December 2013 - 2014

Evergreen THE

December 18, 2013

Volume XLVIX, Issue 3

EXPOSING THE

CORE Our core principles shape us. But what shapes them? p.12-13 Graphic by Alex Weinberg

New holiday policy emphasizes equity of gifts for faculty, staff

Vital Signs During a season of contagion, school nurses work to sanitize the Hill. p. 8

from gift cards to candles to baked goods. Other parts of the staff, on the other hand, celebrate with an annual chili cook-off or white elephant gift exchange.

“Yes, there are teachers who are spending time with your child every day,” Mr. Griggs said, “but the teachers wouldn’t be able to do all that they do if technology staff wasn’t there to help make the technology work, if the business office wasn’t there to make sure we have what we need, and the facilities staff, who ensures everything is in working order.”

The fund is part of a series of changes aimed at keeping the cost of individual gifts in check.

In previous years, employees said, teachers received gifts as extravagant as box-seat concert tickets at the American Airlines Center. So, a few years ago, Greenhill instituted a monetary limit on gifts a few years ago. Even

with the cap, the school worried about the burden on parents.

“I’ve talked to a lot of parents over the years who want to do something for teachers but also say it’s so frantic, running and getting those seven or 10 gifts right as we’re breaking for the holidays,” Mr. Griggs said.

The cost also adds up.

“It gets to be too expensive to buy for everyone that I would like to buy gifts for,” said Windy Koehler, Greenhill parent.

But how do parents choose whom to buy for? There are so many adults that affect a child’s day, from academic teachers to coaches to advisors.

“I know that there are teachers outside of just my daughter’s teacher, or even her co-curriculars, that have an influence on her life on campus,” said John Simpson, Greenhill parent and employee. cont’d on page 11

News A “Juicy” Story

Features The Hornet Games

Special Report Family Time

Arts Entering the Industry

Sports Fired Up

In the wake of a curious juice-bar mystery, News Editor Sera Tuz uncovers the ins and outs of Greenhill’s outsourcing contracts. p. 4

Staff Writer Ben Schachter takes readers behind the scenes of the most prolific procrasinators on campus. p. 11

Arts Editor Sanah Hasan discovers the advantages and challenges for parent-child duos on campus. p. 14

Seniors Sam Moon and Lizzy D’Apice have teamed up to produce a musical album. Assistant Views Editor Megan Wiora reports. p. 16

Assistant Sports Editor Lane Hirsh explores Greenhill’s changing cheer program, which is soaring to new heights this year. p. 19

Rachel Diebner Editor-in-Chief

In an effort to make the giftgiving process more equitable, Greenhill has instituted a new Holiday Cheer fund, to which families are encouraged to contribute in lieu of giving individual gifts. The money from the fund will be evenly distributed among all Greenhill employees— faculty and staff alike—just before the holiday break.

“It takes all 250-plus employees here to make this place work, and all of them contribute to the excellence of our school,” said Head of School Scott Griggs. “It will be nice to be able to celebrate everyone.”

In the past, teachers have typically received the greatest number of gifts because of their direct work and relationship with students. Their desks are inundated with gifts—everything

Also in this issue...

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The Evergreen Wednesday [12.18.13]

VIEWS

Rants & Raves A RAVE to the addition of water fountains in the science building. Hordes of budding doctors and scientists are eager to quench their thirst after hours of hard work in the lab. As Mr. Bittenbender might say about this problem, water is the universal solvent, so it’s about time they ‘solved-it’! Get it? Anyone? No one? I’m sorry.

A RANT to the recent lack of candy at teachers’ desks. The lack of holiday cheer in the Upper School is appalling, especially with the winter solstice light festival nearing so fast. Four out of five dentists agree that students who have been fed candy are more focused, more attentive, and more on task at school, and the fifth dentist wouldn’t accept our bribe.

A RAVE to Hornet Night 2013. As hard as we tried to remain apathetic and uninterested the entire night, seeing the dodgeballs flyin’, the cash cab rollin’, and the beats droppin’ made us feel like giddy freshmen again, eager to dance the night away in Club Quad.

A RAVE to the recent dearth of mass emails (knock on wood). As much as we love knowing what your club is doing to halt the unjust use of Samoan hardwoods in tables and chairs produced in Central Europe, we don’t.

Hopefully this trend keeps up (knock on ethically sourced wood).

A RAVE to ICEPOCALYPSE 2013. Forget the fact that the entire Dallas area was at a standstill, fender-benders were at an all time high, power outages struck the city, trees fell on cars, and flights were cancelled. The Greenhill community came together and we didn’t have school for two whole days! It was worth it, we swear!

A RANT to the postponement of this year’s Madrigal dinner. Our tumultuous love affair with Icepocalypse was bound to have some casualties, but couldn’t the casualties have been things like the grade-point-average system or the freshman-sophomore locker room? Thou hast foresaken thy righteous name, Icepocalypse, and verily thou shall be punished with nary remorse.

A RANT, once again, to the pervasive unpleasant odors around campus. We Greenhill students are no strangers to bad smells. After all, we were all in middle school PE once. But this is just out of control. The “it’s just peacock poop” justification only goes so far. And don’t you dare bring those innocent feral cats into this. They have had all their shots, we promise!

A RAVE to the great string of recent assemblies. Although it is hard to associate fighting cancer, the JFK assassination, and Veteran’s Day with a lot of exuberant positivity, our speakers provided fresh new perspectives on these difficult subjects. Reports say that even the seniors managed to stay awake in the mood-lit lecture hall, even if limbs on the Elliot Center floor did not fare as well.

Staff Editorial If you flip through the student planner, Passover, Yom Kippur, Rosh Hashanah, Christmas, Ramadan and Easter are among the religious events included in this year’s Greenhill calendar. However, on the day of Diwali, Sunday, Nov. 3, the calendar was blank.

Diwali, known as the festival of lights, is a Hindu celebration of good over evil. In the Hindu holy text called the Ramayana, the Hindu deity Rama returns from the forest after saving his wife, Sita.

Hindus light diyas (candles) in their homes to guide Rama back to

A MENTAL SURVEY

safety because Diwali always falls on a no-moon night. Hindus sing Sanskrit hymns in a puja (religious gathering) to honor Lakshmi (the goddess of wealth) and other deities, set off fireworks, eat mithai (Indian sweets), and exchange gifts.

Neither the Upper School student body nor teachers were notified on the week of Diwali by the bulletin board or online website. But some students can’t do homework on the night of Diwali, when teachers should give Hindu students an optional extension. It can’t feel good to know that to your school,

A RANT to the lack of C-day antics and shenanigans. Although the new C-day meeting brevity has been a breath of fresh air, we miss the occasional trumpet show or pair of sweaty armpits. But most of all, we just want to see a return of Greenhill’s Hottest Couple of 2012, Mr. Oros and Mrs. Rosenberg, and all of their glorious PDA lovin’.

Content courtesy of Nick Kraus and Harris Chowdhary

A Weak Statement of Diversity your major holiday is considered just another weekday.

The school has the responsibility to bring things into the students’ consciousness. Leaving out Diwali as a major religious holiday is disrespectful and uncharacteristic of our school.

A simple notification and calendar event is a question of properly acknowledging that Diwali is a religious holiday. It sets the tone and is a simple way to do that. So why not?

As we were researching this editorial, we learned from Art Hall,

Director to Equity and Inclusion, that the school did receive a complaint from a parent about the exclusion of Diwali and is open to acknowledging it in the future.

Honor, respect, compassion.

Three fundamental principles that the school expects each student to follow. It’s the school’s responsibility to stick to its word by treating every religion equally.

In a community accustomed in seeing the wide range of holidays and practices of so many different religious groups, the omission of Diwali stands out. The fact that

Hindu students attend our school is part of the richness of diversity that we pride ourselves on.

We are lucky to have a diverse student body, but that makes it more important to recognize Diwali in the planner.

In paying close attention to our school’s fundamental principles, our community should treat every religious group equally and try harder to prevent this in the future.

And, students, it should be on us to take a greater interest in each other’s holidays and religious traditions.

THE

Evergreen staff

Serving Greenhill

editor in chief

Rachel Diebner

managing editors Alex Weinberg Ben Weinberg

design editor Laura Arnold

since 1966 • 4141 Spring Valley Road • Addison TX, 75001

asst. arts editor

business manager

asst. speacial sections editor

Blake Lieberman

Ben Schachter

asst. news editor

asst. sports editor

advisors

staff artists

Eve Hill-Agnus Pamela Kripke

Brianna Houston

Suman Chebrolu Cole Forson Andrew Friedman Arhum Khan Zach Rudner

online editor in chief

backpage editor

multimedia editor

art director

arts editor

Shruti Rao

Sanah Hasan

news editor

sports editors

features editor

double truck editor asst. features editors

Sera Tuz

Sofia Shirley

Megan Wiora

Ben Krakow Madison Goodrich Joseph Middleman

Christian Holmes

staff writers

asst. views editor

views editor

Varun Gupta Christina Zhu

Catherine Leffert Lane Hirsch Amna Naseem

Danielle Stoler

Lizzy D’Apice

Isabet Tranchin

Ariana Zhang

The

wednesday, december 18, 2013

Evergreen

views

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Should Greenhill keep its trimester schedule, or switch to to a semester schedule?

Yes, the Greenhill community would benefit from keeping the trimester schedule.

My glorious enrollment at Greenhill School commenced my freshman year (many harvests ago). Prior to my transfer, I happily attended Plano ISD. Plano is one of the best public school districts in the nation (I actually have no evidence to support this, I have simply been told many times), and I never planned on leaving it until late in the 8th grade.

The only reason for leaving at that time was the district’s outrageous class sizes. When I arrived here, I very quickly realized that Greenhill is so beneficial to our education and growth as human beings that I truly could not conjure a single reason as to why I would ever return to Plano (well, maybe peacock poo).

One major difference–and the reason I am writing this conglomeration of sentences and punctuation–is the trimester vs. semester setup of the curriculum. Having experienced both, it seems to me that at a school such as ours, one that is flexible, rigorous, and enriching, the trimester system is the “bees-knees” (to quote the collective Cool American).

With a trimester system, we are given the chance to take a wider variety of classes over the course of a given school year, allowing us to explore myriad academic interests.

Our academic growth can progess much more effectively than with yearlong semester classes, because we are given three opportunities, not two, to provide superb (or poor) grades for our robot overloads to pat us on the back for. The more dynamic trimester system also seems to be more conducive for artists, also allowing them to explore different medias for a short while or for the entire year, and providing an opportunity to hone in on their interests. Athletes do the same, since they are able to try three sports a year.

Trimester athletics allows students to commit to more sports than they would be able to under a semester system-a great benefit.

Seeing as trimesters benefit all points of the Well-Rounded-Student-Triangle (by my reasoning, at least), the trimester system has … won a neeeew car!

– Junior Alexander “Danger” Raphael

No, the Greenhill community would benefit from changing to a semester schedule.

While I appreciate the variety of trimester-long courses offered within Greenhill’s Upper School, I feel trimesters are too short for the in-depth study modern Science, Technology, Engineering, and Mathematics (STEM) courses require.

I have experience with both semesters and trimesters, having taught one-trimester courses, including Biotechnology, Comparative Physiology, Ecology & Evolution, and Marine Biology, and longer electives such as the current two-trimester Advanced Biotechnology Lab Techniques, or yearlong courses like Anatomy and Physiology, Exercise Physiology, and AP Biology. Additionally, I taught several semester-long courses before coming to Greenhill. With this perspective, I feel comfortable saying that lab-based courses on a trimester schedule lack the time needed to cover basic curricular concepts, particularly when the instructor aims to engage students in authentic, inquirystyle labs of the students’ own design. Scientific inquiry becomes challenging when students don’t have enough background for evaluating which questions warrant further study, or sufficient experience with answering challenging questions through laboratory experimentation.

The difference of time becomes clear when comparing the previous one-trimester Biotechnology course with the new, two-trimester Advanced Biotechnology Lab Techniques. Having studied basic principles of DNA extraction, solution preparation, chromatography, aseptic technique, microbiology, gel electrophoresis, restriction analysis, and bacterial transformation, the students in the new course are now ready to plan, prep, and execute their own research project. A single trimester never provided enough time for learning the variety of techniques needed, let alone the time required for planning and implementing their own research.

Furthermore, examining the world through the lens of science reveals beauty and wonder that superficial consideration cannot engender. While students in the one-trimester Comparative Physiology course may wish to understand the physiology underlying the circulatory, nervous, or endocrine systems, I would rather students examine connections between these disparate body systems-connections that only reveal themselves after students gain sufficient understanding of each system independently. Never mind the connections between the eight other body systems.

Because of all this, I feel one short trimester is just not enough time to lay the foundation needed for in-dpeth study within the sciences and STEM-related disciplines.

– Upper School Science Teacher Barry Ide

Dear Editor,

As you all know, we are entering a very exciting time for our school with the new Performing Arts and Assembly Center going up and the renovation of our dining facility, Crossman Hall. New spaces allow for conversations to begin about how our program could potentially evolve to take advantage of new opportunities.

In a year and a half, we will finally be able to fit the entire Upper School in one space! I love Greenhill so much, but one thing I have been really frustrated by is our C-day and F-day assemblies in the Elliot Center. It’s no one’s fault–Student Council, Mr. Oros, the seniors giving speeches, outside speakers, club officers giving announcements-everyone tries their hardest, but it all often seems to fall flat in a space with terrible acoustics and our seniors unable to contribute to the energy in the room.

Another thing we can begin to look at is our daily schedule. What opportunities can we take advantage of if more students from more divisions can be in the cafeteria at the same time? Students may not realize the way the cafeteria schedule drives the rest of the day for all divisions. The schedules of teenagers and six year olds are understandably very different, but we are all tied together in the way we share this physical space, teachers, and resources. We have teachers who teach across all divisions, such as our hard-working colleagues in Fine Arts and Athletics. We want to be tied together because a part of being tied together is the proximity that helps create a strong community. However, we want to begin to look at ways we can serve the specific needs of Upper School students with their different developmental needs and lives and a larger cafeteria will help give us that freedom and flexibility. The new space means that our lunch period won’t be set in stone, which has led us to ask if our current schedule works. Is there enough time for electives, especially in 9th and 10th grades? Does our daily start time work with the developmental needs of teenagers? Could we start late once a week? Once a rotation? Or should we end early once a week/rotation to allow for other important programming (college counseling, PAL activities, arts performances, etc.)? Would we want a truly rotating schedule.(So kids wouldn’t have the same class every day at non-optimal times, like 1st period or after lunch.) These are exciting and important questions.

There are lots of ongoing conversations at many different levels about what, if anything, we can or should change when we have the great gift of new spaces. This will be an exciting time and a great opportunity for our entire community. I am sure we will not realize the full effect of the new spaces until we are in them. I hope, when the time comes, that you will join in the conversation to build upon the strengths of this great school.

