal of the life of a drag queen makes an initially difficult topic easy for everyone to understand. It aims to educate people of all ages that LGBT+ rights begin with acceptance.

Another theme highlighted by the plot of Kinky Boots is the idea of judging a book by its cover. As each character is confronted with different obstacles, they are forced to rely on each other to fulfill their goals; however, ingrained in stereotypes, they find it difficult to trust one another. Demonstrated brilliantly by the script and score, Kinky Boots creates dynamic characters that surpass biased expectations, proving that everyone deserves a chance to be seen as an individual rather than as an anonymous member of a group.

Along with its relevance to today, Kinky Boots is an artfully done production. With a balance between hilarious and serious themes, it creates a lively plot. The music matches the

style of the show with its rapid tempos and contemporary lyrics.

Complementing Kinky Boots’ score, the choreography is astounding. You will never meet a man who can dance in six inch heels better than those in Kinky Boots, such as J. Harrison Ghee as Lola in the traveling ensemble. The way the cast uses the set, specifically by dancing on a conveyor belt, highlights the actors’ talents.

And to further emphasize its modern dialogue, the diversity of the cast parallels our interconnected world.

Although not many of us share Lola’s drag queen lifestyle, Kinky Boots discusses common themes of family, loyalty and love that forms a connection with everyone. In the three hours of flashing lights and sequined dresses, you become caught up in a whirlwind of equality, acceptance and red leather boots.

“It begins to blur, we get older,” Frank Ocean sings on the track, “Skyline To,” from his newest album, Blonde.

“Summer’s not as long as it used to be, every day counts like crazy.”

This line embodies everything that characterizes Blonde; it’s raw, emotional, and it captures the abstract human sensations we all know. Blonde, released on Aug. 20, makes extensive use of samples to capture the universality of his messages, borrowing melodies and lyrics from artists like the Beatles and Stevie Wonder.

The album is elusive, waving the common thread of interpersonal connection between lyrics that capture the chaos of being human. It’s hard to pinpoint exactly what was on Ocean’s mind when he created the album, as he makes various statements, some comprehensible, others not, throughout the different tracks.

One thing is for certain: Ocean was not concerned with being renowned when creating this album, which is creative commons filled with self-reflection and creative experimentation.

The first track, “Nikes,” has an atmospheric sound, and Ocean’s flowing vocals contemplate what it means to love and have fame in this world. On a different note, one of the most striking lines of this album is snuck into this song under the mask of an easygoing falsetto: “R.I.P. Trayvon, that n#$&* look just like me.”

Ocean makes many statements throughout the album, ranging from topics of race relations to what he deems as being truly important in life, as seen on the track, “Seigfried.” Ocean is not afraid of roughness; he scorns the effects of social media, reflects on drug and alcohol use and mourns past relationships.

All these ideas culminate in the final track, “Futura Free.” This song is brimming with a longing for youth, even designing instrumentals that make one reminisce about the good old days.

Ocean touches on the importance of family, human connection and aspirations.

Blonde is perplexing, drawing from different genres depending on the track, using ambiguity throughout the concepts it covers and, generally, inducing an array of conflicting moods in the listener. However, the jagged edges of this album are what allow it to encapsulate what it truly means to live. Blonde is reminiscent of naive and youthful romance, the pain of life not working out how you dreamt and everything in between.

Ocean pushed boundaries with Blonde, hypnotizing listeners and giving insight into his world. You can feel the authenticity in sound and thought as Ocean works through the messiness of life in Blonde.

This messiness is constant, acting as the backbone that supports all of Ocean’s other ideas. The theme first introduces itself in “Nikes” as Ocean laments how fame has led him to shallow relationships, and carries itself all the way through to “Futura Free,” in which Ocean comments that his feeling of godliness is flawed.

Ocean finishes Blonde by including a conversation with his brother, in which Ocean is asked, “Talents, got any secret talents?” Ocean responds, “I don’t think so, I’m pretty open in everything that I do.”

Ocean crafted the last track to not only perplex listeners, but give them a further look into his mind and soul.

This final interview encapsulates everything that Blonde stands for: truth and sincerity.

a&e

15 Artist Alert Sept.30, 2016

Each issue, Artist Alert features a different creative and talented aspiring artist or entertainer in the GBS community.

Cassidy Jackson co-a&e editor

Advantaged kids are cool Photo by Yoon Kim

Leading the Lip DuB: Intently filming the 2016 lip dub, Jim Shellard, Student Activities director, and seniors Josh Noll, and George Gould use a golf cart to ensure the steadiness of the footage. The lip dub crew simulated the route every day for three weeks prior to the actual filming of the lib dub in order to guarantee minimal mistakes. Photo courtesy of Corey Henry (Etruscan photographer)

Advanced TV program captures school spirit [...] the students and I really had to pick ourselves up and keep moving forward,” Benca asst. a&e editor said. “There was a lot of changes throughout the process that we had to learn how to adapt [to] and tweak our way of doings.”

On Sept. 16, the crew took two takes with Teamwork, creativity, perseverance, dedication and flexibility. According to Julie Ben- the whole school involved. While Noll filmed ca, broadcasting teacher and director of tele- the scene, Gould helped guide him through vision and film, these skills were all essential the school, also adjusting the aperture of the for the lip dub crew to create the 2016 GBS camera. Gould explains that German traveled the route with them and made sure that they lip dub.

