Issuu

Evergreen THE

May 16, 2012

Volume XLVII, Issue 6

Farewell Braemer family

“

I’m losing a professional colleague, but I’m also losing a really good friend, and I think a lot of people are going to feel that way as well

”

rom his first moments on campus, David Braemer, Head of Upper School, felt the tight-knit bond of the Greenhill community and knew he wanted to step on board. He remembers describing the school’s dynamic energy and the warm welcome he received to his wife, Timiny. “There was a real sense of community,” he told her, and asked if they could go if he were accepted. Sure enough, he got the job, so with a two-year old daughter and another baby on the way, the Braemer family said goodbye to his position as Dean at Durham Academy in North Carolina and moved to Dallas. Nine years later, they are leaving Dallas and moving to Ensworth School in Nashville, where Mr. Braemer has accepted a position as Head of School. cont’d on page 5

Student, community respond to tornado destruction Ashley Goldschmid

IN TRYING TIMES: The house of sophomore Gabi Jackson was damaged by one of the many tornadoes that touched down in North Texas earlier this year. Gabi (center) and her friends hold up cards for Gabi signed by Upper School students. The cards displayed messages of support for Gabi and her family.

Managing Editor

Fifteen seconds seems miniscule but that’s all it took for sophomore Gabi Jackson’s life to change forever. In the time it takes to pour a glass of water, a tornado ripped through her house in Lancaster, Texas, destroying most of it in the process. Gabi was in her parents’ closet with her mother, sister, and the three babies that her mother takes care of in her home day care. As they huddled close together, they nervously waited for the tornado to pass, but there was no doubt when it actually struck. “When we heard the tornado, it sounded like a freight train. It came and shook our house, caused a panic, and then left just as quickly,” Gabi said. While Gabi was going through this trauma, most Greenhill students were gathered together in different safe places on campus. Chatting away and playing games on their cell phones as they waited to be released, students were oblivious to any immediate danger that other people were facing. Gabi did not go to school that day because that morning she had gotten her braces on. It was the sole reason that caused her to experience that nightmare but looking back at the situation she is glad she did. “I really do not think I could have come home to that, I’d rather have been there,” she said. Fourteen years ago her family built that house, it had great sentimental value and worth and Gabi remembers many memories that were made and shared in that house over the time span. “It is incredibly hard to be in a house for 14 years and then it all of a sudden is gone,” Gabi said. “It kind of felt like a death, because you have no idea what to do anymore and you cannot believe it actually happened to you.” Once it was safe to leave the closet, Gabi’s mother, ShaKima Jackson, walked through the

Serving Greenhill since 1966

house, pushing aside any fallen debris along her way. At first there was hope because majority of the interior of the house did not have much damage but once her mother walked to the front of the house, that hope vanished. “My mom screamed the worst scream I have ever heard when she walked to the front of the house and saw the damage, and when she told us it was safe for us to follow, her voice was shaking,” Gabi said. The front of the house was blown in and, upon surveying the initial damage, their instinct was to get out of the house quickly in fear of it caving in. When it was deemed safe for them to reenter, they tried to salvage anything they could find. “My mom got together all of our photos because they were not replaceable,” Gabi said. “When I walked into my room, I burst in to tears. All of my clothes and earrings were gone because the tornado sucked my whole window out.” In the following weeks, Gabi was able to start rebuilding her prized hoop earring

collection with the help of others in the community. Her field hockey coach was the first to contribute a pair of earrings and the contributions kept coming after that. Unlike the majority of her wardrobe, everything needed for school was still in her house. “My laptop was safe and my backpack was still sitting in the same spot I left it in my room before the tornado,” Gabi said. When considering the damage of the surrounding homes, Gabi said she feels that her family was lucky. “We have it better than a lot of people because our house is still standing so we had the chance to go in and collect our items, while many other families did not get to have this chance,” she said. The two houses on either side of Gabi’s had severe damage. One was a two story house originally that after the tornado was only one story and the other house was completely caved in and barely anything was salvageable. cont’d on page 17

4141 Spring Valley Road, Addison, TX 75001

In this issue... News Debate Wins

Editor-in-Chief Anton Yu reports on the Greenhill Debate team’s multiple successes this school year. page 5

Arts Visual MasterMind Upper School visual arts teacher Frank Lopez wins a Dallas Observer MasterMind award. Arts Editors Alex Weinberg and Lizzy D’Apice report. page 7

Features Diving Deep Managing editor Greer Goss and staff writer Nick Silverman explore the depths of the ocean by detailing the experiences of scuba divers on campus. page 16

Sports Going for Gold Senior Claire Brandt will compete against the nation’s top swimmers in the upcoming Olympic trials. Arts Editor Alex Weinberg reports. page 21

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The Evergreen Wednesday [11.14.12]

VIEWS

A MENTAL SURVEY

Rants & Raves A RANT to the appalling amount of litter around campus. Even Ke$ha, the self-proclaimed “Queen of Trashy Chic,” would disapprove of such disregard for our Greenhill environment.

A RAVE to the new Greenhill School apparel in the Buzz. If there’s anything better than the Greenhill sweater sitting in the back of the closet, it’s the idea that another one — with a different font! — could one day be sitting right next to it.

A RAVE to more people trying out for girls’ soccer, an increase so great, that it has warranted the creation of a JV team. Hopefully our games will be as lively as ESPN Deportes’ GOOOOOOOOOO OOOOOOOOOOOOOOO OOOOOOOAL!

A RANT to a deficit of decorum and courtesy shown by students, from not holding open doors to an increase of litter on campus. Huckleberry Finn and Tom Sawyer may be gone from the campus, but there’s no reason the theme of Southern hospitality should go with them.

A RANT to the dearth of useable dry-erase markers. Faded writing and angry tosses into the trashcan take away from our precious class time. Also, we really love doodling with them during break.

A RAVE to the fall drama, Almost, Maine, with its cutesy array of scenes, displaying relationships in a Love -Actually style. The fake snow falling from the theater ceiling may also be the closest any of us is going to get to winter.

Evergreen staff Serving Greenhill

since 1966

editor in chief

senior editor

Anton Yu

features editor Laura Arnold

Rebecca Kim

sports editor

Ben Weinberg

Ashley Goldschmid Greer Goss

arts editors

Lizzy D’Apice Alex Weinberg

assistant features editors assistant sports editors Joseph Middleman Sofia Shirley

Varun Gupta Ben Krakow

A RAVE to the recent influx of speakers at Greenhill. We’ve had numerous speakers throughout the trimester, illuminating our minds on topics such as politics and social issues. We haven’t had such a fun time learning since our last episode of Dora teaching us Spanish. So ... since yesterday.

A RANT to the muddy field-hockey field. It’s a hassle for the players, bystanders, and people who just need to get to their cars. It’s a field-hockey field, not a rice paddy.

Errata from Issue 10/03/12

4141 Spring Valley Road • Addison TX, 75001 • evergreen.greenhill.org

managing editors

A RANT to the cold temperatures in the Upper School buildings. This arctic ambience makes it difficult to focus on work. The Cold War was confusing enough when it was simply a metaphor.

content editor Samantha Carp

design editor Gabrielle Das

assistant views editor Shruti Rao

staff writers

Madison Goodrich Matthew Jones Catherine Leffert Christina Zhu

news editor

views editor

Rachel Diebner

Amna Kaiser

assistant news editors

assistant arts editors

Christian Holmes Sera Tuz

Sanah Hasan Tierney Riordan

staff photographers graphics staff Miles Andres Mary Lo

p. 5 A quote was misattributed to Johnny Thompson, Assistant Director of Admission instead of Bruce Thompson, Director of Facility Operations and Services. p.13 Spencer Kuiper is a junior p.19 The football game photographed was against Cistercian Preparatory School, not the Episcopal School of Dallas.

print advisors

Caroline McCulloch Eve Hill-Agnus Emily Wilson Michael Lu Borren Moe Ariana Zhang

Have a response? Opinion?