- Laura Ross, Head of Upper School

The Evergreen Wednesday [12.18.13]

NEWS

runway for a cause on jan. 18, the third annual spring getaway: runway for a cause will take place. this year, the senior founders have been training juniors to take over next year. turn to page 6.

A Juicy Disappearance The recent replacement of the juice machines sheds light on Greenhill’s contracts with outside vendors.

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xhausted from the vigors of school, you long for a nice, cold glass of orange juice. You trek all the way to the cafeteria to quench your thirst, only to find that the source of salvation is gone. The juice machines have vanished.

This is not because of Greenhill’s sudden appreciation for low-calorie drinks or a desire to try something new, but rather because our juice machines were taken away by the very people who provided them.

Sage Dining, which is responsible for all dining services at Greenhill, recently ended its contract with Tropical Fusions, the vendor that supplies the missing juice, requiring the beverage to be emptied from all dining halls that use it under Sage’s name. This brings up a bigger issue: how contracts work at Greenhill.

But we’ll get to that later.

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First, let’s clarify why our juice is gone.

Greenhill was happy with Tropical Fusions’ all-natural beverages, so after the SageTropical Fusions contract was terminated, the school went to Sage Corporate to get explicit permission to continue to use Tropical Fusions’ product via a separate contract independent of Sage.

Depending on the contract, the vendor (Sage) typically creates strict limitations on which subvendors (Tropical Fusions) can be used. Though Sage agreed to let Greenhill use a separate vendor, and Greenhill was willing to pay the vendor directly for its services, Tropical Fusions did not accept the school’s offer.

Tropical Fusions was going to allow Greenhill to keep the drink dispensers for a high price,

Graphic by Sera Tuz

according to Katie Robbins, Director of Finance and Human Resources. Usually, vendors provide dispensers free as long as the buyer is committed to the product. Greenhill decided to turn down their offer.

So the juice machines were taken away.

They weren’t stolen in the middle of the night, contrary to certain rumors that circulated around the school, but they were retrieved.

“We are really perplexed about why they chose to come take the juice machines away,” said Katie Robbins, Director of Finance and Human Resources.

Tropical Fusions declined comment about clarification on why the Sage-Tropical Fusions contract ended and why the GreenhillTropical Fusions agreement fell through at the last minute.

For now, Sage has been providing flavored waters during lunch to replace the juice, and while the substitution was supposed to be temporary, it is now looking to be more permanent, according to Melissa Orth, Chief Financial Officer.

At its mid-November meeting, The Food Service Committee, which meets biannually to discuss dining services at the school, examined the option of extending the schoolwide contract with Coke to the cafeteria, which would provide Minute Maid products to the dining hall.

And that’s the squeeze for juice.

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The juice incident, while it had minor repercussions, brings up a bigger question: Could this happen with another contract, one that could have greater impact?

According to Mrs. Orth, it is not likely.

“Ultimately there is not much risk.

Someone could break a contract, and if so, depending on how significant it is, we could decide to take legal action, but we haven’t felt the need to take such action to date,” said Mrs. Orth, who, as CFO, reviews all contracts.

Not only does the school have contracts with companies that work on campus, but it also has contracts for facilities Greenhill uses. Hotels that will be used for the Greenhill Gala, dances, and graduation at the Morton H. Meyerson Symphony Center, for instance, all fall under this category. Even the software that is used on our computers is under

contract.

Compared to our peer schools, Greenhill outsources more than average, Mrs. Orth said.

“We consider whether or not certain functions are considered core competencies at Greenhill, and for functions that are not, we consider outsourcing to a third party where it is their core competency,” Mrs. Orth said. “Oftentimes you get more effective and efficient service and stronger risk management when you outsource. It’s about leveraging companies where their core service is [specific to that field].”

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Greenhill has outsourced since the school’s opening in 1950. Today, the main companies Greenhill outsources to are GCA, a service management company, TechScape, which does all of the school’s landscaping, eFollet, Greenhill’s online book-ordering system, and Sage Dining, which provides all meals for the school.

Once the company has been hired, Greenhill looks at how it functions outside the confines of Greenhill, but ultimately lets it work independently. But companies such as GCA, which are visible on campus and functioning around students all day, are assessed much more carefully when hiring than, say, a company that simply delivers milk to the school.

In 2010, eFollett became a contracted company to facilitate book ordering.

“Back when we still had textbooks in the store, one parent ordered a history book three times, and three times Amazon sent them the wrong book. She was doing it because she could get it cheaper on Amazon than she could in the bookstore,” said Sharon Brewer, Campus Store and Purchasing Manager.

“Finally after the third time, she said ‘Sharon, I give up.’ [After that, we decided] if you want to get the correct book, go to the source.”

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For big projects, the school does a formal Request for Proposal (RFP) to prompt potential bids from vendors. When responses come back, they select some to do oral presentations and then decide which company to hire.

Recently, the school had to make a formal RFP when hiring architects and builders for the new Fine Arts building. Once the company has been hired to work for the school, Greenhill keeps a close eye on its conduct on campus.

Although it can be more expensive to outsource, the practice boosts efficiency, according to Mrs. Orth.

“Though outsourcing is not always less expensive, and may even cost more than staffing the service in-house, it is often worth the additional investment due to the quality of the service and the elimination of other indirect or hidden costs,” she said.

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When reviewing a contract, Mrs. Orth takes many things into account. First, she looks at it from a business perspective to see whether the contract is the right fit for the school and the right price.

Then,shelooksatitfromarisk-management perspective, which involves prioritizing and hypothesizing the risks involved. Finally, she looks at the indemnification language. These are clauses that say that if something happens outside of the vendor’s control, the vendor will be covered for the risk of a lawsuit.

“We’ll make sure any indemnification provisions are balanced,” Mrs. Orth said.

The school has not run into any major issues thus far involving indemnification or requiring a lawsuit. With the juice incident, the problem was handled strictly between the school, Sage and Tropical Fusions and required no legal action.

Usually, Greenhill contracts with vendors that have either approached the school or ones that peer schools are using.

“You need to test the market often to ensure you are paying a fair price,” Mrs. Orth said.

Mrs. Orth says she sees it as the vendor’s responsibility, not Greenhill’s, to ensure the quality of the products and services they provide.

“It is the responsibility of our primary vendor to deliver the services we have contracted for, and if [the companies] have [additional] vendors helping them deliver that service, they are responsible to replace them if something happens,” she said.

On the other hand, the school also has responsibilities to the companies to which it outsources.

“We have to make sure what we are paying is fair and reasonable and that we are holding them accountable for the services they are providing for us,” Mrs. Orth said.

For the most part, Greenhill receives at least three bids for all goods and services, before making a final decision.

“You lose some flexibility in [outsourcing],” Mrs. Orth said.

But from her position as CFO, the costbenefit analysis is clear. story by Sera Tuz

The

wednesday, december 18, 2013

Mid-year additions to the Hill

Evergreen

news

Steve Smith

Director of Security

Steve Smith is the new Director of Security.

Born and raised in Dallas, Officer Smith has been a member of both the Dallas and Addison Police Departments.

For the majority of his career, Officer Smith served as a detective, and by the time of his retirement from the force, he had served as commander of a detective unit. About six years into retirement, Officer Smith was hired as Ursuline Academy’s Director of Security.

Former Director of Security Ralph Price and Officer Smith worked together in the Addison Police Department, so Officer Price told Officer Smith about the position soon after he decided to accept the position of Police Chief at the Argyle Independent School District.

“When the job opened up, I decided to throw my name out there,” Officer Smith said.

He soon received word from Head of School

Photo by Megan Wiora

Scott Griggs that he had been chosen to succeed Officer Price as the Director of Security. Although he enjoyed his job at Ursuline, he said he considered the job at Greenhill a great opportunity.

“I enjoyed Ursuline, the girls over there were terrific, but it was about time to move on to something bigger,” said Officer Smith.

Raquel Arriaga

Zulaikha Alharthy

Child Development Center Zulaikha Alharthy now works in the toddler room in the Child Development Center (CDC).

Ms. Alharthy previously worked in early childhood for eight years. She is also taking classes in the Child Development program at Brookhaven College.

That is where she met Kim Barnes, Head of Early Childhood

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and one of Ms. Alharthy’s professors at the college. “[In her class] I learned the school philosophy of self-exploration. That inspired me,” she said. “I [also] love to read, work, and play with children,” she said.

Ms. Alharthy has three children of her own and said she enjoys spending time with them.

Photo by Sera Tuz

Extended Day

Raqual Arriaga is now working in the Pre-K/K Extended Day classroom. For the last 10 years, Ms. Arriaga worked in early childhood and is currently studying at El Centro College.

Photo by Sera Tuz

stories by Ben Schachter, Suman Chebrolu and Sera Tuz

Middle school examines students’ character Christian Holmes Double Truck Editor

In an effort to examine how well Greenhill’s curriculum is building the character traits it puts forward in its mission, the Middle School administered a new test that evaluates student character.

In November, more than 200 sixth, seventh, and eighth graders took The Mission Skills Assessment (MSA), an hour-long online test that examines strength in six core areas: teamwork, creativity, ethics, resilience, curiosity, and time management. These skills were deemed essential for success in school and life by the Independent School Data Exchange, the consortium of preparatory schools responsible for developing the assessment.

“This is a chance for us and other private schools to see how well our schools’ missions are embodied in what we teach and how we teach,” said Susan Palmer, Head of Middle School.

Until now, schools found that determining whether their curriculum measures up to their mission statement proved to be a difficult task.

“We needed a more scientific system to do this [for us]. Out of this need was born the MSA a few years ago,” Mrs. Palmer said.

Natalia Hernandez, Director of Curricular Programs, stresses that using the MSA is not about making drastic changes to the curriculum.

It’s about gathering data and gleaning insights that will continuously

improve the Middle School. course of action is to ensure the “We would never change approach in the Middle School is in curriculum based on data gathered line with Greenhill’s mission. from a single assessment,” she said.

In addition to evaluating its The assessment evaluated adherence to Greenhill’s mission, students on open-ended questions. the hope is that the data from the For example, students were asked to MSA will help the Middle School rate themselves in terms of original stretch beyond its instruction of thinking, to write ethical and creative traditional cognitive abilities, such solutions to real world dilemmas, as memorization and recitation. and to describe resilience in their “We are committed to this own words. There are no “right” or program for years to come. We will “wrong” answers. administer the test Eighth grader every year or two to Dillon Malveaux gain more feedback,” thought the test was Mrs. Palmer said.

“It is crucial different from others “This is a tool to aid that as a school, he has taken. in our instruction we abide by our “The test asked principles and our and garner the best questions about me philosophies – and possible outcomes that I really had to that those are in for our students. think about,” he said. everything we do. The more years we “They were personal, The Mission Skills do this and the more t h ou g ht - provok i ng Assessment is a way data we have, the questions about our better.” to do that.” values as students and Although how they relate to our more than 17,000 school’s mission.” middle schools The results, which administered the will be given holistically rather MSA, only a handful of them are than as a report of each student’s in Texas, including St. John’s in performance, will be reported to Houston and the Presbyterian Greenhill in April.

School of Houston.

“Although I know many parents Developed by Educational will want to know how well their Testing Services (ETS) and the children fared on the assessment, Independent School Data Exchange this is not about obtaining individual (INDEX), the MSA was proposed, data, but institutional data,” Mrs. shaped, and formed over a fivePalmer said. year period. Currently, it is only After the data is gathered, Mrs. administered to independent Middle Palmer and a committee will analyze Schools. the results and decide what the best “This is only a Middle School

“

assessment. However, there has been interest in using similar assessments in the Upper School in the future,” Mrs. Hernandez said.

“In the Lower School, the noncognitive abilities the MSA assesses are already an integral part of day-

to-day learning.”

Mrs. Palmer agrees.

“It is crucial that as a school, we abide by our principles and our philosophies – and that those are in everything we do. The Mission Skills Assessment is a way to do that.”

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The

news

Evergreen

wednesday, december 18, 2013

Future of Fashion Charity fashion show founders groom next year’s leaders Laura Arnold Design Editor

As 50 Greenhill students walk the runway this January in the annual student-run fashion show to benefit the Grant Halliburton Foundation, senior co-founders Virginia Dollins and Maddie Crick will celebrate firsts and lasts.

As sophomores, the girls ran their first annual Spring Getaway: Runway for a Cause in the Montgomery Library with just 33 Upper School student models.

This year, Lower, Middle, and Upper school students will model a t the GossMichael

Foundation in the founders’ third and final show, and begin the process of handing over the responsibility to next year’s leaders.

“The show has evolved so much in the last few years,” Virginia said. “We’ve gotten some higherend stores to participate in the last couple years, such as Stanley Korshak. The show has definitely become a Greenhill tradition and has gained more respect from the community.”

This year the show benefits the Grant Halliburton Foundation, an organization that strives to educate people about recognizing signs of distress or suicidal crisis in young people.

“Maddie and I both have experience with mental illness in our families and we wanted to benefit a n

organization that helps those in similar situations,” Virginia said.

Last year, the show raised $4,346 that went toward scholarships given by Fashionistas, a non-profit organization that aids students of the fashion industry.

“We are hoping to make even more this year because of the addition of lower grade levels and also a more marketed show,” Maddie said.

Among the 50 models, 10 will be Lower and Middle school students modeling clothing from Kid Biz. “While I have never attended the show before, I think the idea of bringing the divisions together is tremendous,” said Andy Mercurio, whose son Aidan will be modeling this year. “Our

students always love seeing what the others are doing, and I imagine they will get a kick out of watching each other strut their stuff like this.”

Before every show, Virginia and Maddie must select individualized outfits for each of the models to wear. They consult with the eight stores from across the Dallas area, many of which have been involved with the fashion show since its beginning. Two new stores will be participating this year: Elements and Scoop NYC, a pair of boutiques from the Park Cities area. In addition to consultations with the participating stores, Maddie and Virginia spend months on their various responsibilities in order to prepare. From the number of Great One Cookies to the design of the flyers, the expectations are endless. Next year, juniors Madison Pidgeon and Caroline Early will assume the responsibilities “I am definitely nervous,” Madison said.

Madison and Caroline have been involved with the fashion show since it began their

freshman year. While Caroline is also nervous about taking on the responsibility, she thinks that she and Madison will be ready.

“I think strong leadership and good organizational skills are vital to running the show,” Caroline said.

“I am interested in the marketing and public relations aspects of the show, and although I don’t plan on pursuing a career in it, I’m fascinated by the fashion industry.”

Madison agrees.

“Caroline and I are both hardworking and will commit to making the show a success,” Madison said. “Although I don’t plan to pursue fashion as a career, I love shopping and getting involved in the fashion world.”