According to Benca, the process of making were at the right places at the right times.

According to Gould, although the crew the lip dub started in July with brainstorming went through meetings between GBS “We had practiced [the lip dub] so the route and faculty members and practiced many advanced television stumany times; it was almost muscle times, filmdents. Benca says that memory [...]

I was just looking at ing the scene one thing that made the the monitor the whole time. I didn’t with the whole lip dub different than inother TV projects was really see anything around me; I just school volved presentthat many more people saw what was on the camera.” ed challenges. were involved.

- Josh Noll, One challenge “They work on a lot was making of projects [...] throughsenior director of photography sure they could out the year in small groups, but this project was more professional hear German and the performers could hear in the sense that it had a much bigger crew,” their music amongst all of the noise from the Benca said. “[The lip dub] had different mem- crowd.

“We knew what we were supposed to bers of the faculty of GBS giving their advice and giving input, so they had to learn to col- do, but [during] the first [take], there was so laborate and work as a team and [...] com- much going on,” Gould said. “It was kind of promise and [...] realize that other people are essentially stunning. I wasn’t able to focus bringing great ideas to the table and to appre- on [...] what I was supposed to be doing beciate that, but also realize when they need to cause there were people who wanted prostep in and provide their expertise in the area file shots and were jumping out in front of the camera. There were things in the way of film and television.”

Seniors Ashley Sklena and Dasha German, because people didn’t really know exactly lip dub directors, helped establish a route for what was going on. It was kind of like,‘Oh the lip dub. They, along with seniors Josh Noll my gosh, this is not what we anticipated.’”

Noll says that filming the lip dub felt aland George Gould, directors of photography, and Benca, simulated the filming sever- most like a blur, and he was very focused on the composition of every shot. al times.

“We had practiced [the lip dub] so many “We practiced after school for three weeks straight just making sure that we were get- times; it was almost muscle memory what I ting to these different points on time and get- was supposed to be doing,” Noll said. “So ting there with the music,” Benca said. “[We you’re not really thinking about that. I was also made sure] that the camera and the mu- just looking at the monitor the whole time. I sic [complemented] each other, and that if we didn’t really see anything around me; I just are taking a turn visually, the song chang- saw what was on the camera.”

According to Gould, the school’s inconsises at that point, so that it looks good rather than just having the music change at random tent lighting posed a challenge. Some hallways are darker than others, and it is important points.”

According to Gould, the unexpected that the lighting was consistent throughout changes throughout filming were hard for the the video. To accomplish this, Gould had to crew to cope with. But Gould acknowledges adjust the aperture of the camera when lightthat the small mistakes don’t outweigh the ing changes occurred. According to Gould, he did not accomplish this task free of mistakes. great final project.

“I accidentally closed the [aperture] on the “Not everything goes to plan,” Gould said. “I knew every single thing that was camera twice throughout the lip dub,” Gould wrong with that video, and those were the said. “The screen went black for about three things that I would focus on when in reality, a frames twice, but we took clips from the first run through and edited it in and had to make lot went right.”

According to Benca, the changes through- it a smooth transition, so no one would noout the process, such as route changes and tice. That took maybe three hours alone just where the performers were being positioned, to fix that half a second of mistakes.”

In addition to the shoot with the whole were a good learning experience for the crew school involved, a drone was used for the because they learned how to adapt.

“The overall feeling of stress and anxiety Youth Services, football game, and pool shots. [...] kind of wore on us during this process, so Senior Cameron Daly operated the drone. He aakash Bhojwani

says that he had about three months of experience using a drone beforehand.

“Before each shot, I had anywhere between three or four practice shots just to make sure I had the motion right [...],” Daly said. “For the football game, we did that shot three different times and picked one. For the more difficult shots, like the inside the pool one where it zooms out to the girls on the pizza, that took around five tries to get it perfect.”

Gould explains that during the editing process, it was important that transitions were seamless. Gould said that one example of this was during the pool scene when the camera switches from a drone to a GoPro, but the crew was able to make it seem like the same camera. Both Noll and Gould express that they felt relief as the video was being edited and things were going well.

“It used to be [that] we just had a blank empty project file with all the music underneath it,” Gould said. “Now, things were filling in, and it was like putting together a puzzle where it was a lot of work and a lot of time.

But it’s pretty relieving to be almost done or be done and be able to watch it and be like, ‘This is what we’ve been waiting for over a month.’”

According to Benca, the lip dub crew’s work on the lip dub reflects their capability of doing professional work and working with a big crew. She says that one huge strength of the group was their ability to work well as a team.

“If they didn’t work as a team as well as they did, this could have really fallen apart, but that group was dedicated to creating a high qual2 run ity product throughs with together and doing whatevthe school er they needed to do as a Grap hic by team to get the Yoon Kim job done,” Benca said.

behind scene the so 2016 li f the p dub

35 lip dub

performers

3 weeks spent g practicin

Senior Chris Daus is an aspiring professional cinematographer and filmmaker. Daus is currently involved in Advanced TV and is the executive producer of the Titan Sports videos.

Along with holding an A-TV position, Daus also posts videos that highlight his travels on his Youtube channel.

How did you get into filmmaking?