Original idea? online staff

Andrew Fields Taylor Miller Danielle Stoler Isabet Tranchin

online advisor Pamela Kripke

business manager Morgan Pearlman

business assistant Blake Lieberman

MS writers

Tanisha Gupta Richa Sinkre Zanya Syed

MS advisor

Blake Harkey

Feel free to submit a letter to the editor. Email us at:

evergreen@greenhill.org

Editorial Policy The Evergreen is a student-run newspaper serving the Greenhill community. Its goal is to help the local community interpret campus, local, national, and international events. It serves as a forum for expression and change. The Evergreen aims to fulfill this agenda with policies of integrity and upholds a stringent code of ethics that values honesty, accuracy, and responsibility.

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The

wednesday, may 16, 2012

Check-in: Ricardo Jaramillo Freshman

I have yet to understand check-in. If I ever run late and arrive at school just a few minutes before 8 a.m. with first period chemistry, check-in is incredibly inconvenient. Since I entered the Upper School, nobody ever told me what the purpose of check-in was. Is it to make sure I’m not skipping class? Is it for my general well being? I am even more puzzled about the consequences of NOT checking in. I’ve had people declare to me that they haven’t checked in in years! Does the school still know they are here? Moreover, if I don’t show up for check in one day, why aren’t my parents called? Why is there no inquiry as to where I am? Is check-in really just a formality? I’ve been a good student this past year and I’ve checked in (almost) every day that I’ve been here. I wonder if that means anything. I think it would be much more efficient and useful if each class just took it’s own attendance with a roll call and submitted that to the office. I’m positive there is even a software that could streamline that. Moreover, I have yet to see a teacher use any sort of check in record to determine whether or not a student was absent. When was the last time you heard a teacher say “he/she didn’t check in today, so he/she must be absent”? Teachers just ask the other students in the class if they’ve seen an absent student that day to figure out if a student is really absent or is just running late. On that note, how accurate are checkin records? For people who’ve gone for weeks or years without checking in, how is their attendance rate determined? Is every student’s attendance rate even measured at all? Does checking in not count as a violation of the Honor Code? I would hope not, considering

Evergreen

Jack Oros

Upper School Math Teacher Since joining the Upper School 23 years ago, I have participated in the check-in process. Students come to one of four tables in the Elliott Center, give their name to the advisor at the table, and then head off to class. I find this to be a valuable part of student life. For the student, it gives him/her the chance to make eye contact with an adult, give a nod to the advisor at the table that says I am here and all is good. The advisor can verify that the student is good for the day and is dressed appropriately, and the advisor is able to get to know all of the students in the class. I can tell by checking in the student if he/she had a rough morning and my acknowledgement of his/her presence might be enough to get him/ her over the hump. Once a teacher is in the middle of a lesson, it is hard to notice short shorts or an unshaven face. During my first week of check-in, I get to know the names of all the students in the grade. The next time I have it, I have to relearn a few names, but recognize all the members of the class. By the third time, I have the names down. If the responsibility of attendance was left to the first period teacher, he/she would potentially have to give up class time to fire up the computers, input and send the attendance or wait until after first period, which would cause the process to go on all morning. For all these reasons, I support the way that we do check-in.

Do you check in Do you think the regularly? (at least 4x current check-in a week) system is efficient?

Jeffry Valadez Junior

Teachers always stress the importance of checking in, but I think that the current system in place is outdated. Before the addition to the Upper School, there was not an issue with checking in every morning because everyone was in the same building. Freshmen and sophomores enjoy the convenience of having their locker rooms next the Elliot Center, and do not have problems with checking in every morning. The reality is that check-in has become a second priority to juniors and seniors, but I believe that it is for a legitimate reason. Like a number of students, I tend to get to school right before 8 a.m. and going to the Elliot center to sign in is not a priority. If I get to school at 7:58 a.m. and I have English first period, I am not going past the junior locker room to the Elliot Center in order to check in because it does not make sense. When given the choice to go to the Elliot Center and sign in or get to class on time, I choose the latter. There is no reason for any student to arrive late to class if it can be avoided. Granted, attendance is important, but that is why people sign in at the office. Many upper classmen have younger siblings that they drive to school, and in my opinion they are notorious for making everyone late. Some people ask, “Why don’t you just wake up earlier?” but the solution is easier said than done. I have had days where I am up 30 minutes earlier than usual, but I still arrive late because I have to wait for other people before leaving. The logical solution is to have a teacher in both the English and history pods. By relocating teachers to the new building, Upper Classmen will have the ease of checking in

Do you know the consequences for not checking in?

Yes: 46% No: 54%

Serving Greenhill Anton Yu

managing editors

Ashley Goldschmid Greer Goss

content editor Samantha Carp

since 1966

design editor Gabby Das

senior editor Rebecca Kim

views editor

Amna Kaiser

without heading in the opposite direction from their class. Another explanation as to why people do not sign in properly is that there are no consequences. A friendly reminder to students about checking in is not going to change anything. The only way to keep the current system working is by implementing a punishment to those who do not follow the guidelines. Hopefully it will not get to that point, and teachers will realize the validity of this view toward check-in.

Sebastian Gluzman Upper School Spanish Teacher

I think that the current check-in system has its pros and cons. I like that it gives a sense of community: an advisor welcomes students to school, gives them news/announcements or takes care of general errands such as voting, etc. It serves as a communication tool for some students, and it’s more effective than sending an email. I personally have gotten to know some students by name in my freshman team, even though I do not teach any freshman classes. On the other side, I think it’s a little bit oldfashioned to have a list and check students off on paper. I sometimes think that students can check in themselves if there was a computer at the entrance. It would be very simple to have a computer with students entering their ID number. It also can have a little camera in case there are discrepancies! Another good way that is broadly used in public schools is to check attendance in first period, which could also be electronically submitted directly by the teacher. Other issues covered during check-in can be done by email. Most of the communication with students is sent by e-mail anyway, and elections can be held in a more efficient electronic way.

Have you ever experienced any consequences for not checking in?

Yes: 24% No: 76%

Yes: 5% No: 95%

Survey based on a random sampling of 296 students

Evergreen staff

editor in chief

4141 Spring Valley Road • Addison TX, 75001 • evergreen.greenhill.org

news editor

sports editor

assistant features editors business manager

features editor

assistant views editor Shruti Rao

assistant arts editors

Laura Arnold

arts editors

assistant news editors

Rachel Diebner

Lizzy D’Apice Alex Weinberg

Ben Weinberg

Christian Holmes Sera Tuz

staff writers

online editors

online staff

Blake Lieberman

Sanah Hasan Tierney Riordan

Nick Silverman

assistant sports editors James Bradford Matthew Jones

staff photographers advisors Miles Andres Shelby Beauchamp Jocelyn Lee Liz Livingston Mary Lo

Joseph Middleman Sofia Shirley

Nick Das Haley Eazor

Matthew Chelleraj Danielle Stoler

Students and faculty discuss the efficiency of check-in system

the amount of neglect that it’s apparently been receiving. It seems to me that there are a lot of unanswered questions in regards to the efficiency and the use of check-in, and I think a good investigation would be well received.

Yes: 76% No: 24%

views

Eve Hill-Agnus Emily Wilson

MS writers

Bradley Aptilon Tanisha Gupta Varun Gupta Geli Kane Ben Krakow Richa Sinkre Lauren Stock

The Evergreen Wednesday [05.16.12]

NEWS

Preview Online Courses for Fall:

Learn more about Greenhill’s partnership with the Global Online Academy on pg. 6.

Shaking Things Up:

eggy Fredrickson has always found her place in the Greenhill community. As a primer and second grade teacher, a substitute in the Lower School, the Lower School Humanities Coordinator, a team leader, and a faculty leader, Mrs. Fredrickson made the most of her time. Now after 18 years of serving the Greenhill community, Mrs. Fredrickson will retire. Her favorite thing about Greenhill is “the freedom to create an interactive classroom.” She enjoys seeing her students grow up and “watching my former students graduate each year.” “I want to safeguard their childhood, allowing them to reach their individual potentials in their own time and pace,” she said. She loves working with children, “helping them grow into successful, confident Greenhill community members,” which is why she has always found a place in the Lower School.