Photo by Brianna Houston

PASSION FOR FASHION: Seniors Maddie Crick and Virginia Dollins (middle), who are hosting the third annual Spring Getaway: Runway for a Cause, train juniors Caroline Early (left) and Madison Pidgeon (right) to take over next year. This year, the show’s proceeds will benefit the Grant Halliburton Foundation, which works to recognize and address the signs of mental illness.

Back to the Books

Joseph Middleman Sports Editor

The Upper School summer reading curriculum has been updated to give students more options and build relationships between grade levels. Previously, all Upper School students read a single book, a presenting challenges when it came to engaging all readers.

“The hard part about selecting a book is that it has to appeal to everyone. That is, the 14-year-old freshman, the 18-year-old seniors, and every age in between,” said Jennifer Tirrell, Upper School Librarian.

Now, students are being given the opportunity to choose one book from a list of options and discuss it with others who have also chosen that book.

Ms. Tirrell is a member of the Greenhill

committee that selects summer reading books and implements summer reading programs.

After hearing feedback from faculty and students, the committee concluded that a change needed to be made. The new summer reading curriculum is modeled on the junior and senior summer reading, which gives students options for their books.

The list of books will be compiled by the Summer Reading Committee, which has posted signs in the Upper School for students to share their suggestions.

Plans have not yet been finalized, but ithe list will most likely consist of five books, and the students will select their top two or three.

The hope is that giving students more choice in their summer reading will in turn create more incentive to read.

“Though the summer reading committee

puts a lot of effort into finding something everybody can enjoy, many had no interest in the chosen book and as a result, no inclination to read it,” said senior Philip Rasansky.

So far, the new system has received positive responses.

“I think it’s great that students can make their own decisions as to what to read, since it will increase the interest and participation in summer reading,” said Ms. Tirrell.

Building a community amongst Upper School students is the major goal of the change.

“We hope that the interaction between grades will spark different conversations.

Maybe student A will read one book and student B will read another and then they end up discussing them at the lunch table,” Ms. Tirrell said.

wednesday, december 18, 2013

The

Evergreen

news

7

Young debaters promise future success Christina Zhu

Asst. Features Editor

Sophomore Varad Agarwala’s win in the Meadows Debate tournament in October rewarded him with a World Wrestling Entertainment-fashioned belt.

Freshmen Grace Kuang and Shivani Daftary have gone on a three-tournament winning streak. The success brought by the underclassmen in debate marks a new age for the Greenhill Debate Team. This year, the team consists of even stronger underclassmen compared to years past.

“The first and second year students have accomplished more competitively thus far in the season than other students in recent memory,” said Aaron Timmons, Director of Debate. “We also made a significant effort to recruit eighth graders last year and our freshmen group is, perhaps, our most talented in ten years or so.”

Debate requires a lot of preparation in speaking and presenting. The class time is divided up to decide what is most needed.

“What you put in is what you’ll get out.

If you want to be the best then there is a lot of work and practice

outside of class. You can’t expect to be national champion if you’re not doing much practice and work, whether its debate or other activities,” Mr. Timmons said.

The younger debaters have certainly taken this advice to heart.

Though all the students take the same class, the work load is different depending on the student’s goals.

“When I get home, I’ll do my homework, and when I finish that, I’ll start on debate. I usually spend more than an hour and a half on debate. The way you get better is to put more work in and do more practice. You attempt to have more preparation than other teams. That’s what I try to do, I spend a lot of time reading through evidence,” Varad said.

The amount of work may be different for each student, but the energy in class is experienced by everyone.

The underclassmen’s interest in debate is what keeps the class energy high.

“It’s a unique group of bright

people who are competitive, nice, and want to spend time on debate.

The thing I like about this unique group is that they’re intellectually curious and they’re ready to put in work,” Mr. Timmons said.

Students said they find the work to be enjoyable.

“Class time always feels too short,” Grace said. “I guess it’s because debate is something that the entire class truly enjoys doing. Our class is very competitive, yet there is definitely a lot of teamwork as well.

Our class is high energy and very dedicated to debate. Class is a lot of fun.”

This same energy is also needed during tournaments. The underclassmen have given their best effort in both tournaments and the classroom by putting a lot of effort into improving their skills and remaining optimistic.

“I try and work so that I never lose to the same thing twice. That helps me as a debater to keep going and make sure I keep correcting certain mistakes I’ve made before.

Losses are helpful, but at the same time I hate experiencing them,” Varad said.

This passion for debate has not gone unnoticed by the upperclassmen. The level of competitiveness and the ability to bring their differences together is something senior Michael Meng has never seen before.

“I have never seen such a competitive class of underclassmen

DESTINED FOR GREATNESS: Sophomore Varad Agarwala (left), holds a real replica of a wrestling trophy as his prize for winning the Meadows Debate tournament. The debate team (above) boasts a robust young crop.

in debate at any program in the country that I have talked to,” he said. “I think that they all have a passion for the activity that I have not seen develop so early before.

The underclassmen work constantly inside and outside of the classroom to hone their skills. Each member of the underclassmen debate class has something unique to contribute. I think that is one of the keys to their success: their ability to integrate their differences into a cohesive allencompassing strategy instead of letting differences break the team apart.”

“Class is really focused, because it’s about how much work you can put out there, and that really

determines your success,” Varad said. “That also constitutes us doing things in and out of class.”

With underclassmen with such potential, the team has high hopes for the future.

“As seniors I hope to see them winning a lot,” Mr. Timmons said.

“Hopefully they’ll just continue to grow. There are a lot of people who would rely on stuff that’s been done in the past. Past performance is not an indicator of future success.”

“Debate has both shaped me as an orator and the way I think in general,” said Varad. “I hope that one day I will be able to take the skills I have used in debate and actually do something.”

Monetary faculty and staff gifts to be distributed equally cont’d from page 1 “Not knowing about those interactions, I couldn’t very well say, ‘Oh, here’s something for you for the nice thing you said to her’ [or] ‘Here’s something for you for the thing you did in art.’ I’d be keeping track of everybody.”

The Holiday Cheer fund eliminates that issue.

“What’s hard is saying, ‘I’m just going to buy for these people [and not others]’” Mrs. Koehler said. “But [the fund] just made it really easy for me, knowing that the money is going to be divided among all [employees].”

However, shifting the culture of giving may not happen overnight.

“I think the word ‘fund’ may intimidate families at first,” Mrs. Butowsky said. “It’s hard

for people to give money, and I realize that.

But I think this is different because this is a way for us to really show the people that work so hard for our kids our appreciation. There’s really no other way the community gives back to the teachers.”

The fund also de-personalizes the giving process in some ways. While faculty receive a list of all families who contributed to the fund, students will no longer tote gifts to school or personally hand them to their teachers.

Instead, parents made contributions through the Greenhill website.

Lower School teachers experienced this shift to a de-personalized process seven years ago. In an effort to both lessen the burden on parents and eliminate any parents’ concerns

about teachers playing favorites based upon the gifts they received, they moved away from individual family gifts. Instead, room mothers collected money from other parents in the homeroom to buy two gifts for their teacher, one for the holidays and another for the end of the school year.

Some parents felt the absence of that personal touch.

“I get so much joy out of shopping individually for teachers,” Mrs. Koehler said.

“That’s the only thing in my heart that I’m a little bit sad about.”

However, there are other ways to add a personal touch. While Greenhill encourages parents to donate to the fund rather than buy individual gifts, student-made gifts and cards

are more than welcome.

“At our level, a lot of the kids make us things, and I love that,” said Betsy Anderson, first grade teacher. “To me, that’s just so sweet, and I hope they will always continue to do that.”

The greatest gift, said Mr. Griggs, is sometimes a simple note that expresses appreciation for the difference the teacher has made.

“That lasts much longer than the bread or the cookies.”

The amount employees will receive will be announced on Dec. 18. At the time of print, the fund had raised over $40,000. story by Rachel Diebner

Photos courtesy of Aaron Timmons and Hanna Arata Graphic by Ariana Zhang

The Evergreen Wednesday [12.18.13]

COCOA CRUSADER Dan Robinson ‘08 travels to ghana for agricultural development in the cocoa industry. turn to pg. 10 for more information.

In Pursuit of Prevention

Graphic by Ariana Zhang

AROUND THE CLOCK CARE: Upper and Middle School nurse Celia Cogan juggles ill students, medication dispersement, and parent and faculty emails as she works to keep the Greenhill community healthy. Director of Student Health Services and Lower School Nurse Katie Trimmer is just as busy. Some days they may wish there were many, many more of them.

Madison Goodrich Asst. News Editor

Enter the world of the nurse: Its 7:45 a.m. and the school nurse’s office is about to open.

Director of Student Health Services, Katie Trimmer, is rushing to open her door. Bags in hand, she races from her car to the front door of her office.

She turns the corner, looks down the pathway leading up to her workplace and sees three parents standing outside her door, anticipating her arrival. As always, there is a busy day ahead of her.

Nurse Trimmer is Director of Student Health Services and Lower School nurse. Celia Cogan is Upper and Middle School Nurse. Together, their job is to make sure everyone on campus is safe and healthy, from the kindergartener with a boo-boo to the visitor with a headache.

Between the first day of school and Dec. 12, the nurses have had a total of 2,012 clinical visits, ranging from injuries to illnesses and other health visits. The nurses must work as a team in order to keep up with the demands in their offices.

“We also act as the first responders on campus and engage in public health functions such as disease surveillance, immunization compliance, and health promotion,” said Nurse Trimmer.

“Safety is our priority,” Nurse Cogan said. “Our goal is to keep everyone healthy here.”

Their responsibilities also include taking the necessary steps to ensure that contagious ailments don’t spread. Worst case scenario, failures to do so can lead to schools being temporarily shut down.

The school depends on its nurses to prevent this from happening. This became very important when the highly infectious bacterial disease pertussis, more commonly known as whooping cough, was detected in the Greenhill community.

The nurses worked together to prevent the disease from spreading.

This fall, whooping cough made

inroads in Texas and the Dallas the trip had whooping cough and Community, so when the nurses that they recommended going to discovered a Greenhill student was see a doctor and getting medicine,” diagnosed, they were not overly Madison said. alarmed.

Her parents took the nurse’s “Every three to five years you advice, and Madison took antibiotics tend to see cycles of outbreaks,” for five days to insure she would not Nurse Trimmer said. contract whooping cough.

Just as with any other infectious “My parents were concerned disease at Greenhill, the nurses deal about me contracting whooping with whooping cough by watching cough, but [they weren’t worried].” office visitors for symptoms of the Madison and her parents were disease. thankful for the nurse’s advice and Keeping a lid on the contagious the additional information she diseases that spread throughout provided for them about whooping the school can be tricky. They can cough. be hard to spot. Take the case of “I think the nurses did a good junior Brianna Houston, who did job letting us know about the not immediately realize she had situation, and they provided a lot whooping cough. of advice and information about “I have asthma, so I just whooping cough.” thought that I was having asthma From November through attacks because my asthma usually January, the nurses are expecting the flares up this time of the year,” she flu season to add more sick members said. Brianna was diagnosed with to the community. whooping cough in November.

Since the school nurses focus so Once Brianna was diagnosed much on the prevention of diseases, by her doctor, she started taking Nurse Trimmer feels that everyone antibiotics the next day and should get a flu shot. According to continued this for five days. her, that is one of the only ways to “If anything, I was surprised, avoid the flu. because I thought my asthma was “There is a flu season, but you just flaring up really bad,” she said. prepare by getting a flu shot,” she “It didn’t scare me said. “Everyone should because I often have really get a flu shot.” bad asthma attacks In an attempt We also this time of year; I to support wellness, act as the first guess I was used to Greenhill provides free flu responders on it.” shots to faculty members campus and On Nov. 15, on campus during flu engage in public math club members season. health functions travelled to Texas Throughout the year, such as disease A&M University to but especially during surveillance, compete in a math flu season, the nurses immunization competition and monitor the daily absence compliance later received news reports to spot increases and health that a trip member in numbers and patterns promotion.” had contracted of illness. They use this whooping cough. information, along The nurses alerted families to ensure with the information they collect that the healthy members on the trip throughout the day, to determine could receive treatment before they what percentage of the community contracted the disease. Sophomore members are sick.

Madison Grimes, who attended the When a new infectious disease trip, decided to take antibiotics. spreads throughout the Dallas “The Upper School nurse called community, the Health Department my parents to tell them someone on contacts the school nurses and

“

advises them on what to do. food allergies, type 1 diabetes” said If enough members in a school Nurse Trimmer. community are sick with a particular The nurses take care of these virus or infection, the Dallas County students by insuring their blood Health and Human Services shuts sugar stays consistent, making sure down the school. they receive the right amount of This happened at the da Vinci insulin, keeping in contact with School in October. The school was their families and teachers, and shut down because a high percentage much more. of the students and faculty were “We take the doctor’s plan and sick from a stomach bug. What make it into a school plan,” said followed was a two day process of Nurse Trimmer. disinfection.

All faculty members who have The nurses teach prevention contact with students with chronic by encouraging conditions are trained by h y g i e n e , the nurses in case of an encouraging emergency.

Safety is sick students to “[There is] a lot of our priority. stay home, and communication with Our goal is to when it’s truly parents over the phone and keep everyone necessary, splitting email depending on their healthy here.” up the offices into age and grade level” said separate “wards.”

Nurse Trimmer.

“If we see Since the nurses something that looks like a pattern see everyone from Lower School or a trend, we separate the clinics students to faculty members, they and one clinic will see injuries and often have to change their approach one clinic will see [illness], so we’re depending on who they are working not mixing sick people with the with. healthy people that are coming for “Typically we use a combination something. We’ve used this once of approaches with students during flu seasons,” said Nurse depending on the situation. In Trimmer. the Lower School there is a lot of Making sure sick people stay nurturing and hugs, while at the home is another important step in same time we are always teaching preventing the spread of contagion health promotion, whether it be at schoool. recognizing symptoms of illness, The nurses say students need hand washing, or cough etiquette,” to be fever free for 24 hours without said Nurse Trimmer. taking fever-reducing medications before returning to school. Students Every day is presents new also should have no diarrhea challenges. That’s one of the things or vomiting for 24 hours before the nurses love about their job. they return to school. Nurses, too, “All days are different. Even our shouldn’t come to school while busiest day can be a good day,” said sick. “If we have the symptoms that Nurse Trimmer. everyone else has, then we need to She says she couldn’t be go home too, because we’re just happier. going to spread it to everyone else,” “I like everything about it. said Nurse Trimmer.

Most people who go into nursing do it because they love it. Being at a Infectious diseases only take school is really great, because there’s up part of the nurses’ time; another so much activity and energy and part of their hectic day goes to excitement,” Nurse Trimmer said. monitoring chronic conditions.