“My filmmaking roots stem [from when] I was a young kid. I would always watch the X Games [...], and I convinced my parents that I needed a skateboard. It became not as much about me progressing as a skateboarder, [… because] I enjoyed filming more. So, I made videos of my friends doing skateboard or BMX tricks, and [...] it grew from there.”

What moment confirmed that you could make filmmaking a career? “[Over the summer], I interned at a visual marketing agency called Culture 22. I was a video editor, so it was a very professional job. My main client was Ulta Beauty, and I made educational videos [for them], and I made a lot of money. [It] was amazing for me to know that something that I was doing in my free time could let me be able to live.

I plan on going to film school next year, so having this experience as a video editor was so important to me.”

What separates filmmaking from other art forms, and what chord do you want your art to strike?

“Filmmaking is a combination of all art forms into one, [and] it’s a way to express emotions through [...] your eyes and ears. You can have music, acting, photography, anything. I feel empowered that I’m capturing a moment. My goal is to make the prettiest videos I can make. When people watch my videos, I want them to be like, ‘wow’ [...]. It’s expressing how I see the world through videos.”

What does creativity mean to you, and how does filming express your creativity?

“Creativity is one of the most important traits in this world today, especially with the ever growing technology. Creativity to me is expressing yourself.

Video shows my personality and my creativity because [...] I just try to be myself and show my style.”

What is your favorite video on your Youtube channel?

“My favorite video was the “California” video because I spent a lot of time on that, and [...] it was a big step up. Everytime I show it I feel so proud of it, and I even enjoy watching it myself, which is kind of strange.”

What would you say is the biggest misconception people have about filming?

“People don’t understand the amount of time it takes [...]. I’ve probably filmed two hours of footage and I’ve condensed it down to just under two minutes [...]. Filming it, cutting it, putting it to music, putting the clips in order and editing takes a lot of time.”

What’s your dream project?

“My dream project is to do a documentary in Africa on the local tribes there. Just learning about the culture and [...] exploring these beautiful people [would be amazing].”

What advice would you give to a filmer just starting out?

“Just keep making films [...] even if you’re not happy with your original product, because they will get better. I’m nowhere near my end potential as a filmmaker, and I’m excited for what has to come for me. So, keep filming.”

16

a&e

Sept. 30, 2016

This is a picture.

Use the second text wrap option, unless it is a cut-out.

Use 0.5 stroke.

KATE'S KitCHEN: Kneading the dough for buttermilk biscuits, junior Kate Voss prepares a classic dinnertime staple in her kitchen at home. Voss has been involved in the culinary program at South since her freshman year, and also runs her own catering business, called ‘Katering’, outside of her involvement at school. Photo by Leah Dunne

Culinary arts spark students’ career interests GABBY ZABAT staff reporter

Creamy ice cream, juicy rib-eye steak, or even a Starbucks’ frappuccino are some of people’s favorite foods. As someone begins to cut through a broiled steak or begins sipping their go-to Starbuck’s drink, does anyone ever wonder “Who made this?” Many students at Glenbrook South are pursuing a culinary career in hopes of being the chef behind that food creation.

Some of these students became interested in the culinary arts after taking Foods I. Many others, however, discovered their spark for cooking when preparing dinner with their parents and creating small snacks with friends. According to junior Mia Pitzaferro, she was surrounded by culinary arts at a young age.

“My dad used to be a chef, so I’d cook with him when I was little and help him out,” Pitzaferro said. “So, I [had already] started in the culinary business.”

Junior Kate Voss also developed an interest for cooking at a young age when baking with her relatives or watching her mother cook dinner. “[Cooking] really caught my interest when I realized that you could do whatever you wanted,” Voss said. “There’s so much freedom in the kitchen, and with cooking especially you can just throw stuff together and see how it tastes. [You can make] whatever you want it to be, and there’s so much creativity.”

While both Pitzaferro and Voss began cooking in their home, others were exposed to the culinary arts through cooking classes. For example, in middle school, senior Clara Pauker began taking classes at Whole Foods and Sur la Table.

Then entering high school, Pauker decided to join Foods at GBS to expand her culinary knowledge of cooking and try out new recipes.

“I had done those ‘Cooking for Teens ‘[pro-

Graphic by Sophie Mason

grams], and I had a lot of fun with those,” Pauker ever I’m doing something wrong he [would] fix said. “When I saw that they offered a foods class me, and would always compliment when I’m doing something right.” at GBS, I thought, ‘Oh this is perfect!’”

According to GBS Foods teacher Kelli McDonAccording to Pauker, the majority of local classald, Foods also es she took provides stuwere focused dents with varon baking and ious projects dessert maksuch as teaching, whereas er luncheons, Foods gave budget meals, her the opporfood magtunity to exazines, and plore different many more to culinary asprepare stupects. dents for a cu“I feel that linary career in the GBS in the future.

Foods classIn addition to es you learn a Foods, stuwhole variety dents have the of recipes, so oppor t unit y you can practo join Famitice whatevly, Career and er is conveCommuninient for you, ty Leaders of whatever you America (FClike making,” CLA) to apply Pauker said. their dishes in W h i l e COOKING CREATIONS: Featured above are various dishes made by junior Kate Voss.