Fall faculty changes

ay Geisler, Lower School libarian, will retire after 13 years. One factor in her decision was that her good friend and co-worker Philippa Anderson took a leave of absence. “[She has been] my confidante and collaborator for a dozen years,” Mrs. Geisler said. Having 28 library sessions to manage each week and double the amount of comments to write made for a professionally challenging year. Mrs. Geisler is looking forward to the new opportunities and challenges retirement will bring. If there is one thing she will never forget, it is the children’s faces during story time. “It’s just priceless,” she said.

s a child, Barbara Gregory read historical short stories from a textbook her grandfather used as a teacher in the mid 19th century. Today, she feels that those narratives inspired her to teach history for 45 years. Mrs. Gregory will retire after 11 years at Greenhill as Middle School history teacher. She plans to spend her time with family, travel, and study art history. “I think that history and the study of it counts, that it is important,” Mrs. Gregory said. “It tells us how we came to be who and where we are, and reminds us of what still needs to be accomplished.” Teaching history has allowed her to share the importance of the past with students.“I love seeing the light bulbs come on when they ‘get’ an idea, and especially appreciate the quirky questions they ask,” Mrs. Gregory said. Mrs. Gregory said it is hard to imagine not teaching. “I will miss this wonderful place and these people immensely, but I think it is time for the next chapter in my life,” she said.

dam Holt, Middle School English coordinator and teacher, will leave Greenhill to test out a career in writing. Mr. Holt sees his past 10 years at Greenhill as a milestone and a chance to try something new. “I figured that if I don’t do it now, there wouldn’t be a better time,” Mr. Holt said. He already completed a screen-play (Free Ride) with a friend and is now writing a young adult novel (working title The Girl Who Dreamed). This dystopian novel is set in America 2030-2035, where only the main character can retain dreams. “I want to make a career out of writing. I am not sure if I am a life-long teacher, and I think after this year I will know,” he said. He is approaching this year like a job, writing and pitching his works to agents in an attempt to become a published author. However, he will stay close to home to coach JV Boys Volleyball in the fall. “I am going to spend a good chunk of time writing, reading and coaching every day,” he said. Mr. Holt knows the risks involved with his new career path, but ultimately decided it was worth it. “I don’t know if I will like writing as a full-time job,” he said. “Fortunately, I set aside enough money to find out.”

Photo by Mary Lo

NEW BEGINNINGS: Hall (left) and McGuigan (right) reflect upon their time here and the changes to ensue for next year.

Samantha Carp Content Editor

After three years as the Director of Multicultural Programs, Christel McGuigan is leaving Greenhill to be the Director of Equity and Instruction at the Lakeside School in Seattle, Washington. Art Hall, the current Dean of Students, will replace Mrs. McGuigan as the newly titled Director of Equity and Inclusion. McGuigan is leaving Greenhill because of her new position, and because now that she has a baby, she wants to be closer to family in Seattle. While Mrs. McGuigan is excited, she will miss Greenhill. “I leave with mixed emotions: excited for the new opportunity, excited for family there, but sad because I am leaving my Greenhill family here,” she said. Once Mrs. McGuigan announced her departure, the school launched a nation-wide search for a replacement, but Mr. Hall was the top choice. “I knew if Mr. Hall was interested, that is the direction we would want to be going, because he has a skill set that fits us,” Head of School Scott Griggs said. “He knows us, so he knows the people, the challenges, and the players. It is a great way to promote him to a senior administrative position and to have his voice around that table.” Mr. Hall is thinking of how he will tackle the position. “When I was approached, I was a little hesitant, but after conversation with Mr. Griggs about how the position can change into something more in line to what I was thinking, I got more excited about it,” Mr. Hall said. “The first thing I want to do is expand the scope of the position so that it serves all three divisions. My goal is to have my face as recognizable in the Middle School and Lower Schools as it is in the Upper School.” Mr. Griggs does not want Mr. Hall confined to his office. Mr. Hall will be in the classrooms and community at large, making sure what is being taught has multicultural content. “Every hour he sits in his office, while he will have to do it some, is really a missed opportunity to teach and learn and interact with students in grades pre-K through 12,” Mr. Griggs said.

enee Barber, second grade teacher, will leave Greenhill after four years as a substitute teacher and two as a second grade teacher. Mrs. Barber plans to go back to college in order to finish her graduate degree in education. She then plans to tutor the students individually. Currently, Mrs. Barber teaches second grade math, reading, writing, and social studies. She loves working with children, because she finds it a rewarding and encouraging job. “As I leave Greenhill, I will always remember the warm hugs and smiles I received each day from the students I’ve taught over the last six years,” Mrs. Barber said. Even once she has left Greenhill, Mrs. Barber hopes to visit again with her son, eighth grader Matthew Barber, who will also leave this year. I hope to visit Greenhill in the coming years to see how my second graders have continued to grow,” she said.

Mr. Griggs and Mr. Hall changed the position’s title from Director of Multicultural Programs to Director of Equity and Inclusion. This changes the focus from solely racial and ethnic diversity to socioeconomic diversity as well. “In our programs we want to make sure we include students from all different backgrounds and make sure everybody is on an even playing field,” Mr. Griggs said. The goal of diversity will always be important to Greenhill. “I want diversity to be the norm.” Mr. Hall said. “We are having conversations about how we move forward and we need to increase our honest conversations about how we solve the problem. If we maintain our pursuit of frank conversations about diversity issues, it will allow us to be more proactive, less reactive.” Mr. Hall leaves his position as Dean of Students with mixed emotions. “I will truly miss being the Dean. I am ready for the new challenge and I am excited, but I am going to miss the immediate access to the students, and them being able to knock on my door and know that I am always here,” Mr. Hall said. Mr. Hall will continue to teach three trimester electives. “Continuing teaching was a non-negotiable part [of taking this position.] It will help me stay connected to the Upper School,” he said. There was no nationwide search for a new Dean of Students. After Mr. Hall was promoted, Mr. Oros approached Mr. Griggs about the position of Dean of Students. “So many things I do now are student-based, so working with the students closely [as the Dean of Students] seemed like the natural thing to do. I want to have a direct impact on the students in the Upper School,” said Mr. Oros. Mr. Griggs agreed that Mr. Oros would be a good fit for the job, and after a few informal meetings, he appointed Mr. Oros. “We have a new head of Upper School coming in from outside, so I wanted somebody from inside who knows how things work and who will be able to work well with [new Head of Upper School, Laura Ross] and [Assistant Head of Upper School, Rebecca Shuman],” Mr. Griggs said.

n June, Natascha Tworke, Middle School history teacher, will return to her native Germany after two years at Greenhill to resume a previous position at Kaufmaennische Schulen Marburg Upper School. “It is really bittersweet. I will miss the students and my colleagues so much. Greenhill will always be my favorite school in the world,” Ms. Tworke said. “I love the fact that Greenhill is such an inclusive and accepting community. It is also a great pleasure and an honor to be able to learn from so many excellent teachers and extraordinarily talented individuals. I also feel very grateful for what I have been able to experience and learn,” she said. Stories by Bradley Aptilon, Tanisha Gupta, Varun Gupta, Geli Kane, Ben Krakow, Sofia Shirley, Richa Sinkre, Lauren Stock, and Sera Tuz Photos by Jocelyn Lee and Mary Lo