“It’s really great to see the kids move “The chronic conditions that we on and grow up, because we’re a manage most frequently are asthma, constant for them.”

“

The

wednesday, december 18, 2013

Evergreen

features

9

Science Meets Spirituality

T

o Greenhill students, reasons to be disillusioned, but there Upper School Science was also something truly special Teacher Nicholas shining through it all,” said Mr. Park Park is a physics teacher; to the said of his discovery of the Russian congregation of St. Nicholas Russian Orthodox Church.

Orthodox Church in McKinney, he Mr. Park has known Russian is a deacon. since he began studying the language Five days a week, Mr. Park in seventh grade and took it through utilizes force vectors, formulas, his second year of college. His senior and diagrams to direct classes at year of high school, he was able to do Greenhill. However, on Saturday an exchange program with a student nights and Sunday mornings, he from Moscow. He hosted the student recites prayers in Russian, conducts for a month of the school year, and a class, and is active throughout then went to live with the same services in his traditional robe and student for a month in Russia. stole.

“I had culture shock, not upon Mr. Park was brought up in going, but upon returning,” said Mr. the Protestant church and, after he Park. “And it was a response to the left home, attended Swarthmore materialism of American culture University, where he majored in that I didn’t see over there.”

Physics and minored in Music and Even at the first Russian Math. However, he dropped the Orthodox church he attended, Mr. minors so he could graduate early, Park helped with services. and went to Duke University to get Later, he moved to Dallas, his masters in education. While chasing a girl he had met at a church at Swarthmore, he began to have conference. That girl later became questions about religion so, “through his wife. He continued helping with a combination of reflection and church services when he moved to reading about history and theology,” Dallas, he found himself drawn to the Now, during church services, Russian Orthodox Church. as a deacon, he leads many of the “I came to the conclusion ceremonies in Russian, a language that the authentic church founded which he can understand and speak

by Jesus Christ, and the practices with ease. which he originally instituted, was “Over time, it came to the preserved even point where I was asked, today in what’s ‘Would you like to do T h e r e called the Orthodox this? Would you like to were, as there Church. Therefore, serve as a deacon?’” said always are, many what I was looking Mr. Park. “My church imperfections, for could be found didn’t have a deacon many reasons to there.” at the time. And I said be disillusioned, Mr. Park was yes.” but there was also in essence utilizing Between being something truly part of the scientific a deacon at church, special shining method to find Mr. Park still has time through it all.” his religion. He to teach at Greenhill, asked a question, dedicating his time did research on either being in class or the topic, and came to a decision meeting with students. Even when based on his research and his prior he is not with students, he is trying knowledge of Russian. to make things run smoother, such His first Russian Orthodox as introducing ActiveGrade to service was at the Russian Orthodox Physics classes.

Church of Our Lady, the Joy of All “I cannot imagine a job where Who Sorrow, in Philadelphia.

I would enjoy my day more and “There were, as there always utilize my skills more than teaching. are, many imperfections, many And especially teaching at Greenhill,

“

In the Spotlight

Photo by Ariana Zhang

SPARKS FLY: Senior Ron Turley discovered his passion for blacksmithing this past summer. He is currently forging a dragon out of of sheet metal.

Photo courtesy of Nicholas Park

GREENHILL’S RESIDENT DEACON: Upper School Science teacher Nicholas Park spends time outside of Greenhill as a deacon at his Russian Orthodox Church. He is fluent in Russian, which he speaks during the services.

I cannot imagine a better job,” Mr. Park said.

Throughout the several pillars of his life, Mr. Park maintains a basis of enjoyment in the things he does. Each piece is part of his overall satisfaction.

Now, he is still a deacon at his church, one where he and his family

attend on the weekends. He and his wife have six children and are expecting a seventh in February, all of whom are homeschooled, ranging in ages from a year and a half to ten years old. Their mother teaches them mostly, but Mr. Park helps them with Russian, and some math, and is even learning Spanish

for the purpose of teaching it to them. Along with languages and math, Mr. Park also teaches some religion, including the fundamentals of faith. In this, he links his abilities as a deacon and a teacher to his home life.

We continue our “In the Spotlight” series, a chance to get to know one randomly-selected Upper School student each issue. This conversation was with senior Ron Turley.

found his calling manipulating steel using the anvil and the forge. In his blacksmithing class he explored the process of forging metal and created basic objects, such as a nail.

“To properly make a nail required lots of control and, of course, patience, as the heating and the force of the hammer blows had to be very precise,” Ron said. “I remember everyone in the class was very angry when it came to making nails, mostly because it was so easy to completely mess up.”

Ron plans on using what he learned to broaden the variety of pieces in his AP 3D Design portfolio. He is eager to use the anvil at school.

“I feel like it’s a dying art form, as most of the former needs for a blacksmith have been supplanted by industrialization and new technology,” Ron said.

“I try to make each creation, big or small, mean something to me,” said Ron. “My goal for every piece is to have it capture something that cannot be explained in a few

words, where I could puzzle over its true significance for a long time, then leave the piece open for interpretation.”

Ron is inspired by movies, books and video games when he constructs his pieces, but it has not been easy sailing.

“The first one was a sculpture of a character from the video game series Mass Effect. I had to replicate flesh and muscle features with metal, and thus had to braid wire and wrap it around the armature many times,” Ron said. “I probably went through two full spools of wire. Needless to say, it was a very tedious job.”

But through these challenges Ron learned that patience is the most valuable characteristic of metalworking, though there is still more he expects to learn.

“Other than fundamental improvement, I simply want my work to evolve and grow as I do,” Ron said, “perhaps chronicling my dynamic view of the world and my everyday experiences as I get older.” story by Isabet Tranchin

To meet Ron Turley, enter the metalworking shop.

“I have always thought that metalworking is a discipline that rendered fantastic results,” Ron said, using a drill bit to bolt together his metal mythological creature.

“Personally, I feel like the works of art I make out of metal stand out a lot more than any other medium.”

Ron began his journey into metalworking in a beginning sculpture class here at Greenhill.

Every student had to construct a final project, in any medium of their choice. Because it had never been tried before, Ron decided to weld scrap iron together.

This past summer, Ron took a class at Brookhaven College on traditional blacksmithing. He

story by Catherine Leffert

10 features

The

Evergreen

wednesday, december 18, 2013

Greenhill Grad Goes to Ghana 2/3

Amna Naseem Asst. Sports Editor

Every evening since his arrival in Ghana six months ago, Dan Robinson ’08 drives back to his small, isolated office in the Ghanaian countryside where he is working with cocoa farmers as part of the Princeton in Africa program.

23-year-old Dan is working as a representative for agricultural development and hoping to help create a more sustainable and humanitarian practice of cocoa processing.

Three months after graduating from Georgetown University with a major in political economy, Dan found a job involving international development, but soon realized that he needed proper hands-on participation in the field.

“In order to go any farther, I realized that I really needed field experience,” said Dan. Now, Dan is working in the Ghanaian cocoa industry as a representative for agricultural development as a fellow with Princeton in Africa.

Princeton in Africa is a highly acclaimed program in which recent college graduates are assigned to a partner organization for a yearlong service project. Dan was assigned to work with Olam, a multi-national supply chain manager of agricultural foods and food ingredients. He is working to improve the social, economic, financial and agricultural practices in the Ghanaian cocoa industry. The farmers grow cacao beans, which are then processed into cocoa for industry use.

“It’s a lot of meeting with farmers and organizing,” Dan said.

“The main project is a Rainforest Alliance cocoa certification, which is basically a combination of social, environmental, financial and agricultural practices.”

Rainforest Alliance is an international company that works to conserve biodiversity and provide a more economically and environmentally efficient approach to farming. Rainforest Alliance Cocoa Certification will ensure that the Ghanaian farmers use a civil and

of cocoa is grown in either Ghana or Cote d’Ivoire

720,000 cocoa farmers are living in Ghana

51%

of boys in Ghana are enrolled in secondary school

LOCO FOR COCOA: Dan Robinson ‘08 stands on a cacao farm in Ghana with local children as he works to uphold child labor laws in the cocoa industry. He will spend the year in Ghana as part of the Princeton in Africa program.

effective process for farming. Dan’s main goal is for farmers to convert to a Rainforest Alliance approach to cocoa farming, in order to make a more sustainable farming system while the farmer’s income increases.

Farmers are required to follow a list of 13 criteria in order to join the Rainforest Alliance, and are given a premium for working with the Alliance. As most of the farmers don’t speak English, Dan uses a translator when he interacts with the farmers. His goal is to form a more efficient method of cocoa development that also prioritizes humane practices. As an incentive, Olam facilitates international export relationships for farmers who follow Rainforest Alliance criteria.

Rainforest Alliance is one of many companies working to ensure that child and slave labor are not used in the cocoa industry. A large part of Dan’s job includes pointing the farmers away from child labor and towards a more sustainable and

humane way of processing.

“Child labor is a tricky situation, because it is engraved into society,” Dan said, noting that he sees how two different cultural perspectives on child labor clash on a daily basis around him.

“The children help carry water after school, but they aren’t allowed to carry 70-pound bags,” Dan said.

He also works on the sustainability wing, encouraging farmers to use reusable energy by not cutting down forests, and also suggests different approaches to renewable energy for the farmers, the goal of which is to increase profit and production.

In order to be closer to the farmers with whom he works everyday, Dan lives about seven hours away from Accra, the capital of Ghana. He goes to Accra only occasionally for business meetings with his supervisors at Olam.

“I would say that the best and worst part about my experience is

that I am extremely isolated. On one hand, I can go and visit farmers who are 15 minutes away, but at the same time, I’m pretty much the only American out there, so there is a lot of down time,” Dan said.

Despite the challenges of language barriers and cultural differences, Dan has been successful in his Rainforest Alliance project, and has even learned a few sentences in the local languages. in Africa is a very unique program. It’s great that I’ve had the opportunity to go on this kind of project at this young of an age…

This (program) was perfect for me because I knew I wanted to go to grad school, but until I had seen what I was working towards, I couldn’t really grasp the concept,” Dan said.

After he returns to the United States in June 2014, Dan plans on going to The Fletcher School, Tufts University’s graduate school of international affairs.

62.5%

of working children of both sexes aged 5-17 are engaged in agricultural work to some degree

47%

of girls in Ghana are enrolled in secondary school

second Ghana is the

largest exporter of cocoa in the world

wednesday, december 18, 2013

The

Evergreen

photos by Megan Wiora

BE THERE OR BE SQUARE: Sophomore Ryan Diebner lobs a winning shot (left) in a competitive game of six square.

He and other sophomores, Jack Chasanoff, Marc Shidid and Ryan Pollack, focus on the ball (right).

Trends for Friends

Updated school-yard games give rise to spontaneous student bonding, fun It’s pretty intense, but it’s always good fun,” said Joe. When walking by the patio Like six square, soccer-tennis outside of the freshman/sophomore too is a Greenhill original. locker room, you may have noticed The rules of soccer-tennis are a handful of students consumed very similar to the actual rules of in an intense game of six square. tennis, just with a soccer ball. You Or when you strutted across the can juggle the ball, or hit in the Student Center, you may have seen square, and it can’t bounce twice. students deeply concentrating not “It’s kind of like tennis slash on schoolwork, but a game of hand- four square and that’s basically what tennis. If you’re walking to the senior it is,” said senior Gavin Jackson. locker room, a stray soccer ball may Composed mostly of roll your way on the way to class. upperclassmen, the soccer-tennis This is due to the new trend around group generally plays on the campus of playing schoolyard games walkway in front of the senior locker during breaks. room. The game is relatively new, but These new games give a according to Gavin this new form of different perspective on the ways stress relief was not surprising at all. that Greenhill In fact, this year’s senior students are creative. class has a track record It gets pretty Six square is a for instituting games of competitive, there’s prime example of this kind. cussing, there’s students thinking “It’s been a trend some scuffling, outside of the box with [our] grade that people go off the and showing their by mid-year there side and try to beat imaginative side was always a form each other up. It’s “[Six square] of stress relief,” said pretty intense, but began as four Gavin. “Freshman year it’s always good square and when we played football, fun.” more people started sophomore year we playing we added two played hacky-sack, more squares and junior year we played then it became six,” said sophomore soccer, and this year I guess it’s Ryan Pollack. soccer-tennis.”

With these two extra boxes, the Soccer-tennis is also similar to game was able to expand in players the aforementioned sports in the and size. way that it offers rivalry that remains “It just caught on. Originally light-hearted. there were only six guys playing, “It get’s pretty intense, but at the and then I started playing, and then end of the day, it’s just for fun,” said a few others, and before you knew Gavin. it, there was a line of about ten guys Hand-tennis, not to be waiting to play,” said sophomore Joe confused with soccer tennis, is also D’Apice. a “Greenhill original.” It started at Although six square may be the beginning of the year, and has seen as lighthearted leisure from accumulated many players overtime. the outside, by no means is this to For many, part of the fun was how be mistaken for the childhood game easy it is to join. played in the Lower School.

“I started about two weeks “It gets pretty competitive, into first trimester,” said freshmen there’s cussing, there’s some scuffling, Hayden Parkhill. “It looked like people go off the side and try to beat fun and I saw some of my buddies each other up. It gets pretty intense! playing it, so I joined in.”

Ben Schachter

Special Sections Asst.

“

The game is fairly simple. There are two squares in which you hit a tennis ball back and forth and the first person to miss the square or the shot loses the point. The game is played to seven.

The game is very flexible and this allows it to be played under many different circumstances and variations.

“There’s doubles, there’s singles, there’s King of the Court,” said senior Andrew Aboujaoude.

Like all the other sports, handtennis is a good way to take a break and have some fun.

“It’s not like all the intense Greenhill sports where you’re practicing all the time,” said Andrew, “it’s more of a leisure activity.”

If there’s competition, it’s goodnatured.

“It’s a good uniting force for all the grades,” said Andrew.

Not only do students have overwhelmingly positive opinions about these new trends, but teachers have taken a notice as well.

“There’s always been some type of big [game]. Trash-can football was a big one several years ago,” said Upper School Dean of Students Jack Oros.

“What I really like about it is the bonding between grades, that seniors are playing with freshmen and everyone else,” he said.

Teachers are also supportive of the games, as long as students are still making school their priority.

“I think it’s a good stress reliever and a good way to use a break so long as it doesn’t keep students from doing something more productive,” said Mr. Oros.

This trend around campus may not be new, but the trend is more noticeable than in previous years.

More students than in previous years are engaging in these spontanteous pseudo-sport activities. Through the games, students are bonding and breaks between classes are a filled with fun.

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honor respect compassion honor respect compa The Greenhill “G” lies in the middle of the Greenhill seal, surrounded by the triangle of Arts, Athletics, and Academics. Encompassing all of that is the circle inscribed with Honor, Respect, and Compassion. This seal is on floors and on walls everywhere, but the words were only chosen 11 years ago, when our current seniors were in kindergarten.