At culinary commany students C the top from left to right are blueberry swirl muffins and Caprese salad. On the botAcenjoy cook- tom from left to right is berry crumble, strawberry shortcake and buttermilk biscuits petitions. cording to Pitzaing as a hobby, with honey butter. Photos courtesy of Kate Voss ferro, FCCLA is these students a great beginhave decided to pursue a career in the culinary arts. According to ning to get into culinary schools by putting stuPitzaferro, her dad plays a large role in her deci- dents in a professional cooking environment that they would experience outside of school. sion to pursue a career within the culinary arts. “[FCCLA] puts you in a position where you’re “[My dad] always [tries] to help me,” Pitzaferro said. “[My dad] would criticize me and just try going to be short on time, need to hurry up, and to help me get better [when I’m cooking]. When- get things done,” Pitzaferro said “[FCCLA] gives

you skills you’re going to need in college.”

In addition to the various classes and culinary opportunities provided, many of the Foods teachers encourage their students to cook outside of class as much as possible. According to Voss, her Foods I teacher Elizabeth Schimmel gave her valuable advice that has stuck with her for quite some time.

“Ms. Schimmel emailed me over the summer [and] said, ‘Just keep cooking, I know how much you love it’,” Voss said. “That was really cool for her to reach out because she recognized how much I loved [cooking].”

While Voss is still undecided about pursuing a career in the culinary arts, she explains that she is taking time now to figure out exactly what she wants to be in the future, and is continuing to explore the various facets within cooking and the culinary arts.

“There are days when I think being a chef would be the best thing in the world, but realistically I know that those hours and the payment are not what I would expect it to be,” Voss said.

However, Pitzaferro already knows what aspect of culinary arts she prefers. According to Pitzaferro, she hopes to pursue a career in the culinary arts and is planning to attend Kendall College after high school. She is planning on becoming a pastry chef after her senior year.

“To be a pastry chef is a challenge,” Pitzaferro said. “You need to be creative [...] and when you bake something it’s got to be spot on [because] if it’s not it won’t turn out.”

In addition, Pitzaferro explains that she wants to teach others about the culinary arts and inspire them to find a career they will enjoy just as much as she does.

“I not only want to pursue my culinary skills, but to reach out to kids and schools to not give up and chase their [dreams],” Pitzaferro said.

17

a&e

Sept. 30, 2016

Fine Arts Department welcomes Maranto Emma Morris staff reporter

my interest to be more involved in fine arts, so I applied for [the instructional supervisor position].”

For Choir Director Andrew Toniolo, Throughout his 12 years at South, Mark Maranto has had several roles in Maranto’s new position is something to the school including English teacher, look forward to. According to Toniolo, instructional coach and now instruc- prior to Maranto taking the position, tional supervisor of the Fine Arts De- the two had joked about working in the same department. partment.

“We had like a ‘Wouldn’t it be cool Before Marty Sirvatka, the previous Fine Arts instructional supervi- if...’ discussion about if he became the sor, retired last year, the Fine Arts De- Fine Arts Department chair after [Sirpartment consisted of music and art. vatka] left,” Toniolo said. “We kinda Following Sirvatka’s departure, the de- laughed about it and left it there, and partment grew, welcoming broadcast- then here we are, it actually happened, ing, photography, radio, TV and drama. so I’m super pumped to have him as a Additionally, Maranto has stepped into supervisor [and] as a boss.”

Maranto says that the main factor the position, bringing a new point of that made him want to be involved in view to fine arts integration.

“I think in a school as big as ours, the Fine Arts Department was the prothere is always room for doing more,” fessionalism at South. All of the proMaranto said. “It’s not about changing ductions are taken to the next level, acfor me, it’s about extending all of the cording to Maranto.

“I, as an outsider looking in, just great work that’s already happening here by providing some more new op- thought it was thrilling to be a part of it,” Maranto said. “So I wanted to see portunities for students.”

According to Maranto, new chang- more of what it’s like from the inside, es have been implemented this year in and that’s what I’m getting the opportunity to the department, “It’s my job to make sure that [the do.” mainly due to the increase of arts program] continues to thrive According classes includand grow, and I’m really excited to to Maranto, goal for ed in it. Maransee the ways in which that’s going his the departto also speaks to happen.” ment is to of his additional - Mark Maranto, establish colart experiences, Fine Arts Department laboration explaining his among the career before instructional supervisor various art teaching.

“My background before even be- forms, which is going to be extended coming an English teacher 20 years ago this year because of the new additions was in theater,” Maranto explained. to the Fine Arts Department.

“What I’m interested in mostly in “I have a degree in acting, and then when I became an English teacher, I my first year is beginning discussions went back for my first masters in the- with my teachers on ways in which the ater directing, and then I got my sec- arts can speak to one another and can ond masters in arts administration. So start to collaborate,” Maranto said. when [Sirvatka] was retiring, it was [in] “Those conversations are already start-

Mirroring maranto: Leading members in the Freshman and Sophomore Play rehearsal, Mark Maranto, Fine Arts instructional supervisor, provides his insight for the direction of the opening scene. One of Maranto’s goals in this new position is to intergrate the added classes with existing traditions. Photo by Yoon Kim

ing to happen and it’s really exciting to hear, but it’s really based on what my teachers want to see going forward in terms of collaboration.”

According to Toniolo, there is a new motivation and sense of unity among teachers in the department, and that can be credited to Maranto.

“I think this year with not only the arrival of the new disciplines, but also the arrival of Mr. Maranto, we all kind of feel this reinvigoration of unity,” Toniolo said. “And with that reinvigoration of unity, I feel more motivated, and I feel like everybody else is kind of trying to figure this whole common thread thing out. Because, [for] a lot of us, [a] common thread is our students.”