The

wednesday, may 16, 2012

Evergreen

news

Debate duo ends season as top in nation Anton Yu

Editor-in-Chief

The Cox Gym was filled with applause as 400 Upper School students, plus parents and faculty, rose for a standing ovation. Aaron Timmons, Director of Debate, had just announced that seniors Lyall Stuart and Azhar Unwala are the number one high school policy debate team in the nation. Throughout the year, the duo won a total of eight tournaments, including four major invitationals — a feat only one other team has accomplished in the history of high school debate. Two weeks prior, they won the David P. Baker Award for Season Long Excellence, officially establishing them as the top-ranking policy team. The National Forensic League (NFL) also awarded Azhar, Lyall, and seniors Sankalp Banerjee and Farhan Damani with the degree of Premier Distinction for continued success through their high school careers. This places the four debaters in the top half of the top one percent of all NFL student members. Beyond Lyall and Azhar’s success, Mr. Timmons said the debate team as a whole has had a tremendous year. “While it is hard to make comparisons between different ‘generations’ of teams, it is clear that the successes of Lyall and Azhar, the rest of the varsity debaters, the Lincoln Douglas (LD)

debaters, in addition to the first year students, when considered as a collective, amassed the most success in one year as a team as any in my memory of the debate team at Greenhill,” Mr. Timmons said. Overall, the team has won more than 100 awards at over 25 tournaments, including 20 tournament championships. The team ended their season with the Tournament of Champions (TOC), annually held at the University of Kentucky, on April 28-30. To enter, students must have earned at least two bids, gained by performing well at qualifying tournaments. Eight Greenhill debaters, who had garnered a total of 23 bids throughout the season, qualified for the TOC and competed in a field of 69 policy teams and 80 LD individuals. Greenhill students have made it into the elimination rounds of the TOC for 20 years, and this year was no different. Six of the eight debaters advanced to the octafinals. Two of the policy teams — Azhar and Lyall, and Sankalp and junior Meg Ranganathan — as well as LD debater junior Rebecca Kuang lost in this round. LD debater Farhan lost in the quarterfinals. Although they did not do as great as they would have liked, Mr. Timmons said he is still proud. “While they were crushed, I have never had a team handle such a high stakes loss as well as they did,” he said.

Photo courtesy of Kerry Shea

GOING FOR THE GOLD: Azhar Unwala (left) and Lyall Stuart (right) won the David P. Baker Award for this season’s success.

Departing faculty continued, Braemer leaves a lasting legacy

What is a typical day in the life of Mr. Braemer? colleague, but I’m also losing a really good friend and I think than a sports enthusiast.” The day begins at 7:30 a.m., when Mr. Braemer and his a lot of people are going to feel that way as well, whether that’s Mr. Braemer’s love of sports has never faded. He regularly three kids — Hailey (10), Dax (8), and Wynne (5) — arrive at students thinking that way or faculty,” Mr. Griggs said. goes to Red Sox games with Scott Cotton, Upper School history his office. They spend a little time together before each of his The two developed a close bond over the following years. teacher, and other teachers. kids heads off to their own classrooms. He starts his work “While I will miss having him here at Greenhill, I know day with a stroll through campus to check in on the various that we will always have Red Sox nation in common,” Mr. academic, artistic, and athletic departments. His Atlantic Cotton said. Experience 10 class starts promptly at 9 a.m. After that, Mr. Braemer’s family has also felt the same warm the day’s business begins. From administrative meetings to friendship from the Greenhill community. His youngest, parent conferences and appointments with students, Mr. Wynne, has been at Greenhill since she was a 12 week-old Braemer’s to-do list never seems to end. But this assortment baby in the Child Development Center (CDC). of responsibilities and commitments is what he loves most “As the years went by, the community has watched the about his job. Braemer family grow here on campus, and it creates this In addition to all the responsibilities of Head of Upper family atmosphere,” said Art Hall, Dean of Students. School, Mr. Braemer insisted on retaining his role as a teacher Mr. Braemer refers to Greenhill as a “second home.” when he came to Greenhill. To Mr. Braemer, teaching was “It’s been terrific for [my kids],” Mr. Braemer said. “I not simply a passion; it was a necessity. give the school a tremendous amount of credit for helping “Teaching and learning is at the heart of any school,” he them become the people that they are.” said. “If I was going to truly understand and be a part of that Many agree that one of the greatest legacies he leaves process, I needed to be part of the classroom experience.” behind is his humor. “I get to have so many interactions with so many people “We laughed more together than anything,” Mr. Hall over the course of the day on so many different issues that said. “We had disagreements, but the laughter was such that it never gets boring,” he said. “It keeps me challenged, keeps we had a great time. I’m gonna miss that.” me on my toes.” His humor creates a sense of perspective. Mr. Braemer has done much to uphold the legacy “I think we are all going to miss his wit and humor,” Mr. that founder Bernard Fulton left behind. He fondly recalls Griggs said. “He is great with the punch line. He keeps us meeting Mr. Fulton for the first time after having seen his all balanced. When we think we are taking ourselves a little portrait on the wall outside his office. too seriously, he will pull us back and remind us that, this is “I remember saying to him, ‘I pass by your picture all meant to be fun as well.” the time,’ and he said, ‘Oh, well after a few more weeks, you Mr. Braemer reflects not just on the time he as spent Photo courtesy of Timiny Braemer can stop bowing to it when you come into your office.’ He here on campus, but also the students he as encountered. ON THE QUAD: Mr. Braemer, Hailey, and Mr. Griggs picnic. always had a good sense of humor.” Mr. Braemer said. “Something that really means a lot to me are the Head of School Scott Griggs said he knew he would be Mr. Braemer also made many friends because of a common pictures of the graduates. I have a picture on the wall for good friends with Mr. Braemer upon their arrival in Dallas. passion for the Boston Red Sox. each class that has graduated since I have been at Greenhill. “We had a very good connection right then,” he said. “I “I remember somebody asked him what his dream job They remind me of all the students who, directly or indirectly, I think both of us had a good feeling right from the outset.” was if he weren’t in education, and he said he’d like to work for have had an opportunity to impact. I look at them a lot, because Mr. Griggs said that it will be hard to say goodbye. ESPN,” said Dan Kasten, Upper School English teacher. “As he at the end of the day, they are the reason we are all here.” Mr. “I know I’m losing a friend. I’m losing a professional settled in, he quickly showed that there was much more to him Braemer said. story by Rachel Diebner and Shruti Rao

Poll based off a random selection of 100 Upper School students.

Graphic by Gabby Das

news

Graphic by Rachel Diebner

Greenhill partners with Global Online Academy

The

Evergreen

Starting next fall, self-motivated juniors and seniors will be able to take online classes provided by the Global Online Academy (GOA). The GOA aims to foster a diverse community where students from different cultures can engage in rigorous academic programs. This non-profit partnership started last year between two private schools in Indonesia and Jordan and has expanded to include multiple private schools across the United States. According to Chris Bigenho, Director of Instructional Technology, the program is likely to expand in the future. Head of School Scott Griggs decided to apply early this school year so that Greenhill students could start taking classes the 2012-2013 school year. In order to be considered for the program, Mr. Bigenho had to submit an application in December. In March, the GOA announced Greenhill’s acceptance into the program. Up to 20 Greenhill students can be in the overall program, but only two per class. “Their interest is to make sure that their courses are truly [across] schools, so that one school is not monopolizing one entire class,” Mr. Bigenho said. On average, nine courses are offered

wednesday, may 16, 2012

per semester, ranging from Solving Global Issues or Japanese Language to Digital Photography and French Hip-Hop. In each class, there are roughly 18 students, similar to the size of a typical Greenhill class. The GOA’s classes have a flexible schedule to accomodate the variation of time-zones, school schedules, and location. There is not a set time that each class meets; however, students are required to log on daily to check assignments, lectures, and projects. They will collaborate on schoolwork via a multitude of learning forums, ranging from video chats on Skype to discussions on wiki blogs. The online classroom functions similarly to a regular classroom setting, except for the locations of the students involved. There is still the same amount of homework, projects, out-of-classroom student collaboration, quizzes, and tests as a Greenhill course, but the GOA places more of an emphasis on student interaction and connection. The estimated time spent on out-of-class GOA assignments is five to seven hours per week. Because the program is rigorous, students can count it as an academic credit. Online courses give students the opportunity to take the classes on their own time, so time management is a must. “You have to be a self-starter. You have to be self-disciplined enough to do work. [You] have to set time for your classes,” Mr. Bigenho said. Story by Sanah Hasan

News in Brief

CDC classes expand Summer on the Hill AP curricula revised Laura Arnold Features Editor

In order to meet a high demand for spots in the Child Development Center (CDC), Greenhill will expand their program for the next school year. The CDC is available for Greenhill faculty parents who have children between eight weeks old and four Photo by Sophia Haid years old. Beginning in the fall, the CDC enrollment will grow from the current 28 children to 38. The program will also expand two parts of their facility. The Lower School teacher workroom will be renovated to accommodate up to nine babies in the new Young Infant class. The CDC will also extend their playground area for the 2012-2013 school year. “The brick wall which currently encloses our playground will come down and a new fence will be installed next to the sidewalk, which is located next to the Lower School carpool lane. This will give us a wonderful sloped area for the children to play on,” said Cindy Page, Director of the Child Development Center. The Child Development Center will hire new staff members. In addition, Lina Thompson, currently Child Development Center Lead Teacher, will take on more responsibility. In her new position, she will oversee all children and families in the Young Infant Class and Older Infant Class.