In the 2001-2002 school year, Greenhill established several committees as part of the Strategic Planning process. One of these committees was the Student Issues Committee, comprised of board members, faculty and students. This committee explored character education issues, and decided to draft the core principles.

“We talked about how we see the health of our school in these character development areas, and out of that really came the idea of defining what we thought we were about,” said Dan Kasten, Upper School English teacher, who led the committee as they strove to spur character development at Greenhill.

Many words were tossed around. An early draft included a long list: respect, integrity, courage, humility, balance, reflection, curiosity, humor, generosity, and joy.

But within a few months of meeting, the committee decided on the three core principles of honor, respect, and compassion.

While the immediate objective was to decide the goals for the Strategic Plan, the committee knew that these words had little importance as just letters on the seal.

“We knew [we needed to] come up with ways to make this not just a committee report but something that over the years becomes part of the fabric of the community, becomes a reality of school life, not just something we show to the inspectors,” Mr. Kasten said.

Advancing Core Principles In order to continue the momentum, the committee morphed into Advancing Core Principles (ACP), a group of faculty, students and parents that has continued to meet once a month at 7 a.m. before school.

(Full disclosure: I have been a member of ACP for the last five years.)

At the end of last year, there was a discussion as to whether or not ACP needed to continue. It was proposed that after ten years, the committee had accomplished all of its initial goals. On the other hand, is it possible to neatly check-off goals for character education?

“It’s constantly in need of reinforcement, as it is today,” Mr. Kasten said. “A school is a stream flowing by, and in four years you have a whole new community. For this to be grown and maintained it does take ongoing effort by lots of people, not just ACP.” Upper School science teacher Nicholas Park took over from Mr. Kasten just this school year as the faculty leader.

“When you have new leadership you have the opportunity of looking at things from a new angle, asking somewhat different questions and reinvigorating what has the potential to become a kind of routine,” Mr. Kasten said.

Mr. Park volunteered to lead the group after an e-mail was sent out expressing a desire for new leadership.

“I think it’s an important group to have around and an important conversation to be having. Are these core principles important? If they are, you need to talk about them, you need to have them visible, you need to have them in the classroom, in media sources, just be around,

otherwise they become completely meaningless, a dead piece of paper,” Mr. Park said.

Initiatives by the school

In the Lower School, a lot of effort is put into defining the core principles and emphasizing them until they become a constant mindset.

One of the ways this happens is through the weekly Lower School assembly.

Throughout the week, Lower School students and teachers are encouraged to fill out a form whenever someone displays an act demonstrating a core principle or the theme of the year (this year’s theme is teamwork).

The fourth graders lead a weekly assembly in front of the entire Lower School student body, and in what one might call a character “show-and-tell,” they read aloud the forms they think best display the values.

“We want to make that ‘do right, be kind’ voice in their heads a little louder,” said Michael Simpson, Head of Lower School. “We always want to be using the language of our core principles and constantly adding to the definition of each one.”

In Middle School, this recognition turns into honorable mentions, given out by teachers whenever they feel a student has demonstrated a laudable quality.

“Honorable mentions recognize students who go above and beyond just being a good person or a good kid,” said Michael Jenks, Assistant Head of Middle School. “Sometimes they’re given for opening the door, but I think that should just be expected decent behavior.

We certainly want to recognize that or say ‘thank you,’ but we’re looking for people who really do something gracious or do the right thing when it’s a challenge or when it’s not the ideal situation for them to do that.”

This is also the third year of the Middle School Character Council, headed by Mr. Jenks and Ginna Johnson, LS/MS Counselor. All students nominate one or two classmates who they feel demonstrate great aspects of character, and the students with the most nominations receive an invitation to join the council. The character council is comprised of three representatives from fifth, sixth, and seventh grade and five representatives from eighth grade.

The council tries to be the voice of the students for character education and provide a launching point for character discussions.

“With anything that has to do with honor or character, Middle Schoolers, probably similar to Upper Schoolers, sometimes listen more to their peers than they do me or some other teachers lecturing them,” Mr. Jenks said. “They’ve heard that speech before, so if it can come from the students it’s going to mean more.”

While there isn’t necessarily formal recognition in the Upper School, kindness cards can facilitate recognition on an individual basis. They are handed out for the community to give to each other and sent outside of the community in recognition of acts of good character.

They have been a staple for seven to eight years now and in recent years have featured student artwork from all divisions to help represent core values.

“It’s important for people to take time to say thank you, to take time to encourage others, to take time to connect to other people in the community and out. It’s a way to build positive connections,” Mr. Kasten said.

The power of the words These three core principles could seem arbitrary.

Out of the hundreds of words that embody commendable qualities, what set these apart?

According to Mr. Kasten, honor was the first word chosen.

“Honor can mean a lot of things, some of them not very pretty, like honor killings, but even in [2001] we had by then already a long tradition of an honor code that was a living reality in our school, and I remain very proud of the honor system that many of us have worked so hard to build, because it so obviously defines who we are,” he said.

To the committee, respect and compassion embodied characteristics they wanted to see in Greenhill graduates, and they seemed in line with the values of

Greenhill’s service program.

“I think compassion is probably the one that fewer other schools would sign on for,” said Tom Perryman ’81, Assistant Head of School. “It isn’t that people don’t believe in being compassionate, it’s that we choose to say that this is really, really important to who we are. It helps retain a human and a humane element that is easy for a high-powered private school to lose, and I really love that it’s in there.”

Among peer schools, The Hockaday School has four cornerstones, character, courtesy, scholarship, and athletics, while the pillars of St. Mark’s School of Texas are integrity, confidence, judgment, passion & curiosity,

spect compassion honor respect compassion

honor respect compassion honor respect compassion

Honor. Respect. Compassion. Those three words have ch ago. The Evergreen takes a look at how those

“They are a shorthand, a kind of metaph

ergreen

wednesday, december 18, 2013

13

On Our Core Principles

hanged Greenhill culture since they were chosen 11 years e words have shaped our campus community.

ethics & spirituality, and balance.

“If you went to a different school, those words would matter to you. These words matter to you here,” said Sally Rosenberg, Director of Community Service.

Ms. Rosenberg was an original member of the Character Committee and is a current ACP member.

She attended The Hockaday School and says that the Four Cornerstones still stick with her today.

Junior Sarah Kim had a similar experience with her old school, Dwight-Englewood School in New Jersey.

Their core values are respect, honesty, judgment, community, courage and commitment.

“I think with honor, respect and compassion, community is almost implied in there, since the whole pur-

it’s the vague concept that it tends to be. But if a school decides to focus on the development of three characteristics, it makes the conversation possible. It makes the messaging possible to remind people about them even if they’re not the perfect three,” Mr. Park said.

Because Sarah came from a school with core values, she said they played a part in her application decision when her family moved to Dallas.

“I think it makes a huge difference in the way a school is portrayed. Visiting different schools and seeing what schools I want to go to, when I first came to Greenhill I realized what they were the minute I came to this school, and that definitely was part of my consideration,” she said.

Students also felt the impact of the words coming from schools without core values. Junior Julia Reisler came to Greenhill from Renner Middle School as a freshman.

“Having the principles and seeing them on paper encourages you to abide by them. When I didn’t have them, it allowed for a lot of people to not have respect, honor or compassion without even thinking about it,” she said.

When asked to name words that they think would make good core principles, students tossed around different possibilities, from cordiality to integrity. But even over a decade after honor, respect and compassion were chosen, students still see those principles as every bit as applicable to their current lives.

“Even if some people don’t consciously think about them that much, just having them around affects us in small ways—just having them there to look at in some situations,” said sophomore Virginia Leopard.

Most students don’t remember a Greenhill without them.

“I thought they’ve been in place forever. Greenhill tries really hard to instill them in the student body. It feels like such a part of Greenhill that it feels like it’s been forever,” said junior Kyrene Moe. Mr. Perryman thinks that the core principles have replaced the motto “Per Aspera Ad Astra” in terms of visibility.

“We existed for 52 years without core values. We certainly had words that were frequently used, but we existed for a long time without those three words. I’m kind of curious, in 20 years, are we going to get the itch to say let’s either add to our core values, or let’s explore some new core values. I mean, a school’s mission statement, which is it’s DNA, changes from time to time, so why wouldn’t core values? Having said that, when you look at universities that have three words, usually in Latin, those things have been there for 150 years,” he said.

Importance of character education pose is to have a stronger sense of community. It would be nice to give it its own separate name,” she said.

Mr. Kasten thinks a benefit of having just three core principles is that it’s easy to remember, but ultimately, he said, “I think the words really don’t matter. . . . They are a shorthand, a kind of metaphor for a life of purpose and decency and love, and so I think that you could pick three different words that would function equally well as metaphors for what we’re trying to do.”

Mr. Park also sees the words as a way to begin a conversation about character.

“It’s hard to bring character education into the classroom, into school-wide publications, into assemblies if

The goal is for these values to continue with the students long after they’ve graduated.

“Our students leave here with those words and everything we’ve taught them about diversity, about community, about honor, respect and compassion, deep within them. Ten [or] 15 years from now, that will always be a part of who they are,” Ms. Rosenberg said.

Mr. Kasten sees character education as the most important thing schools must pass on to their students.

“Educational research is depressing. Something like 97 percent of all the material that we encounter we forget within a year, and some of it faster than that. So if

education is really memorizing facts, it’s kind of a hopeless process. I think what we have to be about is changing lives, expanding awareness of what it means to be a successful human and definitely the core principles are in that process,” Mr. Kasten said.

Ultimately, the character from a Greenhill education is what will last.

“Arts, athletics and academics all involve training our bodies and our minds. They build habitual responses in our brains so we can function effectively in various contexts. But when you meet someone 20 years from now, are those the things that make you think, ‘He’s a good guy?’” Mr. Park said. “We need to cultivate the ‘who I am,’ not just the ‘what I can do.’”

Then and now Mr. Kasten has noticed a difference in the student body since the core principles were chosen more than a decade ago.

“That’s not to say that this was a terrible place full of very bad people [then], not that at all, but I think that over the years we have achieved a degree of success at making them part of the Greenhill identity, something I hope that many aspire to.”

Ms. Rosenberg sees a shift in the culture of the school as a whole.

“Fifteen years ago, service was here, but it wasn’t something that was just intrinsically part of who we are and now it is. I think these words are just a part of who we are now. Fifteen or 20 years ago, diversity wasn’t even on the radar, and now when you think of Greenhill that’s something you think of,” she said.

But the push for improvement is still there. Mr. Kasten has two goals for the school in terms of character education. His first goal is for students to show more respect for the environment simply by picking up after themselves, but his second goal is broader.

“I think we all need to practice more gratitude, to recognize—not just at Thanksgiving—but to recognize everyday that we are incredibly fortunate, blessed people, that life is a wondrous gift and we are very lucky to be experiencing it in such a supportive and growth enhancing environment,” he said.

It’s hard to determine when these character goals have been fulfilled, and Mr. Kasten attests to the difficulty of quantifying the success Greenhill has seen since establishing the core principles.

“I think the only measure that matters is what it feels like to spend one’s days in this community, and if we feel affirmed and supported and respected, if we sense that we are a part of a community that cares for each, then I think the core principles are succeeding,” he said.

Themes of the year In addition to the core values, the administrative team chooses a theme of the year. The first themes began with three years of the honor, respect, and compassion cycle, and then shifted to different words each year.

“We thought that there are other things that aren’t formally part of our core values but are equally important,” Mr. Perryman said.

The 2005-2006 theme, community, fit with the Building Community capital campaign, and this year’s theme, teamwork, fits with the athletics department redesign. The goal is to find a word that everyone in the community can stand behind.

story by Sofia Shirley

compassion honor respect compassion honor respect

assion honor respect compassion honor respect

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hor for a life of purpose and decency...”

Photo by Ariana Zhang

14 special report

The

Evergreen

wednesday, december 18, 2013

Ties That Bind Photos by Ariana Zhang

FAMILY TIME: Senior Kalen Doyle (left) peers away from her family. Since her freshman year, Kalen has attended Greenhill with her father, Visual Arts teacher Corbin Doyle (right), and her sister, eighth-grader Grace Doyle (center). When she came to Greenhill, she refused to take Mr. Doyle’s classes despite his popularity, and has held that promise since.

For students with faculty parents, Greenhill is close to home in more ways than one. Some seek out their parents, while others avoid them at all costs.

Sanah Hasan Arts Editor

Greenhill prides itself with having a closeknit community, almost resembling a family.

For parents and children on campus together, the word “family” isn’t just a metaphor. There is no policy prohibiting students from taking their parents’ classes; as a result, the roles of parent, teacher, student and child sometimes overlap. Each parent/child duo has its own way of navigating that relationship of proximity or distance.

Currently, 46 faculty members have children enrolled at the school, for a total of 75 faculty children on campus.

There are several ways faculty parents and their children deal with having to share the campus. Some opt for distance, choosing to stick to their respective “spheres.”

Middle School/Upper School Visual Arts teacher Corbin Doyle recalls when his daughter, senior Kalen Doyle, was applying to the Upper School.

“Mr. Braemer called me up after Kalen’s interview, and he said he had the funniest thing to tell me,” Mr. Doyle said. “Kalen apparently asked if there was a way to never take my class.

He thought it was really funny, but she was dead serious.”

“As I’ve gotten older I’m more okay with him being here. I used to just avoid him at all costs,” said Kalen.

Still, there are times when faculty and their children inevitably step into one another’s sphere, even if they try not to.

“When I was asked to Homecoming this year, my dad found out before I told him, because some of my friends went over there and told him. It’s just these little things that can be a little annoying sometimes,” Kalen said.

Some teachers have had to teach and grade their our children, because they were the only person teaching a certain subject in a certain grade. In these cases, it was important for the parent/teacher to create as much separation from his or her child as possible. For example, Middle School Math Teacher Jaye Andrews created a grading system to remain as neutral as he could when grading tests.

“It might seem strange for a parent to grade their own kid. There are obvious assumptions that can be made, but I tried to make my system as equalized as possible. I blind grade my tests. The only thing I can recognize is the

handwriting difference between a boy and girl, and I actually like this system so much, I use it even though I don’t teach my girls anymore,” Mr. Andrews said.

Two of Mr. Andrews’ daughters have had him as their math teacher, and junior Camille Andrews recalls what it was like to be in his class.

“For me, the weirdest part about math class was asking questions. I never knew what to call my dad, so I usually just ended up not calling him anything. I also thought it was a little strange to have everyone I know also know my dad, even though he was just another one of their teachers,” she said.

On the opposite end of the spectrum, some faculty parents and their children embrace theri unique relationship at school.

This comes handy if a child’s parent is the only teacher for an elective the child wants to take.