According to Maranto, traditions at South are important in keeping the department strong and, therefore, the

practices and legacies that Sirvatka established is a priority.

“One of the things that [Sirvatka] did really well in his tenure was establishing new programs, new groups and just building, building, building,” Maranto said.

According to junior Erin Kirby, traditions are some of the most valuable parts of the Fine Arts Department.

“I definitely think that keeping traditions is really, really essential because [...] the entire department is based off of [traditions],” Kirby said.

According to Maranto, GBS is extremely fortunate to have support from the administration. As he explains, this helps bring excellence to the fine arts programs.

“At my previous high school, there were strong arts programs, but I feel

like the piece that was lacking there was that often times, those teachers and those kids were working in spite of the administration,” Maranto said.

“Here we have tremendous support from the administration financially and [they are] just appreciative. They get what we do.”

According to Maranto, the future of the Fine Arts Department is in his hands, and after training with Sirvatka over the summer, Maranto is confident.

“Traditions have been in place here long before I came and they’ll be in place long after I leave, but I really feel like I am the steward of the arts program here,” Maranto said. “It’s my job to make sure that [the arts program] continues to thrive and grow, and I’m really excited to see the ways in which that’s going to happen.”

18

Sept. 30, 2016

sports

Nov 5, 2010

Girls with gold: Posing for a photo, US swimmer Katie Ledecky (left) sports the four gold medals she won at the 2016 Rio Olympics. At center a headline from a publication shows Phelps’ silver medal win above Ledecky’s gold medal and record breaking win. After finishing their final event, team USA’s Final Five celebrates their team’s gold medal (right). Photos courtesy of Flickr Creative Commons

Sports Opinion

Unequal coverage still present in the 2016 Olympics

Samantha casey co-sports editor

Every time the Olympics take place, athletes from all sports, countries and genders take the global stage. This year’s Olympics was one for the record books: Katie Ledecky and Simone Manuel in swimming, Simone Biles in gymnastics, Michelle Carter in the shot put, the list goes on. Women from all nations are breaking records and impressing thee n world with their talent; yet, here we are in 2016 where women are considered to be i “equal” to men, and we are still witnessing sexism in the Olympics.

Most of this sexism comes from the coverage by male commentators and on social media. Instead of female athletes being congratulated for their achievements, commentators compare them to men, define them by their relationships and focus on their appearances.

When Katie Ledecky, five-time Olympic Gold Medalist and three-time World Record holder was setting records and winning events this Olympics, male teammates were saying she swims like a man.

In a profile about Ledecky, Ryan Lochte told Sports Illustrated that, “She swims like a guy. Her stroke, her mentality: She’s so strong in the water.

I’ve never seen a female swimmer like that. She gets faster every time she gets in, and her times are becoming good for a guy.”

Connor Jaeger, another USA Swimming Teammate of Ledecky, told the Washington Post that, “Her stroke is like a man’s stroke. I mean that in a positive way. She swims like a man.”

As a female swimmer myse I fully understand that self, m male swimmers have faster times than females; however, I have never had a male teammate or coach make it seem like the male swimmers are superior. Leehe decky is an incredible swimmer, but the er way her teammates complimented her implied that they believe male swimmers are superior, which is another example of the subconscious sexist remarks that are made in regards to female athletes.

Another example of this was during threetime Olympic Medalist Simone Biles’ dismount off the uneven bars, when an NBC commentator said, “She might even go higher than some of the men.” Biles countered these remarks by saying,

“I’m not the next Usain Bolt or Michael Phelps.

I’m the first Simone Biles.” We need to be like Biles and call out the sexism that is present, as that is the only way to raise awareness of it, and then it can hopefully be eliminated.

When Katina Hosszu, Hungarian Swimmer and Three-Time Gold Medalist, broke the world record for the 400 medley relay, NBC Commentator Dan Hicks credited her success to Shane Tusup, her husband and .] coach. Hicks even said, “[...] iand there’s the man responsible,” as the camera filmed Tuh sup cheering. I understand that a coach helps their swimmers succeed, bu but in no way should the husband be consid sidered “responsible” for his wife’s succes cess. This perpetuates the idea that women are simply their husband’s property.

Another example of female athletes being defined by their relationships was when the Chicago Tribune referred to Corey Cogdell-Unrein, Trap Shooting Bronze Medalist, as the “Wife of a Bears’ Lineman” in a headline. These women should be recognized for their own achievements and not labeled as the “wife of.” The athlete should receive the congratulations for their ath-

letic achievements.

Instead of discussing the athletic achievements of Olympians, Fox News had a panel discussing whether or not athletes should wear makeup with regular commentators, Bo Dietl and Mark Simone. Dietl directly said on air, “When you see an athlete, why should you have to look at some chick’s zits?I like to see a person that wins that gold medal go up there and look beautiful.”

It is laughable to me that Fox News ha a whole segment on this. Do they rehad ally expect athletes to wear a full face of k makeup before they sweat/get in the pool?