Laura Arnold Features Editor

Vicki Truitt, mother of fifth grader Carter and junior Lauren, is the new Summer on the Hill Director, and hopes to further develop and expand the program. “It’s a great opportunity to contribute to Greenhill, make a difference with the kids, and expand the community’s footprint,” Mrs. Truitt said. According to Mrs. Truitt, the sports, early childhood, and Lower School programs are already strong. Her goal is to develop a variety of classes for Middle and Upper School. The Upper School typically offers five or six coursecredit summer classes. This year, the school will offer additional non-course credit camps, including a geology class taught by David Lowen, Upper School history teacher. The course includes field trips to various places in the Dallas area. If it is successful, he is considering the creation of an overnight geology camp for next summer. Last year, the program grew with the addition of two assistant directors, faculty members Tony Adler and Deborah Winfield. “The reason they added [the assistants] is to work with the faculty on what [their] needs are, because the camps were becoming so large and being so popular,” Mrs. Truitt said. Photo by Gabby Das

Amna Kaiser Views Editor

College Board revised next year’s curricula for Advanced Placement (AP) Latin, Spanish Literature, and Biology. AP Biology’s new curriculum will have a smaller scope to emphasize understanding concepts. It will focus on scientific inquiry and student-run labs. Barry Ide, AP Biology teacher, has been working with College Board for the past few years, giving feedback and writing the new test’s pilot-questions. “Before, the curriculum was so detailed in so many different areas that it made teaching the course a real challenge,” he said. “I think many people will find the new course relies less on memorization and more on general understanding of broad principles. A student’s experience in AP Biology will be less about animals and plants, and more about living systems as a whole such as cells, organisms, and ecosystems.” Berkeley Gillentine, AP Latin teacher, says the course she currently teaches covers almost twice the work of a college course. “Our students were very challenged, and yet they rose to the high expectations,” she said. The new AP Latin curriculum is changing to offer more prose readings as well as poetry and to develop students’ ability to read Latin on sight, according to the College Board website. However, Mrs. Gillentine said she regrets the choice of Caesar’s Gallic War as an added prose text. The changes in AP Spanish Literature include reducing the number of readings, incorporating a theme, and aligning the course with national standards. Wayne Hines, AP Spanish Literature teacher, said that because of the changes, his class “will have more time to devote to reports, oral presentations, and other worthwhile activities.”

The Evergreen Wednesday [5.16.12]

ARTS The Man

plAY IN PROGRESS

& Entertainment

Get the inside scoop on this year’s original student plays, p. 9.

Behind the Lens

Teacher and photographer Frank Lopez leads a movement to turn back the clock. Lizzy D’Apice Arts Editor

Alex Weinberg Arts Editor

t began with a horse: a simple portrait of a steed taken in an Oak Cliff pasture with a Polaroid camera when he was only eight years old. That picture, his first photograph, won an award. So began a love for capturing images that has become both a career and a passion. Now, Upper School Visual Art Teacher Frank Lopez is a self-described “antiquarian, avant-garde” photographer, celebrated for his use of 19th century photographic processes, and a recipient of the 2011 Dallas Observer MasterMind Award. “It was funny,” Mr. Lopez said. “I received a phone call one day from a photographer asking me when I would be available to sit for her for the MasterMind Award, and at first I thought it was a prank call. I knew about the MasterMind Award, but I had no idea that I was even nominated.” Actor, playwright, and director Matthew Posey, Mr Lopez’s friend, however, knew this was no practical joke. Posey, who owns and runs the Ochre House, a small theater just across the street from Mr. Lopez’s photography studio, was named a MasterMind himself in 2010, and nominated Mr. Lopez for 2011. Mr. Lopez’s background dates back to high school. After a football injury curtailed his athletic career, Mr. Lopez began to immerse himself in the art of photography. “I started photographing for myself,” he said. “And really, it’s always based upon doing things for myself and creating the artwork for my own personal enjoyment, interpretation, and vision.” In his teens, Mr. Lopez’s hands would have been stained black, not with the silver nitrate he now uses to develop his photographs, but with grime and grease from the underside of a car. His first job was not as a photographer, but

photo by Shelby Beauchamp

MASTERMIND: Upper School Visual Art Teacher Frank Lopez was one of three recipients of the 2011 MasterMind Awards given by the Dallas Observer.

as an auto mechanic. However, after spending a year working on cars for the family business, Mr. Lopez said he decided to change his course. “I needed to broaden my horizons. I needed to see something more in the world surrounding me,” Mr. Lopez said. He started taking drawing classes and rekindled his passion for artistic expression, eventually fully enrolling as a photography major at East Texas State University (now called Texas A&M UniversityCommerce), which has one of the best photography programs in the Southwest. Knowing exactly what he wanted to do with his time in school, Mr. Lopez graduated in 1990 with a degree in photography and began photos by Frank Lopez working in the field almost PORTFOLIO: Tintypes and ambrotypes are Civil War-era techniques, which use complex chemistry and immediately. “I’ve freelanced for the antique equipment to produce distinctive images — images Mr. Lopez said cannot be matched digitally. most part of the last 20 years,” that introduce students to his techniques, his to fashion a mobile darkroom in the back of Mr. Lopez said. “And my vision has continued tutorials are often the first to fill up. his truck. to grow, change, and mature to where I am His photography program is one of only “It was a very difficult process,” Mr. Lopez now considered a mid-career artist, and I’m three in the nation at any level to teach these said. “It was probably the most difficult shoot widely collected and exhibited.” 19th century processes, as far as Mr. Lopez that I’ve ever had. But now I have the ability to What makes Mr. Lopez’s work so widely is aware. As far as he knows, no universities go on location and use my techniques, so that known and celebrated is its uniqueness. When practice tintypes and ambrotypes. opens up whole new worlds for me.” he calls himself “antiquarian,” he isn’t kidding. And this means that nearly all of Mr. With his $2,000 grant from the Mr. Lopez uses 19th century processes called Lopez’s experience working in these modes Dallas Observer, part of his recognition as tintype and ambrotype to capture and develop of photography is self-taught. He took only a MasterMind, Mr. Lopez set aside money his images. one workshop on the technique, then spent to attend a workshop in Pittsburgh in Tintypes and ambrotypes are antique, four years learning on his own. A thirst for June. There, Mr. Lopez will learn about now seldom-used processes made using either discovery draws him towards these processes. daguerreotypes, a photographic technique metal or glass plates which are dipped in a “It’s just cool,” Mr. Lopez said. “This is a that even predates the two processes he light-sensitive chemical solution and then passion of mine. It’s the history of photography already uses. loaded into a camera equipped with a Civil and the context of the history of photography “Honestly, I want to do something for War-era lens. and how it relates even nowadays. It’s the myself,” he said. “I want to go be a student Today’s photography is largely dominated exploration of how technology shapes people instead of an instructor. It’s about going to by high-tech cameras and digital manipulation. and how people shape technology.” experience learning again from the other side This is something that Mr. Lopez said he sees Mr. Lopez’s desire to expand his own of a camera.” in a bittersweet way. knowledge takes him far and wide. He has Mr. Lopez said that expanding his “The instant gratification of digital been to Vietnam, China, and Korea for up personal scope and artistic capacity is always photography has made image-making to six weeks at a time. On his travels, he has his primary goal, and that these efforts almost too easy,” he said. “It seems almost photographed the iconic baby-blue car driven often translate to growth at Greenhill within too automatic.” by a self-immolating monk, found beauty his classroom. But Mr. Lopez and his students in some of the most secluded places in the “I’m always doing research,” he said. “I’m will tell you that one of his photography world, and even happened upon a Shaman de- always going further, reading, writing, and courses at Greenhill is anything possessing ritual that he said “transversed the exhibiting. And when I do these things, I’m but easy. spirit world and is hard to explain” in any form teaching myself new ways to go about my “In my class, we’re taking photography or fashion. work. I’m looking to push the process and, in all the way back to some of its earliest forms Mr. Lopez’s work and prowess led the doing so, I’m looking to push my class in new and hand crafting everything from scratch. Latino Cultural Center of Dallas to invite and exciting ways.” It truly becomes the hands of the maker that him, as well as six other Latino North Texas Mr. Lopez is currently producing a book actually mold that final image,” Mr. Lopez photographers, to take pictures of the about problem-solving techniques for tintypes said. “It’s certainly difficult, and there’s a lot newly opened Margaret Hunt Hill Bridge and ambrotypes. He will spend time over the of serendipity involved with that. However during the latter period of its construction summer researching and writing for his book. maddening it can be at times for students to and the preparation for its unveiling in Mr. Lopez’s full body of work can be understand [the processes], we often find that March. The bridge, designed by Spanish found at www.franklopez.com and www. it leads to happy mistakes.” architect Santiago Calatrava, became Mr. tumblr.com/blog/franklopezimagery. Despite the level of difficulty, he said he’s Lopez’s artistic focal point as well as a major For further information: see Dallas found that these methods of image-making are challenge. This commissioned project was Observer article published Dec. 1, 2011, “wildly popular” among students. At festivals his first experience shooting tintypes on and this summer’s issue of Communication: like ISAS, when Mr. Lopez teaches workshops location. The endeavor required Mr. Lopez Journalism Education Today.