“We can’t stop anyone from going after their interests just because their mom or dad teaches a class. That wouldn’t be fair,” said Steve Warner, Upper School schedule coordinator.

And so sometimes classes are a family affair.

Senior Leanne Donnell has been a part of the band since Middle School, and as her dad Brian Donnell is the band director, he has been teaching her since she started.

“Me and my dad have such a great relationship, and I’ve never thought it was weird that he is my teacher,” Leanne said. “He’s been teaching me since fifth grade, but it’s never been awkward. I actually just really like seeing him around campus”.

Assistant Head of School Tom Perryman ‘81, taught both of his sons in Literature of the Southwest, an English elective seniors can opt to take.

“I loved having them both in class, because they are both very interesting thinkers. I had a sense of what my kids were like in school but after teaching them, I got to actually see what my kids were like in class. Both Ryan and Evan handled being in my class very differently, so it was always something new,” Mr. Perryman said.

Upper School History Teacher David Lowen presents another example of how teachers incorporate their kids in class: his son, sophomore Jackson Lowen is often the subject of personal anecdotes.

“My dad always tells really embarrassing

stories about me. People actually ‘know’ me before they’ve actually met me, because they’ve heard all of these random stories about me my dad tells about me,” said Jackson.

Upper School English Department Chair Linda Woolley does not teach her kids, but currently shares the same pod as her daughter, junior Emily Richmond, as the English pod is the junior pod.

“I’ve never had to teach my kids, so when they stop by my cubicle, I’m always in mom mode. They literally just come by and ask me for advisory lunch money, or to sign their permission slips,” Mrs. Woolley said.

WE ARE FAMILY: Sophomore Jackson Lowen and his father, Upper School History teacher David Lowen (right) are all smiles.

Junior Emily Richmond, her mother, Upper School English teacher Linda Woolley, and brother freshman Noah Richmond (above) enjoy eachother’s presence while all housed in the Upper School together.

And if Mrs. Woolley tells the juniors to keep the noise level down in the pod, she might be disciplining her daughters’ friends.

This is just another form of the parent-child/ teacher-student cohabitation.

Ultimately, though, all of these relationships are on a spectrum of intimacy and distance. Teachers and students alike, whether related or not, are negotiating the roles they play in each others’ lives and the life of the classroom.

“When I walk into a classroom, I become a part of that community for that time being,” Mrs. Woolley said.

The Evergreen Wednesday [12.18.13]

ARTS

& Entertainment

New kids nu music Read on for a review of Hanging Gardens, a NuDisco album. p. 17

STUDIO SOUNDS: Sam Moon (left) takes a break from producing songs to smile for the camera at his home studio, which includes monitors, mixers, and speakers. Sam supervises (below) as background musicians perform and record for his album “Stuck in the Middle,” featuring senior Lizzy D’Apice for his Capstone project.

Shoot for the Moon

Senior strives for music management in Capstone project Photos courtesy of Sam Moon

I

nside Crystal Clear Sound, senior Sam Moon spent this past summer bringing a dream to life. Sam spent up to ten hours a day in the studio writing songs, managing music recordings, and coordinating the logistics of producing an album for his music business Capstone.

A Capstone is a full-year independent project tailored to a senior’s specific interest.

At the end of the year, the Capstone is presented by the senior along with a written piece of work explaining what he or she learned from the project.

Sam’s Capstone is a combination of music and business. The first part is learning the ins and outs of producing an album and writing the lyrics for all the songs. He must deal with the marketing aspects of the album sales and books gigs. “[I want to] get my first taste of the business world through something that I love,” Sam said.

His goal for the project is to learn about the behind-the-scenes action involved in producing an album.

“Basically, everything that goes on before we all hear a song on the radio or on iTunes,” Sam said.

This is Sam’s first time doing anything like this, but now he is old enough to start in the industry.

Sam started in the summer writing songs, usually spending six to seven hours per day.

“The song process won’t be too hard,” he thought before he started. “But after going though the process and realizing how hard it is to make a great song, it is probably one of the hardest things I’ve ever done.”

Sam never knew how much he would get done in a day. Sometimes it would take him two hours to write one lyric, but later it would take him two hours to write the whole song.

When he had written the nine songs for the album, Sam and his producer, Steve

Rokks, recorded the music, which included guitar, rhythm guitar, bass, drums, keyboard and later backup singers. All of the artists for the album were friends of Mr. Rokks.

During Sam’s junior year, he had to decide whom to choose for his main artist for the album. He sought out his long time friend, senior Lizzy D’Apice.

“I know that Lizzy has the skills to execute what I want for the album, and it’s also good because we can relate and connect on a personal level because we are very good friends,” Sam said.

Sam and Lizzy have been friends since Lower School and have been in both orchestra and choir together for many years. The friendship helped the two when working on lyrics. “We really work well together, because we are so close,” Lizzy said.

Although Lizzy hasn’t recorded yet, Sam and Lizzy plan to record in the next couple of months. Lizzy already has a website and Facebook

and Twitter pages, with 10,000 and 50,000 followers respectively.

Because this is a timerestrictive project, Sam is focusing on the production process rather than learning how to use music engineering software. He focuses on the creative process by telling the musicians what he is thinking and his vision for each song.

After the album is released, Sam will center his time on gigs, advertising the album, and developing a fan base.

This Capstone does not only come from Sam’s love of producing music, but also from both of his parents’ backgrounds.

Sam’s mom was a concert pianist who has incorporated music intoSam’s life for as long as he can remember.

“Music has been a thing that I’ve grown up with. It wasn’t a new thing that I picked up in Middle School or Upper School,” Sam said.

He took voice, rhythm, piano and cello classes from an early age, and later found a passion for choir.

“I’ve always had a drive

for music,” he said.

Sam was also inspired by his dad’s business career, therefore adding the business side of music to his Capstone.

“When this project came up and I thought I was at the appropriate age to start handling business matters, I thought it would be the best project to combine what I have learned from one side of my family to what I would hope to learn from the other side of my family,” Sam said.

In college, Sam wants to major in music or business.

“This is a great way to see what I want to do in the future,” he said.

From working with Sam, Lizzy said she also sees music in Sam’s future.

“I know Sam loves music and he has the work ethic and passion to pursue it, so personally I see great things for him,” Lizzy said.

Lizzy’s album, “Stuck in the Middle” (in Sam’s ownership), is predicted to be released in February. story by Megan Wiora

16 arts

The

Evergreen

wednesday, december 18 , 2013

DINNER &

A MOVIE Photos courtesy of IMDb and Purple Cow

FROZEN WITH A CHERRY ON TOP: Disney’s newest creation, Frozen, is a spin on the classic fairytale, “The Snow Queen.” After warming your heart with this sweet tale, cool off with a milkshake (below left) from the Purple Cow.

Danielle Stoler

Online Editor-in-Chief

Too old for fairytales? Think again. Disney’s new animated fairytale Frozen is an enchanting throwback to the studio’s classic musical pieces.

I grew up on Disney films. I watched them with my parents, with my brother, with my friends, on weekends, on weeknights, and for weeks on end. With my proficiency in these movies, I entered Frozen skeptical of being disappointed.

Recent Disney films such as Tangled and Enchanted, whose modern takes on classical stories proved entertaining but l a c k l u s t e r, have really let me down. To my elation, however, I was pleasantly surprised. Like the The Little Mermaid, Aladdin, and Beauty and the Beast, all masterpieces of the late 1980s and early 1990s, Frozen demonstrates the qualities that make

these films timeless. Between heartwarming characters, grand musical numbers, and breathtaking animation, Chris Buck and Jennifer Lee’s film is nothing short of a modern classic. Though the setting is ice cold, the film’s depiction of the power of true love is sure to warm even the coldest of hearts.

Loosely inspired by Hans Christian Andersen’s fairytale, “The Snow Queen,” Frozen tells the story of princess sisters Elsa, voiced by Idina Menzel, and Anna, voiced by Kristen Bell, who live in the kingdom of Arendelle.

Elsa, the eldest of the two sisters, is born with the power to turn everything she touches to ice. Her parents, the king and queen, teach her from a young age not to reveal her power, so the beautiful blonde princess is kept away from others, her secret hidden from the world. Meanwhile Anna, the bubbly redheaded vivacious sister with a yearning for true love, indulges in chocolates as she dances through

the halls of the palace, wishing, so dearly, for a relationship with her sister.

Upon the death of the king and queen, and Elsa’s coming of age, she is crowned Queen of Arendelle, only to accidentally freeze her village at her coronation. Labeled a wicked sorceress, Elsa banishes herself from her own kingdom, erecting an ice palace where she will reside, deep in the mountains.

Frozen then follows Princess Anna’s journey to the mountaintop to plead for Elsa’s return, with the hope of thawing Arendelle and establishing a long-awaited relationship with her sister.

In addition to demonstrating classical aspects of Disney films, Frozen adds uplifting humor, provided by Olaf, the snowman who longs to experience summer, and a crowd-pleasing dash of romance with Kristoff, the rugged but dreamy mountain man whom Anna encounters on her journey.

Factor in the visually stunning world of ice, with radiant, lifelike ice structures galore, and Frozen is sure to touch the hearts of viewers of all ages. The intriguing plot, dazzling music and vivid animation makes

it a modernized Disney classic, whose dynamic characters and heartfelt plot generate warmth in a frigid setting.

In the spirit of all things Frozen, after the movie, I visited the Purple Cow at Preston and Royal for a delicious purple milkshake. Yes, it is purple, but do not be concerned!

This is completely normal for a hand-dipped grape-vanilla shake.

Though the taste of grape is incredibly subtle, the drink’s purple hue makes the tasty treat considerably more thrilling than a typical vanilla shake.

My parents used to take me to the Purple Cow when I was younger, and I distinctly remember being entertained by a small choo-choo train whose track wrapped around the entire restaurant. While I was disappointed to discover that the choo-choo train has since been taken down, the rest of the neighborhood eatery was, to my satisfaction, just as I remembered it. The ‘50s diner theme and allAmerican comfort food serves up one delicious blast from the past. The choices are endless: mouthwatering hamburgers with ordinary to extraordinary toppings; hot dogs based on those found

in various iconic cities in the United States; and healthier options like sandwiches, soups, and salads­— there is an option for everyone.

I shamelessly scarfed down a grilled-cheese sandwich, because what diner meal is more classic than a milkshake and grilled-cheese sandwich? The bread was buttery, the cheese gooey, and my childhood love for the Purple Cow was officially rekindled.

To younger children reading this: tell your parents this is worth the visit. The milkshake flavors are endless. To parents with younger children: this may not sound like your ideal, formal restaurant, but the kid-friendliness is astounding, and it never hurts to indulge in a frozen treat every once and a while. And finally, to the older students reading this: channel your nostalgia and return to your days as a little kid. Put aside the stress of grades, college, or the big game you’re finally starting in this Friday, and relax with a burger and milkshake. It will make everybody’s evening just a little bit sweeter.

The Purple Cow 6025 Royal Ln Dallas, TX 75230

wednesday, december 18, 2013

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Classixx introduces original nu-disco style

D

espite their esoteric name, Classixx, a duo consisting of Michael David and Tyler Blake, is an electronic-music class act. After Blake dropped out of Berklee College of Music and David quit his role as guitar player in a local band, their future as musicians looked bleak. Then, the two formed Classixx and have enjoyed success as an integral part of Los Angeles’ dance-music scene since 2005.

After eight years of remixing, learning, and focused song-writing, Classixx has reached the world stage by releasing their first studio album, Hanging Gardens. At first, the duo was doubtful of the popularity of a full-length release: “We struggled a little bit as to whether or not people care about a full-length album from two, like, sort-of producers,” said David in an interview with Pitchfork Media. But Hanging Gardens has marked the emergence of a new genre of dance music strongly influenced by disco.

As their creators have described

it, Hanging Gardens is an album of “pool-party music.” Although Classixx has built its reputation around remixes, it is an album of original material (with the exception of the title track, which samples the guitar riff from Fleetwood Mac’s “Seven Wonders”). The album’s primary focus is instrumental; however, in my opinion the best tracks feature guest vocalists, such as Nancy Whang (former member of LCD Soundsystem) in “All You’re Waiting For” and Active Child in “Long Lost.” Sometimes the passages of sample-based melodies and instrumentals become monotonous and excessively long, and I had to restrain myself from skipping through repetitive songs. “Rhythm Santa Clara,” “Dominoes” and “A Fax from the Beach” seem more like undeveloped filler tracks than actual party-worthy music. But the superb songs that follow outweigh the bad.

And relative to other electronic albums, Hanging Gardens relies very little on filler.

Although the album is not as

ambitious as other recent fulllength dance releases, such as Avicii’s True or Calvin Harris’ 18 Months, it is certainly an album that deserves to be recognized for its originality.

Hanging Gardens is not exhausting and bass-pounding, but rather disco-inflected and mellow with complex and satisfying chord progressions, a style which has popularly been dubbed “nu-disco.” The album perhaps marks a new genre in dance music.

Its unprecedented explosion of popularity in the American music scene and has skyrocketed the volume of producers and tracks being created. This makes Hanging Gardens that much more gratifying, as it represents a break from the norm in American dance music and a return to dance music’s true roots: house and disco.

review by Andrew Friedman

Nu-Disco: 21st-century dance music associated with a renewed interest in ‘70s and ‘80s disco.

Websites like Beatport, Soundcloud, and Last.fm all feature nu-disco sections. Prominent nu-disco artists include Classixx, Flight Facilities, Tensnake, Treasure Fingers, Gigamesh, Eric Prydz and Calvin Harris.

You can usually differentiate nu-disco from other genres within the first few seconds of a song: most dance music uses a snare and kick-drum sequence as a foundation upon which to add layers of music; nu-disco has as its foundation a funky bass-line. Some of my favorite nu-disco songs are “The Girls” by Calvin Harris, “Holding On” by Classixx, and “Crave You” by Flight Facilities.

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Find holiday cheer and merry tidings in Dallas Christmas in the Square A quaint Winter Wonderland, which seems like it came straight from the North Pole, can be found in Frisco Square. Skate the square on the ice rink, meet Santa, or witness the Music and Lights shows. On through Jan. 4.

Holiday Lights in Highland Park Throughout Dallas, it would be difficult to find holiday house lights as extravagant as those in Highland Park. Brazos Carriage and Threejays Carriages offer horse-drawn rides through the streets to spot the brightest and most jolly houses in Park Cities.

Big D NYE For its seventh year, Dallas is hosting the New Year’s bash of the Central Time Zone in downtown. Modeled after the NYC NYE party, this festive event is completely free of charge and is going to kick off the New Year with a bang.