In addition to this panel, many other commentators focused on athletes’ clothing rather than their athletic ability. Athletes should be covered on their athletic achievements, not their appearances. If the Olympics were a beauty pageant, comments on makeup and clothing would be appropriate. However, the Olympics are to celebrate athletics and not appearances. Female athletes should be treated in the same regard as males.

sports

Sept. 30, 2016

Nov 5, 2010

19

South hires new head coaches for fall season SOFIA SnyDER asst. sports editor

David Schoenwetter South alum David Schoenwetter is following his father’s footsteps as the new head football coach. Schoenwetter’s dad, Bob Schoenwetter, was the head football coach at South for 35 years and coached Schoenwetter, who played Quarterback. Before he became head coach, Schoenwetter was an assistant coach for 15 years.

“Coach Noll taught me so much about football and how to run a program,” Schoenwetter said. “That [made me] decide [that until] he retired, I was going to be the absolute best assistant I could be [...].” According to Schoenwetter, he has enjoyed being the head coach, but didn’t realize how often he would be thinking about new coaching techniques and plays.

“It’s been a thrill to be in charge and to have the chance to shape [the program] into my slightly different vision,” Schoenwetter said.

Kelly Dorn The women’s volleyball team is hoping to go far this season under their new head coach Kelly Dorn. Dorn played and coached division one college volleyball at UIC and was the JV coach at New Trier for three years.

“I played every position [in high school and college], and I really feel like I know how to teach every position because I’ve had high level experience,” Dorn said.

According to Dorn she was looking for a job that gave her an opportunity to coach and teach PE. [So when] a PE teacher and head volleyball coaching position opened up at GBS, Dorn thought it was the perfect fit. “[At New Trier] I was able to get a look at our conference, the competition, and what level [we] need to be at in order to win,” Dorn said. “I always thought of [South] as very good, [and] when I was at New Trier they were one of our biggest [competitors].”

Meghan Fastert Meghan Fastert is the new head coach of women’s cross country. Fastert was the assistant cross country coach last year and ran cross country in high school.

“I wouldn’t have been able to get through high school without [my coaches],” Fastert said. “So I hope I make those same connections with the [team], where I can help them through a practice or a meet, but I can also help them with anything that is going on in their lives.”

According to Fastert, being the assistant coach last year was a great opportunity to get to know the team, but being the head coach has let her get to know all the girls on a deeper level.

“Even at five in the morning they are still the same crazy group of girls that I love,” Fastert said. “This has been one of the greatest opportunities I have ever had.”

Huddle in for the win: Listening to new head coach Kelly Dorn, the women’s volleyball team huddles and discuses their play after their win against Niles North. The Titans played and defeated the Vikings on Sept. 27 by scores of 25-5 and 25-14. Photo by Sophie Mason

Women’s volleyball defeats New Trier SOPHIE VICK asst. sports editor

cused on getting points with serves. p “We were down 10 points, and [we] had our middle sserving, with no libero in,” South’s women’s volleyball ball team, said. “We got more than 10 Wojick sa led by head coach Kelly Dorn, has a curpoints in a row, and [we] came rent record of 10-3. The team eam is working back and won the whole game.” towards having a winning season and adJunior outside hitter Cat Berg vancing as far as possible in n their postseait was really excitalso agreed a son play, according to Dorn. n. ing to see the team persevere.

Senior Captain Sarah Wojick says the “After our coach called a “A team is working hard to win timeout, she really lit the fire [in timeout against Maine South and nd and made us believe that us] an Niles West. The team had a we ccould do this and come great start to their season by back from 10 points,” Berg placing first in the second pool said. “Everyone played with and went 4-1 at the first tournaournaconfidence on the court, and conf ment they played in, according ding to Wojick. had amazing team chemwe h “The only team we lost to [in the touristry.” istr nament] was Stevenson, and nd we know we Dorn believes the team D can compete with them,” Wojick said. has really grown from ha According to Wojick, thee second tourthat tournament and conth nament the Titans played in was at New ttinues to as they prepare Trier, and they came out with th a victory for their upcoming in their second place brackckgames against Niles SERVEs up: Stepping towards the et when they were down 10 North, Evanston service line, senior Zimmie Frerichs points. Despite the team beand Loyola. sets up to serve the ball against ing down by 10, Dorn pulled “We’re a really New Trier on Sept. 22. junior Enola Varga, and foPhoto by Sophie Mason strong team and

once the girls catch a hold of how strong we are, we are going to be on fire,” Dorn said.

According to Dorn, the next tournament the Titans will compete in is the Glenbrook Discovery Tournament, hosted by Glenbrook North. Dorn hopes they can win against key teams and gain more experience competing with teams they will see again during conference.

“A whole bunch of conference teams will be in it,” Dorn said. “It will be challenging [because] we have great teams in our area, but it’s definitely a tournament I think we can win.”

Both Dorn and Wojick agree that the team’s main goal for the season is to win conference. Recently the Titans defeated the Trevians in a conference game on Sept.

22. Wojick claims this was the most rewarding game so far this season.

“We beat the one team we were going after,” Wojick said. “I was extremely satisfied with my team and how we all handled situations through the game. [We’re excited] to see them and win again.”

The next time the Titans hit the court will be tonight against York High School.

Men’s golf wins Conference, looks to do well at State HENRY ScHLEIZER staff reporter

The 2016 men’s golf team has high expectations coming into this year, according to senior Co-captain Charlie Nikitas.

With the help of consistent play and strong leadership, the boys’ goal of State is more reachable than ever especially because they have a record of 5-0 and won Conference, according to Nikitas.