The

arts

Evergreen

wednesday, may 16, 2012

DINNER &

A MOVIE

esiring a bit of an adventure, I visited Kathleen’s Sky Diner on Lovers Lane, a restaurant with a global theme designed to transport customers around the world in one seating. The décor, atmosphere, and menu reflect many different cultures. Unfortunately, that originality came along with sky-high prices. With string lights intertwined between metal ceiling beams and a retractable front wall, the restaurant feels like a casual sidewalk café in Paris, but with the comfort and cleanliness of being indoors. The menu embodies the

theme of travel, ranging from far-out dishes like pretzel-crusted tilapia and lamb lollipops to closer-to-home listings such as BBQ chicken Pete Za and vegetarian lasagna. I ordered on the safe side with a Greek salad and Franny’s Spaghetti and Meatballs. For around $15 each, it’s no wonder the plates were huge. The salad was a bed of crisp iceberg lettuce topped with tart olives, ripe tomato slices, and crumbles of feta cheese. The lemon-oregano dressing was a light, fresh addition, which perfectly complemented each tasty topping. Though it’s a fairly ordinary dish, the spaghetti was a

good choice. A perfect consistency, the sauce stayed on the pasta as I swirled, scooped, and slurped my noodles. However, the dish lacked the tangy juiciness I expected from a helping of meatballs. The outrageous sum of $30 I spent on a salad and entrée was unsatisfactory, since the food was centered on quantity over quality. In the end, the menu seemed only to touch on an array of dishes without really nailing any of them. Kathleen’s Sky Diner turned out to be a casual diner with some not-so casual prices. Despite the average meal, the desserts were superb, with a chocolate peppermint cake named “Best in Dallas” by D Magazine. Rather than wasting time or money, stop by after dinner for a slice of cake while enjoying their fun patio-style seating.

Photo by Gabby Das

BON APPETIT: With a wide range of various options, this succulent spaghetti with meatballs is only one of the many decadent diner dishes at Kathleen’s Sky Diner.

arking the end of seven years of preparation, five prequels, and a 220 million dollar budget, The Avengers finally made it to the big screen on May 4 with the highest grossing opening weekend of all time. The movie has been idling in Hollywood for years while prerequisite films including Iron Man 2, Thor, and Captain America held over anxious comic-book fans. In those movies, ear-shattering fights and a boatload of unnecessary special effects masked dull plotlines and undeveloped characters. But The Avengers left dedicated fans and casual viewers alike laughing, flinching, and crying with this summer blockbuster. Having attempted to watch the movie twice already, only to discover it was sold out, I arrived at the theater for my third and final time 45 minutes early. My sister and I found ourselves surrounded by groups of people far more interested in superheroes and comic books than we were. After the wait, however, I was rewarded with some great entertainment. Despite the film’s typical superhero plot, the action was more engrossing than I anticipated. When Loki, a villainous alien and Thor’s brother, threatens world domination, a group of superheroes (Iron Man, The Hulk,

Photos courtesy of Walt Disney Pictures

HULK, SMASH: The Avengers’ action-packed storyline and host of beloved Marvel superheroes has made the movie a box office hit, breaking six records in just its first week.

Captain America, The Black Widow, Thor, and Hawkeye) are called together by Nick Fury, the head of the security organization S.H.I.E.L.D. to stop him. Through action-packed sequences and explosions, my sister wore the same awestruck expression as the comic-crazed fans in front of us — grown men wearing masks and capes as though they might be called upon at any moment to spring into action. This movie appeals to an extremely wide audience with its combat, thrills, adventure, and remarkably enticing special effects that top it all off. The screenplay’s witty remarks and entertaining one-liners made it seem as though Disney must have pawned off its previous scripts to amateurs and interns. It was not all warped powers and exploding dynamite; the film had substantial moments full of intellect and intelligence. Despite its length (143 minutes), the movie is well paced and the half dozen main characters each have their own unique humor and personality to contribute to the plot. The end of the movie wraps up a multitude of storylines seamlessly, but keeps you wanting more. And stay through the entire credits for some addtional comedic gems. Story by Gabby Das

wednesday, may 16, 2012

The

Evergreen

arts

Work Hard. Play Hard. Seniors Cole Sadler and Russell Grindstaff let loose their creativity in this spring’s student productions.

Photos by Jocelyn Lee

f one student play is good, then, following the same logic, two student plays should prove twice as entertaining. This year, seniors Russell Grindstaff and Cole Sadler will each write and direct their own one-act. Cole said that his play, titled “Consider the Nerd, Consider the Tool,” was inspired by the movie My Dinner with Andre, which focuses on the dinner conversation between two people who share their lives over the course of a meal and wind up discussing themes of life and authenticity. In Cole’s play, two students — senior Alex Wallace (played by Cole) and sophomore Sam Naxon (played by sophomore Joel Hashop) — recount the expectations and realities of their high school experiences. “Basically, the senior sees parts of himself in the sophomore and wants to teach him how to get by in high school, but the sophomore has different thoughts,” said Joel. According to Cole, his play is “a model of how one might approach high school while they are in it” and “touches on how painful [high school] can be, but also the joys of being around this age.” For to Cole, the nerd and the tool represent two approaches to high school. “As the title implies, I want the audience to consider both sides of the argument and hopefully discuss amongst themselves how incorrect or correct each approach is,” said Cole. Cole incorporates comedic elements to “liven [his play] up a bit,” but it is essentially serious subject matter. Compared to Cole’s one-act, Russell’s play is pure comedy, or a “postmodern-surrealist-neo-Confucian masterpiece,” as he calls it. Russell refused to answer truthfully when asked about the plot or any details of his play. “My play, A Streetcat Named Desire, is a coming-ofage story about a kitten named Cattle who wants to be a cow, because ‘cat’ is part of the word ‘Cattle,’ ” Russell said, ad-libbing on the spot. “Then the cat grows up and realizes it doesn’t want to be a cow, it just wants to be a cat.” He then proceeded to pass off the plots of movies Titanic, Good Will Hunting, Mrs. Doubtfire, The Hulk, and The Smurfs as the plot of his play. Jokes aside, Russell said he wants to keep his play, which he has been working on since the beginning of last summer, “a surprise” and as funny as possible. He instructed the cast — which includes lead actors