Holiday at the Arboretum This holiday season, see over 500 angels filling the Degolyer Mansion. The Dallas Arboretum offers an elegant source of cheer and beauty through their collection, which is on exhibit until Dec. 31. story by Catherine Leffert

Student art adds meaningful spin to faculty service awards Suman Chebrolu Cole Forson Staff Writers

Faculty who have served Greenhill for 15 years have previously received a ring at the end-of-year faculty celebration. Now they will be able to choose from a group of photos coming from cameras in the hands of students.

Service awards are given to faculty members every five years to show thanks for their hard work and dedication to the students.

For the past 40 years, faculty of 15 years have received a Greenhill ring.

They will now be given the choice between a ring and a selection of framed photographs taken by the Advanced Photography students. This idea was born out of the faculty’s desire for choice when it comes to service awards.

“Several employees have said, ‘It’d be nice to have some options as to what we get’,” said Tom Perryman, ‘81, Assistant Head of School. “A lot of people loved the ring but some of the people got it but never wore it.”

Frank Lopez, Middle and Upper School Visual Arts teacher, will look through his students’ work for high quality photographs that display a student’s seriousness for the class and the craft. He will put together a catalog of the photographs, with the students’ permission, from which faculty can choose.

Once an order is submitted, Mr. Lopez will print the selected photograph to museum standards and frame it. The final product will be presented to the faculty member at the Service Awards ceremony at the end of the

school year.

The student whose photograph was selected will be awarded a monetary stipend of $100 in compensation. Mr. Lopez believes that in his careful selection of the photographs for the collection, only photos by those students who are serious about the class will be chosen, not students who are interested only in $100.

He also does not believe students will join the class just for the chance to get money.

“I’m looking for only the very best of the best imagery, and I’m looking for imagery from students who take the seriousness of the classroom and a student who is dedicated to the visual arts,” said Mr. Lopez.

Trey Colvin, English teacher, believes that the students’ photographs will bring greater meaning to the award.

And although he has not yet received his 15year Service Award, he is excited about the possibility of a student photo because he feels like it is a more personal gift.

“I think it has the potential to provide the award with a layer of meaning and significance that we haven’t had before. I would think there would be thought that went into it, and it would be meaningful,” said Dr. Colvin.

Jackson Lowen, a sophomore enrolled in the Advanced Photography class, said he is excited for the possible chance of someone owning his work.

“It’s really nice that there is a way to share your art,” he said. “It’s not going to change what I do, but it’s gonna be cool because I could possibly get money for what I’ve done.”

Graphics by Ariana Zhang

sports The Evergreen Wednesday [12.18.13]

gETTING fIT

Junior Fahad Khalid takes the role of personal trainer for peers p. 22

Photos courtesy of Angela Woodson

TAKING THE FIELD: Greenhill cheerleaders’ new competition team practices at AT&T Stadium, home of the Dallas Cowboys, in preparation for their performance at halftime on Dec. 15.

Cheer team takes next step

Team prepares for local and national competitons leaders in a joint routine they prepared weeks in advance.

This year, for the first time ever, fans will “This was the largest venue the cheersee Greenhill cheerleaders when the spring leaders have ever performed in,” said senior season comes around. In the past, the cheer Jasmin Lawrence, varsity cheer captain. “It program only had fall and winter squads. This was an amazing opportunity and we really enspring, however, a new competition team will joyed it.” keep the cheerleaders rooting until it is time This opportunity presented itself when a for fall tryouts again. member of the company that determines the “I had been thinking about creating a events for the halftime show saw the Greencompetition team for a while,” said Tracey hill cheerleaders perform one of their halftime Pugh, head varsity cheer coach. “After our routines. success at the Spirit Celebration competition The hype the cheerleaders are receiving in October, I knew the time was right.” is not based solely on their performances, This newly installed competition team is but also on their first-place win at the Spirit a squad comprised of Greenhill Celebration tournament in October. cheerleaders that will devote Their achievement at this tournaWhen people their energy to competitions. ment has qualified them to particisee this level of Cheerleaders have one trypate in the Spirit national champiskill and out; however, they can indicate onship competition in California in competitive- March; however, the squad has yet which team or teams they want ness, I think it to decide whether they will attend. to be on. The coach evaluates raises their the cheerleader based on the The performance at the Cowexpectations boys stadium and new competition single tryout, and determines and piques team require a high level of skills, on which team the cheerleader their curiosity.” resulting in more difficult stunts and will participate.

“I don’t have a spring sport, exacting dance moves. The cheertherefore the new team allows leaders are practicing routines with me to continue cheering in the off-season. I faster music that requires more lifts, culminatam thrilled they chose to make cheer a year- ing in an overall raised level of difficulty. round sport,” said sophomore Sydney Cohen, “When people see this level of skill and varsity cheerleader. competitiveness, I think it raises their expectaCompetitions are a huge part of the ac- tions and piques their curiosity,” Coach Pugh tivities the cheerleaders have planned. An- said. “I believe the increase in quality is a reother highlight of their season includes their sult of [the cheerleaders] taking it seriously recent performance at the Dallas Cowboys vs. and recognizing that it is a sport and respectGreen Bay Packers football game on Dec. 15. ing it as a sport. ” The fall cheerleading squad, along with two of Only a small part of cheerleading is wearthe boys who joined during the winter season, ing the cute uniform and the makeup, but the performed with the Dallas Cowboys cheer- glitz and glam can lead people to perceive Lane Hirsch

Asst. Sports Editor

“

cheer as more of a hobby than a physically and mentally demanding sport. The cheerleaders, however, participated in the same weight lifting and conditioning programs as the other fall athletes. They practiced the same days and put in the same hours as the other sports, which not only attests to their credibility, but has also helped them to improve overall as a sports team.

“We did a lot of conditioning over the summer in the High Performance Center. All of the running and lifting makes a huge difference,” said Sarah Brook, varsity cheerleader.

The cheer squad also practices at a facility dedicated to providing a gymnasium for cheerleading teams in the Dallas area. The gym, PRIDE All-Stars, is big enough so that Coach Pugh can choreograph numbers where the full squad, the largest they have ever had, can practice. The squad, after losing 10 girls who cannot participate in winter due to other commitments, has picked up four boys that result in a 17-person winter squad.

“I joined the squad to help with the lifts so that the cheerleaders can perform more difficult tricks,” said junior Aston Ford, a new varsity cheerleader.

These tricks will be implemented at competitions only, as the majority of the boys, including Aston, will not participate in cheerleading at Greenhill sporting events.

There are more cheerleaders, more competitions, and more talent in the cheer program than ever before. With the new competition team, the cheerleaders are continuing to make strides in improving and innovating the program. additional reporting by Madison Goodrich

17

the number of members on the Greenhill winter cheer team this season

4

the number of boys on the competition cheer team

1

the place the cheer team earned at the Spirit Celebration tournament in October

15

the number of backsprings Greenhill cheerleader senior Hope Rovner can do in a row

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Photos courtesy of Joe Monaco and Ravi Narula

FORMING A BOND: Sophomores Orion Marty (left) and Trevor Hetrick (top right), along with senior Ravi Narula (bottom right), have formed special bonds with their respective coaches.

It takes two

The coach and player dynamic varies from person to person. Every relationship formed is different and unique to both player and coach. Sports Editor Ben Krakow takes a closer look at three special player and coach relationships at Greenhill.

Lacrosse

Soccer Sophomore Orion Marty first met Greenhill head varsity soccer coach Greg Krauss when he was only in second grade. At the time, Coach Krauss helped coach Orion’s second grade team. Orion continued to play soccer in seventh and eighth grade, when Coach Krauss oversaw the Middle School program and occasionally filled in for the Middle School varsity coaches.

In the two years Orion has played for the varsity team in high school, he has had to juggle Greenhill soccer, club soccer, his schoolwork, and other commitments. This has

Greenhill baseball coach Curt Lowry has gotten a surprise each spring since 2011.

His surprise has been seeing senior Ravi Narula coming out to try to make the varsity baseball team.

Ravi often finds himself coming home from baseball practice frustrated for many reasons. Frustrated because he is not playing well, the team is struggling, and he is not getting to play a lot.

But Ravi, who usually played a half inning a game in Middle School baseball, has decided each year that even though he is not a star player,

meant that Orion has had to miss games and practices over the past two years.

“It is up to Orion to manage his own commitments and address any conflicts that exist,” Coach Kraus said. “I certainly provide guidance and support as needed.”

Sometimes, part of this personalization has meant that Coach Krauss will allow Orion to miss practice.

“He asks if I am feeling overwhelmed with school, club and school soccer,” Orion said.

“If I say I am feeling run down, he allows me to use the time I would be practicing school

Baseball he will continue playing his favorite sport. Ravi has felt these feelings a lot in his three years on the JV baseball team at Greenhill, yet he has found a way to keep coming back each day and work harder getting positive encouragement and tips from Coach Lowry.

Over time, not only did Ravi respect Coach Lowry, Coach Lowry respected Ravi for the teammate he was, his hard work and love for baseball. This year, Coach Lowry decided that one of his hardest working players, Ravi, had earned a varsity spot in his senior year.

soccer to get on track with my schoolwork.”

This flexibility is a unique part of their relationship.

“I strive to treat players fairly and in Orion’s case I think it is fair to give him some flexibility with his Greenhill soccer commitment early in the season,” Coach Krauss said.

However, as the counter games begin in January, Orion will shift his focus towards Greenhill soccer.

“He knows school is the first priority, but he has told me when counters roll around, it’s time to get into the grind,” Orion said.

“He has stuck it out and I could not be more excited for Ravi. He is a great teammate, great guy to have in the clubhouse, always positive,” Coach Lowry said.

The relationship between Ravi and Coach Lowry has grown over years through appreciation for what they both do.

“Some people would be bitter for being on JV for three years, but I see where the team is going. Coach Lowry has always been supportive when I try out for the team, he knows I try my best and I care deeply for this sport,” Ravi said.

Greenhill varsity lacrosse coach Kevin Barnicle coaches club lacrosse in addition to his coaching duties at Greenhill.

Over his first couple of years on campus, he has encouraged some players from his club team to come to Greenhill.

Sophomore Trevor Hetrick moved from Maryland to Flower Mound in middle school, where he played for his school team as well as for Coach Barnicle.

Trevor said he established a good relationship with Coach Barnicle and was prepared to try to go to school wherever Coach Barnicle was coaching.

“He was working at [Episcopal School of Dallas] when I first moved here and I was intending to go to ESD, but then he moved to Greenhill and convinced me to come to Greenhill,” Trevor said.

wednesday, december 18, 2013

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Girls soccer adds JV team Team gives younger players more experience Ben Weinberg Managing Editor

With a large freshman class and a strong core of returning upperclassmen, the girls soccer team this season is placing a renewed focus on underclassmen development while keeping their sights on a Southern Preparatory Conference (SPC) championship after last year’s second-place finish. Despite having only 25 total girls in the program, the program will reintroduce a JV squad for the first time in several years, opting to compete with a relatively small varsity group of only 16 players. The JV team will play a full schedule, competing in nine-onnine games.

According to Head Coach Paige Ashley, the decision came from two key factors, most importantly the unusual size and individual characteristics of the program’s current underclassmen group.

“It has to do with the nature of the players,” Coach Ashley said.

“The [JV players] are all people who are committed to playing soccer and

growing with it.”

In the past, the coaches had decided against splitting up the already-small squad because of a perceived lack of a fit for a JV team. In previous years, according to Coach Ashley, the team’s few underclassmen had been better suited to play for the varsity squad.

For example, last year’s team featured only four freshmen.

But because of this year’s largerthan-usual freshman class, that is no longer the case. There are nine freshmen in the program this year, with seven of them suiting up for the JV team as of early December. One senior and two sophomores, one of them new to Greenhill, round out the squad.

The second key factor allowing for the JV squad is the perceived strength and experience of a varsity group that features thirteen returning players. Despite losing five players to graduation after last season, Coach Ashley regards the relative smallness of the squad as a positive opportunity.

“There’s a chance to create a really strong bond between these sixteen players,” she said.

She also cited as a positive the opportunity for the 16 players to build on their skills through plenty of time on the field – a luxury that did not exist in the days of the 20plus member varsity team.

“It can frustrating when, game after game, you’re sitting on the sideline,” Coach Ashley said. “That’s not a problem we’re going to have.”

As the experienced varsity group focuses on their season, the new JV squad will have more opportunity to develop for the long-term. The allowance for in-game experience at their own skill level will be critical to this development, according to Coach Ashley.

“You can train and train in practice,” Coach Ashley said. “But a huge part of development is taking that practice into a game. And I never want to put someone into a varsity competition in which they’re not ready to be successful.”

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By the numbers 4

64.5

3

The number of wins the Greenhill girls basketball team has earned this season as of Dec. 11

The number of seconds it took senior Logan McGill to swim 100 breastroke in the TISCA swim meet, shattering the previous record of 66 seconds

The number of Greenhill football players who were invited to the DFW All-Star Football game on Dec. 14 in Bedford, Texas

48

6

The number of players who tried out for the Greenhill boys soccer team this season

The margin of victory for the Greenhill girls soccer team against All Saints Episcopal on Dec. 3 and the Greenhill boys soccer team against Prince of Peace on Dec. 2

Keep on Swimming

Close-knit team breaks records, has high hopes for upcoming competitions Varun Gupta

Asst. Features Editor

Slipping into flexible green and white Speedos, pulling swim caps over loose hair, and sliding on goggles, 30 Upper School students plunge into a swimming pool. The swim clock ticking at a heartbeat’s pace is a constant reminder to swim faster. From the first day, the phrase “never reach a plateau, but keep getting better” resonates in the athletes’ mind.

Early in the season, Jim Montgomery, Varsity Boys and Girls Swim coach, focuses on teaching his team the correct mechanics for each swimming technique. Nearer to raceday at swim meets and SPC, most of the concentration is dedicated to

finishing laps in the shortest amount of time and getting the best ranking.

The highest number of points is awarded to first place, but the top eight finishers are also given points to qualify in new meets.

The varsity girls swim team, led by seniors Logan McGill, Geralyn Lam, and Rachel Son, hopes to hold their title of most consistent team by placing in the top three at the winter Southern Preparatory Conference (SPC) coming up in February.

After the last two meets, the swim team has secured a first place victory in the 200-meter medley and 400 meter relay against Ursuline Academy and Bishop Lynch.

At TISCA, a 5A public school meet, Logan set a new school record

by swimming a 1:04.56 in her individual event.

Part of this success is due to Coach Montgomery’s detailed understanding of his team and targeted use of instruction.

“The [varsity swimmers] I think can score, I will work with them more. This is usually true for second year swimmers when they have that extra year under their belt,” Coach Montgomery said.

With a fairly young roster, the girls’ team is still in the development stage. However, Coach Montgomery sees this as an opportunity for sophomores to step up.

“It’s really nice to see all of the people grow through the season,” Geralyn said.