According to head coach Steve Gale, a large part of the Titans’ success has been the strong leadership of the upperclassmen.

“We have strong Co-captains in Seniors Charlie Nikitas and Kevin Paek,” Gale said. “Those guys along with junior Jarett Brushal are leading the way.”

Nikitas and Paek have been the key leaders on the team the past two seasons, according to Gale. Nikitas and Paek’s leadership and experience on courses all over Illinois will benefit the overall success of the 2016 team, Gale added.

“Charlie and Kevin were among my leaders last year so there has been consistency this year,” Gale said. “We did not go as far as we hoped for last year, and we hope to go farther into the State series this year.”

According to Paek, the Titans are hungry for a trip to State. The men believe that with strong leadership and consistent play, they can reach heights they have never reached before.

“Consistency has been a big factor,” Paek said. “We’ve played pretty well in all of our matches and having good scores come out of our matches is always helpful [too].”

At Conference, Nikitas placed 1st (67 team.

“We were all extremely excited,” Nikitas strokes), Brushal placed 2nd (72 strokes), Paek placed 3rd (76 strokes) and sopho- said. “Kevin and I especially just because more Jack Upperman tied for 4th (77). The it’s our last year, and we had never beat Titans are not only setting their eyes on get- New Trier in Conference before. I know Kevin and I played our ent, but they want ting to the State tournament, hearts out, and we ck a State champito compete and bring back were just so psy psyched tas. onship, according to Nikitas. to get a win for the ty close last “I felt like I came pretty [team].” eally want year, but, as a senior, I really According to Nikitas, Nik ol career to cap off my high school the team can reach that hip,” Niwith a State championship,” goal of a State cha champikitas said. onship if they push themth Nikitas also recently signed selves in practice and hit his letter of intent to playy tim their stride at the right time. college golf at Miami off “I feel like we just hav have to Ohio. Nikitas adds thatt work really hard,” Nikitas said. playing college golf was a “I think it’s about peaking aat the goal of his since he wass right time. It doesn’t matter how young. you’re doing in the regular sea“It’s been a dream of son, if we are peaking near the mine since I was a litend of the season, during Reg Regiontle kid,” Nikitas said. als and Sectionals, then hopefully hope “Playing college golf we can make a run for a S State was the goal ever sincee championship.”

I picked up a golf club..

With the consistent play Now that I have that un-Paek the of Nikitas and Paek, der my belt, I’m reallyy Titans believe they can excited for the next fourr turn their State aspiyears.” re rations into a reality d The Titans defeated acc this year, accordNew Trier and Loyola,, Nikita ing to Nikitas. n two of the best teams in the State. The team beatt New Trier by a score off s.

147 strokes to 137 strokes.

Eyes on the theprize prize: Focusing on the ball, senior Robert he According to Nikitas, the Hopkins begins his swing during durin ng n g a meet against New Trier.

Trier victory was really imHopkins finished the meet with a personal score of 40.

Photo by Rachel Nwia portant and crucial to the

20

Sept. 30, 2016

sports

Nov 5, 2010

SoarinG, Flying: Looking towards the wall, senior Allison Wyland takes a breath as she swims her 100-yard butterfly at the Spartan Sprint Classic Invite on Sept. 17. The Titans placed 4th in the invite; they also beat GBN in a dual meet on Sept. 16 by a score of 104-82. Photo by Sophie Mason

Women’s swim & dive conquers GBN Sophie vick

asst. sports editor

The GBS women’s swimming team, led by head coach Keith MacDonald, kicked off their season with a 4th place finish out of 13 teams, at the Lake Forest Invitational. The team has a current record of 2-1 and hopes to progress throughout the season and ultimately do their best at their final meets, Conference and Sectionals, according to MacDonald.

“Our ultimate goal is to swim fast [and] dive well at our last meets,” MacDonald said.

Other than Conference and Sectionals, MacDonald believes their most anticipated dual meet of the season was against rival Glenbrook North.

“They are a very comparable team to us,” MacDonald said. “It [was] a good indication of how we’re doing and how the season is going.”

According to MacDonald, throughout the whole GBN meet the two teams were going back and forth, but in the end, the Titans pulled in front of the Spartans during the 500 yard freestyle event.

“Kate Solem and Bella del Muro both had tremendous swims,” MacDonald said. “[Then] Solem won the 500 [yard freestyle] by pulling away from the [GBN] girl at the end, which was really exciting.”

Senior Sam Casey also agreed that the meet was a key one for the team, and it was an important win for the Titans. The meet was an exciting one for the team especially because it marked a shift into sprint training for the team, according to Casey.

“It was kind of tight at first, and before diving we were tied,” Casey said. “Some of our swimmers that we thought were going to win didn’t end up winning, but we all worked together and ended up pulling out the win in the end.”

According to MacDonald, the Titans used their moment um from the 500

yard freestyle to then solidify their win with first and second place finishes in the 200 free relay.

“The GBN meet was a key meet for us, and it was one of our bigger meets in our schedule,” MacDonald said.

The team is now focusing on ending their season with great swims, according to MacDonald. Additionally, Casey said that the team hopes to qualify relays for State at Sectionals.

“The way we’re going to get there is [by] continuing to train really hard,” Casey said. “MacDonald really knows what he’s doing, and he’s been coaching for so long that he just knows what we need to do.”