senior Will Kraus, junior Kyle Weinreb, and sophomore Ricky McMurray — to keep the details secret. All interviewed cast members declined to comment. Only after repeated interviews would Russell confirm the actual title of the play, “Mad,” and the basic plot: “There’s a guy who goes into an insane asylum, and his doctor is really evil.” As part of the student play-production process, Cole and Russell lead and direct their respective casts and crews, with Upper School Theater Director Synthia Rogers and Technical Theater Director Michael Orman taking advisory roles. The casts meet and rehearse during fifth and sixth period Theater Production class. In contrast, the Fall Drama and Spring Musical rehearsals took place after school. In the past, this has meant that the senior director had to lead and coordinate between two classes and a split cast. According to Mrs. Rogers, this was one of the main reasons there are now two student plays. Each senior can lead his own class. Looking to next year, Mrs. Rogers said there will be at least two student plays again. “People who are selected to write it are people who have been in the theater class for several years and have expressed interest in writing and directing,” said Mrs. Rogers. For Cole and Russell, all aspects of theater — writing, directing, and acting — are not just interests, but passions that they plan to pursue after graduation. Cole will study at Chapman University in Orange, California. “I absolutely plan on continuing writing. As for plays, that’s yet to be determined and my future career path is uncertain,” Cole said. “As I tell my friends, I’m double majoring in Creative Writing and insurance fraud scams, so at least I have a viable career-path back-up.” Russell will study at the Rita & Burton Goldberg Department of Dramatic Writing at New York University Tisch School of the Arts. He said he wants to write screenplays or for TV shows. According to Mrs. Rogers, this is the goal of the student play: to show students what it’s like on the other side of the stage, and to give them a chance to become better actors as well as writers and directors. “Mad” and “Consider the Nerd, Consider the Tool” will play on Friday, May 18 following Jazz Night, at 8:15 p.m. in the Zale-Fields Theater. Story by Anton Yu

BY THE BOOK: Senior Emitom Hillsman goes over her lines while Mrs. Rogers sits in on one of Cole’s fifth period rehearsals. With two playwrights this year, Cole and Russell each have their own class to direct.

THE MENTOR: Cole rehearses with sophomore co-star Joel Hashop. Cole’s play, “Consider the Nerd, Consider the Tool,” takes a contemplative spin on the classic, comedic high school play.

10 arts

The

Evergreen

wednesday, may 16, 2012

SUMMER PREVIEW

May 18

As you listen to the powerful poems of Langston Hughes, swing to the soulful songs of Duke Ellington, and explore the enlivened artwork of the Harlem Renaissance, you may wonder if you’ve gone back in time. You haven’t. You’ve simply stumbled upon a Late Night at the Dallas Museum of Art (DMA). On the third Friday of every month, the DMA is open until midnight, satisfying your artistic hunger with a wide range of artsy activities. On May 18 the DMA will take museum-goers back to the Harlem Renaissance of the 1920s, celebrating music, dance, and culture. General admission is $10 or less. For more information about event schedules and upcoming Late Nights, visit www.dallasmuseumofart.org/ Events/LateNights/

July 13-15

June 9

June-July

The festival slogan claims, “We Speak Music.” And looking at the lineup of groups and artists for this year’s event, it would appear the folks behind the H2O Music Festival speak the truth. Performances by big names like Weezer, Gym Class Heroes, Damian Marley, and Snoop Dogg will begin at noon and last throughout the day on June 9 at the Cotton Bowl in Fair Park. Tickets range from $15 (lower/upper level general admission with a student discount) to $200 (premium package field admission). For more information regarding the festival, artists, and tickets, visit www.h2omusicfestival.com/ dallas

Most Greenhillians have probably heard the “Taste of Addison” festival that takes place every year. But, little did we know that for all those Dallasites, there is also a Taste of Dallas festival that will be held from July 13-15 at Fair Park. This event brings Dallas’ top chefs and most popular restaurants, who offer up their food. For free. Between music, visual arts, talent, and (most importantly) food, you will not be bored at this annual festival. “When we say Taste of Dallas, we really mean slice of life.” Eat. Drink. Shop. Repeat. For more information visit http:// www.tasteofdallas.org/index.html

Next stop for Frankie Valli and the Four Seasons: Dallas, Texas. Jersey Boys tells the true Cinderella story of some kids from Jersey who burst onto the pop music scene in the ‘60s. These music legends are best remembered for hits such as “Walk Like a Man” and “Can’t Take My Eyes Off You.” Experience the fame and flair when Jersey Boys leaves Broadway to visit the AT&T Performing Arts Center (Winspear Opera House) in the Arts District. With 40 show times between June 12 and July 15, there’s sure to be a listing that fits your summer schedule. Tickets start at $30, with most shows playing at 2pm and 8pm. For more information regarding tickets, showtimes, and reviews, visit www.attpac.org

You’re never too old to relive your childhood with a little Disney magic. This summer the two-time Emmy Award winning, two-time Tony Award nominated production of Peter Pan will make an appearance at Fair Park, in downtown Dallas. Cathy Rigby, who stars as Peter Pan, has been nominated for a Tony Award, and has been reviewed by the New York Times as an actress that “carries off the flights, fights and acrobatics that make Peter Pan audiences mesmerized.” Prepare yourself for an experience that will take you to Neverland and beyond. Shows play from July 10 to July 22. For more information, visit http://www.dallassummermusicals.org/showsPeterPan.shtm

July 10-22

Story by Alex Weinberg and Lizzy D’Apice

Preview: Sigur Ros to Release Album, Offer New Medium Hirsh Elhence

Special Contributor

Graphic courtesy of Joey Primero

ICELAND: Sigur Ros’ upcoming album Valtari will be available for purchase May 26.

The ever-ethereal Icelandic band Sigur Ros has returned from what was deemed to be an indefinite break back in 2010. The roots of the band’s new album Valtari (available May 26) can be traced back to the legato drones of their 2005 album Takk… but it is infinitely more ambient and expansive. This album is a deviation from the classic Sigur Ros style it seems to be an intermediate step to something greater. Valtari can be described as spacey, ambient, fragile, and sweeping. Overall, Valtari is a solid album, though it lacks the emotional density of past Sigur Ros works. The first song on the album, “Ég anda,” starts off with ambient soundscapes and Jonsi’s cello-bow-on-guitar. After almost two minutes of this, the song shifts into a hodgepodge of folly and squalid guitar riffs, which lead into

a beckoning guitar line. Jonsi’s brilliantly crisp vocals kick in over a manufactured soundscape. The song then abruptly transfers into the minute-long outro as you wonder if you missed something. The second song on the album, and perhaps my favorite, “Ekki múkk,” begins with reversed acoustic guitar drones. The reversal smoothens and hides the attack of the guitar, and it beckons the inclusion of Jonsi’s swirling vocals. After a plateau, the song recalls the purity and innocence found in many of Sigur Ros’ previous works. This song is reminiscent of the Sigur Ros classic “Saeglópur,” except “Ekki múkk” lacks the emotional hook. This song seems to epitomize Sigur Ros’ quiet return and it is no coincidence they chose to release this single before the album. The sixth song on the album, “Varðeldur,”

begins with a slow yet memorable chord progression. A timid piano slips in and reminds you that, despite the empty space, there is something that holds everything together. Chillingly innocent vocal samples gravitate in and level off the song and Jonsi’s classic falsetto rounds out the plateau. The song begins to saunter towards its exit by slowly removing each of the elements it had so subtley layered. The Verdict: 6/10. Good Homework Music. This album really makes good use of Jonsi’s “hopelandic” falsetto. But if you really want to get a feel for Sigur Ros, check the songs “Hoppipolla” and “Saeglopur” from their 2005 album Takk… and “Gobbledigook” from their album Med sud í eyrum vid spilum. But overall, Valtari is a solid return by Iceland’s most famous artist (after Bjork of course).

wednesday, may 16, 2012

The

Evergreen

senior section

The Evergreen staff asked the senior class to complete the sentence, “One thing I’ll miss about Greenhill is...” Here, we present a few of the results.