After finishing the season with an incentive to fans who watch the sixth place at SPC last year, the boys meets and promoting the team via swim team aspires to finish in the mass emails are examples of Ravi’s top three at SPC. positive attitude toward the swim Filling the program. leadership role, To strengthen the team’s seven senior chemistry, the swim team has Even though boys serve as role created a Facebook group to [swimming] is models to the rest keep in touch and has spent such an individof the team. ual sport, we’ve weekends together on out-of “ Yo u n g e r all actually town meets. kids look up to “Even though bonded closer me because I am [swimming] is such an than some a friend and a team sports.” individual sport, we’ve all mentor. I have actually bonded closer than become one of the some team sports that I’ve natural leaders of played because all of us are the team mostly through spirit,” said looking for someone to be with,” senior captain Ravi Narula.

Ravi said. “In that sense, we’re really Bringing cookies to provide like a family.”

“

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wednesday, december 18, 2013

Sports and Nutrition club trains peers

Club officers help students whip into shape, develop healthy habits Arhum Khan Staff Writer

Almost one year ago, junior Fahad Khalid and some of his peers started the Sports and Nutrition club, a club that strives to educate and motivate students to be active and healthy.

This fall, Fahad and his co-founders began to offer customized one-on-one training sessions, in addition to the student-to-student consultation and fitness advice offered at club meetings. However, being a student trainer is no easy task: It requires learning different challenges and skills.

Fahad’s younger days didn’t always involve physical activity. In fact, his past of being overweight is one of the motivating factors that prompted him to not only start working out, but also finding the need and satisfaction in helping others progress in their personal fitness.

“I was overweight as a kid,” Fahad said.

“Eventually I got slimmer, but I was never fit, so working out became a love, I guess.”

Since then, Fahad has developed a healthy addiction to all parts of fitness, including the right eating habits behind an active body.

Often times, Fahad can be found after school working out and improving his own fitness in the High Performance Center.

Although the offer for personal training has only attracted a few participants, the trainers have been able to help friends. One student who has taken the opportunity is junior Daniel Spomer. Earlier in the school year, Fahad gave Daniel a particular workout regiment, including a diet plan customized for Daniel’s specific fitness goals.

“Fahad is technically sound in his exercises,” said athletic trainer Trey Stringer.

“He is a great person to lead a program like this.”

Training with students is a unique and challenging experience. Fahad has to recognize

the student’s strengths and weaknesses, and then adjust to them.

“It’s different to train someone who is not too far from your own physical fitness, who you can also try to push to help them get bigger,” he said.

At first, Daniel said it was different to be trained by a close friend.

“It is definitely new, but it is fun training with someone who isn’t too much stronger than you, but who you can look at for guidance, and he also knows how to push me,” he said.

“It’s definitely a great experience doing with someone I know well.”

The trainers, including Fahad, are not professionally certified, but they have picked

up quite a bit of knowledge in order to make the workout experience as professional and formal as possible.

“I’ve talked to trainers at my local gym, and also at Greenhill, and I always try to pick up as much knowledge as possible reading online and learning from my mistakes,” Fahad said.

When he says “mistakes,” Fahad is referring to his own past experiences from working muscles past their limit and hurting himself, or performing exercises with wrong posture.

From Fahad’s research and accumulation of knowledge, he describes trainers to have an ability to understand another person’s physical

fitness—a skill he has begun to acquire.

“It’s hard to find the limits a person can take, and it’s a hard skill that needs to develop to benefit the person I’m training,” Fahad said.

“I need to recognize their limits.”

The Sports and Nutrition club has some consistent members that attend weekly meetings, and the club hopes to expand.

“I think our club can help the sports program, and the overall health of everyone can be improved,” Fahad said. “It’s necessary, and with passion anyone can improve.”

As of now, group leaders continue to improve their own healthy nutritious lifestyles and try to expand their knowledge on training.

TRAINING HARD: Junior Fahad Khalid, co-founder of the Sports and Nutrition club at Greenhill, trains fellow junior Alan Bliss in the Greenhill High Performance Center. Fahad has enjoyed training his friends in their mutual free time, outside of organized sports.

wednesday, december 18, 2013

AFTERWORDS

Scouting out hidden talents

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Rooting for volleyball and field hockey was easy. I never would have guessed how totally unprepared I was to watch the crosscountry meet that Saturday morning at Trinity Valley. The 22 teams of runners took off from the starting line at the bang of the gunshot – but so did the hundreds of coaches, parents, siblings, friends, and miscellaneous supporters, chasing their chosen runner through 3.1 miles of zigs and zags and ups and downs. I found myself charging down a hill to catch a brief

glimpse of Greenhill runners, then charging was more than happy to get up early on the across the campus for one Friday and Saturday of fall SPC more, before heading back up Championships weekend to head a never-ending hill to hopefully to Forth Worth and cheer on my I wondered to make it back to the finish line classmates. myself: what else before they did. After struggling I have several close friends has flown under through the process for both the on the cross-country teams – I my radar these figured I knew what I was getting girls and boys races, I looked past four years? ” into. Yet I never went to a race like I was the one who’d just ran a 5K; luckily, a couple Gatorades until my last possible opportunity from the TVS snack bar got me to do so, and when I finally did, I through the rest of the day’s games. realized it was something else entirely. And if My experience at SPC surprised me.

I hadn’t utilized that last possible opportunity, Isn’t the whole point of being a fan that I don’t I never would’ve gained the appreciation for have to do all of the hard athletic stuff? it that I have now. I felt like I’d already been That’s the impression I’d gotten from my to so many things, yet the weekend was proof first 12 years of rabid but apparently limited that there was still so much more. As I drove Greenhill fandom. I root hard for Greenhill back from Fort Worth that night, I wondered sports. My chest still bears remnants of to myself: what else has flown under my radar the second O in ‘GO HORNETS’ from our these past four years? football victory over John Paul II. My voice has I don’t think I’m sparking any controversy deserted me more than once after soccer games by asserting that Greenhill students have an – games in which I was playing. Naturally, I extensive and diverse array of talents. Whether

it’s a football game or a spring musical, we – the student body – are supposed to be the audience and the fan base. Unfortunately, far too often, the talents and activities of the Greenhill community don’t get the appreciation that they deserve.

Sometimes it’s because it’s obscure or less publicized. Sometimes it’s so simple as it being cold (soccer), quiet (visual arts), or physically demanding on the fan (cross country). But when we filter our choices that way, we end up leaving out so many of the amazing things that our community does. There’s this vast array of talent out there that we either haven’t seen or took far too long to see. And getting out to see it is really just a matter of taking time and paying attention. It means staying after school one day and walking around campus.

It means strolling through the art gallery at ISAS instead of doing a drum circle with some kids from Albuquerque. With the amount that we do, it’s not hard to find something that will surprise and impress you.

How do we stop comparing ourselves to others?

Although this seems like a simple question, I have wrestled with it for the majority of my high school years and believe it is a real problem. We are all victims of it.

I am aware that measuring my life by “what my friends are doing” is destructive and useless. However, I often find myself perusing others Facebook photos, finding ways to contextualize my successes, failures, and life

choices within a kind of bell curve that only and many other things. We all want to be more exists in my mind. successful. However, it seems the higher you Now I know that there will be those climb, the more you are surrounded with other out there who say, “I’m only high achievers to whom you concerned with myself and don’t constantly compare yourself. care what other people are doing.

The problem is exacerbated at Greenhill has Just stay off Facebook.” You can Greenhill because everyone an incredibly all stop reading if you please. is such a high achiever that competitive Your level of self-confidence is someone great may compare environment.” clearly through the roof. themselves to other outstanding Moving on. people, which in turn lowers I agree that some of this their self-confidence. problem would go away if I stayed However, it is important off of social media. After all, the pictures to recognize that how big someone’s house is, people post are only the highlights of their life what kind of grades they make, where they are and not reality. However, I don’t want to give going to college, how many friends they have— up the benefits social media provides, such none of that has a direct bearing on our lives. I as staying in touch with friends and relatives. know that if someone is more successful than I should be able to fundamentally not care me it does not mean that I am going to be less about any of those things. successful because of it. But for some reason I Greenhill has an incredibly competitive (and I think this applies for everyone) feel like environment. Too often I hear people I still have a smaller slice of the pie. comparing test grades, college admissions, We become jealous. Don’t get me wrong,

if it weren’t for this competitive environment I might not have strived to continue to achieve.

I’m all for healthy competition and the desire to be the best you can be. I still remember Sam Moon had the longest number scroll in Kindergarten, which encouraged me to keep going.

But how do we stop the comparisons? I look to my sister for an answer. My sister attends Booker T. Washington for the Performing Arts, where she pursues her passion for the arts. Maybe the secret to happiness is focusing on the things that bring you joy, outside of the context of other people’s opinions. She’s someone who has made choices to pursue her passion.

Now, I am not sure that this is the solution to this dilemma. I am not even sure if there is a solution to this dilemma. It may just be human nature. However, losing yourself in your passion for something seems like a better alternative to being a hermit crab and staying off social media for good.

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How to stop the comparison game?

Giving thought to our gifts

On the last night of Hanukkah this year, my parents handed me a small, plain white envelope. I opened it up and smiled: Inside was a gift certificate for iFLY, an indoor skydiving center.

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The gift was, by far, my favorite of those I had received over the eight days. It was incredibly generous, the kind of gift so rare and thoughtful that it becomes immediately special.

But there was another reason that it was so special. Looking back over my presents, I realized that each of them— with the single exception of the skydiving gift card— had to do with appearance. I had received makeup, a gift card to get more make-up, nail polish and nail files, and new clothes. But the skydiving gift card was the one thing that was different. The tiny envelope stood out among the sparkly bottles of nail polish and brightly colored sweaters.

I love every one of the gifts I got. As a

matter of fact, I had even asked for some of them.

Still, seeing them all together surprised me. Certainly, beauty matters to girls, but the female experience extends far beyond physical appearance. Just as much as boys, girls are intellectuals, inventors, and explorers.

We harbor a wide variety of interests and passions— but looking at my gifts, you wouldn’t realize that.

That’s why the skydiving gift card means so much to me. It challenged me to think, to explore. It dared me to dive into a new, adrenaline-inducing adventure. It reminded me that being a girl means so much more than being beautiful.

So, if you have some Christmas gift

shopping left to do, get a little bit creative.

Give an experience, like a skydiving gift card or guitar lessons. Encourage your daughter to pursue a hobby with a camera or a new set of paints. Or dare to give an educational gift: This year, my family got my eight-year-old cousin a set of GoldieBlox, an engineering toy designed to get more girls interested in STEM fields.

And she loved it— she spent the entire night fascinated by her new toy, creating spinning machines and other contraptions.

Believe me, I love the nail polish and the sweaters. In fact, I probably would have used my Sephora gift card already, had it not been for the ice storm. But I have so many other dimensions, too— and it’s nice to be reminded of that.

Let’s make the switch to a first-name basis

It might seem radical or completely unorthodox to say that high school students should address their teachers by their first names. But for an open-minded, progressive school like Greenhill, it might be the right choice.

I can speak from experience that addressing everyone in a school by their first name contributes to strong and vibrant community. During the second semester of my junior year, I attended the School For Ethics

and Global Leadership (SEGL) in Washington, instead of just people who teach me things. I DC. I was initially taken aback when SEGL felt like they accepted me as a significant part teachers asked students to call them by their of their life. The mutual use of first names was first names. But soon I realized that this small powerful, authentic and honest. change contributed to an Some might worry that if environment of mutual students call teachers by their respect. There was a subtle traditional names, they will not Greenhill students but powerful difference show adequate respect for their respect their between, “Good morning, teachers. But addressing a teacher teachers because Noah” and, “Good morning, by his or her first name does not of their significant Mr. Bopp.” Calling teachers take away from the respect those role as educators in by their first names students give to their teachers. After our lives.” broke down some of the all, Greenhill students respect their boundaries.

At SEGL, teachers because of their significant students were put into challenging situations. role as educators in our lives.

We shared our biggest failures while sitting on We don’t respect our teachers just because the Capitol lawn and shared journal entries we have to put Mr. or Mrs. in front of their out loud every Saturday lunch. We shared name. I believe that Greenhill teachers will our successes with teachers, whether that was have even more respect and trust from their presentations at the State Department or policy students. After all, the key to successful suggestions made to DC Mayor Adrian Fenty. teacher-student relationship is really about I was connected to my teachers as mentors the relationship, not the title. Using someone’s

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first name reflects an interest in him or her as a whole person and not just their role as a teacher. It’s important to realize that teachers have a life outside campus where they are called by their first name by their friends and family. I’d like to think that as a student, I am also a significant part of that teacher’s life. It’s not lack of respect, its intimacy.

Another potential issue is that if students were to call teachers by their first names, the academic environment would be less professional. What is a professional environment though? To me, a professional environment is a place where people are focused on working together to achieve goals.

At Greenhill, students and teachers work together because we’re serious about learning.

Putting Mr. or Mrs. in front of a teacher’s names isn’t what does that. Having everyone in the administration and the Upper School use first names would be a culture shift, but it fits who we are as a school.

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wednesday, december 18, 2013

ADVISORY

Traditions

Freshmen year, students are placed in advisory groups they will stay with until graduation. More often than not, like mini families, they develop their own traditions. Here’s a peek.

Cotton

Every other day in advisory time, the members of the Cotton advisory find themselves engaged in a discussion surrounding the latest issue presented by the New York Times column “The Ethicist” written by Chuck Klosterman. The result? An engaging discussion in a relaxed environment. It never hurts to get in your daily dose of current events.

Park The Park advisory thinks outside the box during advisory time. Quite often, the students find themselves engaged in a discussion based around the latest political or international topic a fellow advisee brings up.

If you ever stumble upon a spirit tunnel happening inside the science building, you’ve probably found yourself gazing upon a new-found Smith advisory tradition. In spirit of the entire college process, the Smith advisory joins hands (literally) to celebrate college acceptances by creating a spirit tunnel for the lucky winner to run through.

Smith

Often seen scurrying around the math pod, or leading his next AP Statistics class, Mr. Legacy makes it a yearly tradition to bake yummy birthday treats for his advisees. From ice cream cake to chocolate mousse pie with brownies, the Legacy Advisory never goes a day without a few delectable desserts.

Legacy

Currier

A classic all-around advisory favorite is food, and the Currier advisory is one of many who upholds this tradition. Dr. Currier, an undercover chef, brings delicious treats for her advisees every E-day, like clockwork.

With everything from her coveted monkey bread to pastries and donuts, the Currier advisory finds themselves stuffed and satisfied every E-day.

Krueger This time of year there seem to be so many holidays, and yet so little time to celebrate them all.

The Krueger Advisory takes the holiday season full on by celebrating their annual “Christmahannakwanza” Party before school lets out for winter break.

Three holidays in one. What more could you want?