The women’s diving team, led by head coach Laura Duffy, is also working towards diving well at their end of the season meets, according to Duffy.

“I’m hoping

“[The GBN meet was] a good indication of how we’re doing and how the season is going.”

-Coach Keith MacDonald

Olivia Smoliga Olivia Smoliga graduated from South in 2012 and won a gold medal in the 4x100 meter medley this past Olympics.

Though she didn’t compete in the final, she competed in the semi-final that qualified the team for the final, which led her to receive a gold medal. Smoliga is currently a senior at the University of Georgia, and her brother Matt Smoliga is a senior at South.

Conor Dwyer

Monica Rokhman Monica Rokhman, who is originally from California, moved to Northbrook in 2010 for an opportunity to pursue rhythmic gymnastics. Rokhman now attends the University of Illinois, and she graduated from Glenbrook North in 2015. She was one of six to qualify for rhythmic gymnastics, and the team got 14th place in the group all-around. Her twin sister Jenny Rokhman was also at the Olympics as her alternate in case any injuries occurred.

to get one state qualifier,” Duffy said. “My team is really young, so we are building [our progam].”

The team almost doubled in size from last season, going from five divers to nine, and Duffy believes this will ultimately help them. During their first meet against Deerfield High School, the team’s goal was to go in and not fail any dives, according to Duffy.

“I always tell them their first goal is to do six dives without failing any,” Duffy said. “And we had eight out of nine divers do that, so I think that is pretty amazing considering a lot of these girls just started [diving].”

According to Duffy, the team continues to progress and learn new dives and showcased some of the dives at the GBN meet.

“We had a lot of fun diving with Glenbrook North,” Duffy said. “Alex DiMarco had a great showing against some good competition, scoring a lifetime best score of 217 points and taking first place.”

The next time the women will compete is Sept.

30 against Niles West at home. The Titan’s also host thier invite, Titan Relays on Oct. 15.

Conor Dwyer, who is originally from Winnetka, IL, attended Loyola Academy and graduated in 2006. Dwyer went on to the University of Florida and graduated just before going to the London Olympics in 2012. Dwyer won a gold medal in the 4x200 meter relay in London and in the same event four years later in the Rio games. Dwyer also collected a bronze medal in the 200 meter freestyle in Rio.

Football starts season off with 0-5 record

sophie hensley

co-sports editor

The 2016-17 men’s football season started off with a record of 0-5; however, the team’s optimism and chemistry are stronger than ever, according to Brett Borre, senior captain and quarterback.

“Other than our team losing games, what’s really beneficial for us is that we keep getting better, and we keep getting closer,” Borre said. “[That’s helping us get prepared] for our conference games that matter, especially Maine South. [Overall], our team is looking good and we’re having fun, [and] that’s all that matters.”

The Titans played Barrington on Aug. 26, losing to them by a score of 41-15, according to Borre.

“Our first game going out to Barrington [felt like a] very hostile environment, especially week one where the whole community is looking forward to the football season,” Borre said. “That was definitely hard because the fans were exploding in the stands, and [Barrington] was much more ready than us. We had to get slapped in the mouth a little to get back on our feet.”

Similar to Borre, Tony Jerfita, senior wide receiver, adds that the first few games will serve a greater purpose to the team and help them develop into better players.

“Considering our tough schedule and improvement in our play, these first five games are really going to prepare us for the heart of our season;

starting with Niles West,” Jerfida said. “[Even though] the first game hit us hard, I think our team is really resilient, and you’ll find that we never give up. [We’re finding ways to] benefit off our tough schedule.”

Aside from the games, the program has changed drastically, according to Noah Acocella, se-

nior running back. With new head coach David Schoenwetter, the team’s dynamic and play on the field is different than past years.

“I feel like our team is kind of opposite this year than last year,” Acocella said. “Last year we had a really strong offense and a really weak defense.

[This year] our defense is playing really well, and

Friday night lights: Attempting to intercept the ball, junior Andy Sirakides (#8) jumps along side a St. Patricks runningback on Sept. 10. The Titans lost to St. Patricks by a score of 21-7. Photo by Rachel Nwia

our offense isn’t matching the performance on the other side of the field.”

Similar to Acocella, Schoenwetter believes the program is different than the last couple of years due to the relationships built on and off the field as well as the specific workouts the Titans do.

“Things have changed a great deal,” Schoenwetter said. “Today we are trying to build a very strong rapport where it’s open and more dialogue happens. The hope is if we have a strong connection, if I need [them] to do something, I can really demand it from [them], and the kids will respond because they have that kind of relationship.”

Jerfita additionally mentions Schoenwetter’s coaching style by describing his passion for the players and the game.

“You’ll never find someone who likes Titan football more than Schoenwetter,” Jerfita said. “That really reassures us for what we’re looking for, and while he can be hard on us, we all know it’s just because he wants to win the game so bad, probably more than any of us.”

According to Jerfita, the best game the men played was against Fremd on Sept. 19. Despite the loss of 24-21, they discovered what they need to work on for conference games, according to Jerfita.

“Fremd was probably our best game of the season, but we still have to fix a couple of things [to work on] including penalties and just being able to finish on drives,” Jerfita said. “It’s coming soon enough, so I’m pretty sure we’ll be able to bust out of it [in the next few games].”

The next time the Titans hit the field will be tonight at home against Maine South.