To see more of the seniors’ responses, visit evergreengreenhill.wordpress.com

Acceptances fo Letter From the Editors: On behalf of The Evergreen, we’re proud to present the college acceptance list for the Class of 2012. On the list, you’ll see the names of every college and university to which members of the class were accepted. Schools that seniors are choosing to attend are marked with numbers in parentheses, representing the number of students who will be matriculating there in the fall. The list you see here represents the culmination of years of hard work on behalf of a caring and involved class. We’re a class composed of highly talented and uniquely qualified individuals, and this list reflects our incredible diversity of interests. From this point on, our paths will diverge wildly. Some of us will be staying close to home, while others experience entirely new cultures across the globe. , but no matter where we end up, we are confident you can expect great things from our class. We know some readers were looking forward to the traditional matriculation list, and we’d like to briefly explain why we’ve taken a different approach this year. As a community, one of our core values is compassion, and part of practicing compassion in our everyday lives means recognizing that we all do things differently. Every senior should be tremendously proud of the accomplishments they’ve had this year, but it is not the place of The Evergreen to dictate how or when students should present their college choices to the community. Some of us will wear our college shirts every day for the remainder of the school year; others will quietly celebrate with families. Both routes are equally valid, and deserve our respect.

University of Aberdeen Abilene Christian University

The University of Alabama (1) American University (1) Arizona State University

The University of Arizona (1) The University Of Arkansas (1) Auburn University

Austin College (1) Austin Community College (1) Babson College Bard College Bates College

Baylor University (3) Boston College

Boston University (1) Bowdoin College (1) Brown University (1) Bucknell University (1)

University of California at Berkeley University of California at Los Angeles California Baptist University

California Institute of Technology (1) California State University, Northridge Carleton College

Carnegie Mellon University (1) Case Western Reserve University (1) The Catholic University of America

BY THE NUMBERS Total Applications Submitted:

943

Average Applications Per Student: Early Decisions:

14 %

Attending Public Schools: Going With a Classmate: Staying in Texas:

27%

45%

31%

Furthest from Greenhill:

4471

Centenary College of Louisiana

Chapman University (1) College of Charleston University of Chicago

Claremont McKenna College (1) Colgate University (1) University of Colorado at Boulder (1) Colorado College Columbia University Concordia University at Austin Cornell University Creighton University Dallas Baptist University

University of Dallas (1) Davidson College (1)

University of Denver DePaul University Dickinson College Drexel University Durham University Elon University Embry-Riddle Aeronautical University, Arizona

Embry-Riddle Aeronautical University, Florida (1) Emory University (1) Florida Atlantic University Fordham University Franklin and Marshall College

miles

Furman University (1) The George Washington University (1) Georgetown University (1) Georgia Institute of Technology

University of Georgia (2)

Gettysburg College University of Glasgow Hobart and William Smith Colleges Hofstra University University of Houston

Howard University (2)

University of Illinois of UrbanaChampaign

Indiana University at Bloomington (2) Ithaca College Jacksonville University

Johns Hopkins University (1)

Kansas State University University of Kansas Lafayette College Lewis & Clark University Louisiana State University Loyala Marymount University Loyola University Chicago Loyola University New Orleans Macalester College University of Mary Hardin-Baylor University of Maryland, Baltimore County

or Class of 2012 I reland

Map Key (Students Per State)

5-7

Marymount Manhattan College University of Massachusetts, Amherst Miami University, Oxford

University of Miami (1)

Michigan State University

University of Michigan (2) Middlebury College (1)

Mississippi State University University of Mississippi University of Missouri Columbia Morehouse College

New York University (4)

University of North Dakota Northeastern University

Northwestern University (1) University of Notre Dame Oberlin College

Occidental College (1) Ohio Wesleyan

University of Oklahoma (1)

Oxford College of Emory University Pace University, New York City University of the Pacific

Pepperdine University (1) Pitzer College Pomona College

Pratt Institute (1) Princeton University (1)

University of Puget Sound

Purdue University (1) Quinnipiac University (1)

University of Redlands Rensselaer Polytechnic Institute Rhodes College

Rice University (4) University of Richmond (1) University of Rochester Rollins College

Saint Louis University (1) University of San Diego (1) University of San Francisco (1)

Santa Clara University Savannah College of Art and Design School of the Art Institute of Chicago Scripps College Sewanee: The University of the South Skidmore College

University of Southern California (6) Southern Methodist University (5) Southwestern University (2) Spartan College of Aeronautics & Technology St. Edwardâ€™s University

Stanford University (1) Susquehanna University (1) Syracuse University (1) The University of Tampa (1)

Texas A&M University (4) Texas Christian University (2)

Texas State University-San Marcos Texas Tech University

Texas Womanâ€™s University (1)

The University of Texas, Arlington

The University of Texas, Austin (9) The University of Texas, Dallas (2) The University of Texas, San Antonio (1) Trinity College Dublin (1) Trinity University (1) Tufts University (2) Tulane University (5) University of Tulsa Union College

Vanderbilt University (2) University of Vermont Wagner College Wake Forest University

Washington University in St. Louis (4) Wesleyan University (1) Whitman College (1) Whittier College (1) College of William and Mary (1) Williams College (1) University of Wisconsin, Madison

Yale University (2)

List accurate as of May 11, 2012. Figures subject to change.

2-4

14 senior section

The

Evergreen

wednesday, may 16, 2012

Dear Seniors...

We asked faculty members to share some of their favorite things about the graduating class of 2012. Here’s what they had to say:

Don’t good and lots of bad. hting usually does little casFig eta lve m: Ve sdo a wi ng of bri rds A few wo e ratio, never sam the ing ep rKe pa ed ht. fig olv all the inv carry a knife to a gun urse that doesn’t hold if co Of a r. nd ne fou din t ve en ha u em yo which case serole to an engag if r really love Velveeta, in en ne Ev din er. t rtn en pa em e nc gag da en t ties at the finding tha t is what life is all about; ily. Some dance partner. And tha spouse, a cause, or a fam p it up, a ds, en fri at gre of up oo gro a wh is u er yo you when that dance partn u need it, celebrate with yo en too if you wh m ck gy ba od ur go yo a folks to get , and I would find Oh lp. he ed ne y the and turn to you when route. ts teacher are going the Velveeta - Corbin Doyle, Fine Ar creativity. They truly the 2012 Class is their m fro ss art. In mi to ing go the great pieces of 3D One thing I am from improv shows to as, are ic ist art ny ma excel in d debate. theater, choir, band, an

er per School Spanish teach - Sebastian Gluzman, Up

lots of things, class of 2012…There are the t ou ab ss mi I’ll ” students I’ve had the There is not one “thing ees are the best, and the vis ad My h and le! op pe the to stay in touch with eac but mostly it’s ding! I sincerely hope sons an les tst ny ou ma are the ch tea ply to ap privilege w and begin to gro y the as ure fut the every one of them in eenhill. they have learned at Gr

sor teacher and senior advi CL M ol ho Sc r pe Up a, pi - Mary Ta ersa-

conv of the list will be all the cs, relis, but towards the top liti ng po thi s, ny vie ma mo so , sic are mu ere , Th ure covered it: sports, literat forgettable. tions. You name it, we ecting. Meaningful. Un nn Co . ing gag En . ges lle co ds, en fri ily, gion, fam Our story. sor

d senior advi hool English teacher an Sc r pe Up , rio cu er M dy - An

nalities, the students 12 are the playful perso 20 of ss cla the t ou ab many students whose What I will miss world a better place, the t I have taught who s thi ke ma to d rke who have wo ny students tha ve known, and the ma parents or siblings I ha life. positively touched my

hool Counselor - Ron Nevelow, Upper Sc

A fond farewell... After four years of dedication to this fine newspaper, the senior staffers of The Evergreen wanted to thank you all for reading. We’ve enjoyed our time with our audience and with each other, and we are proud to have served this community.

Amy Li

One thing I’ll miss about the class of 2012 is their talents not uncommon for our stu in the arts. It’s dents to own ISAS but thi s year seemed particularly strong…from the talent show at senior retrea t to the talent show in April, from improv and AVP to creative writing and photography, this class was creative in ways tha t we won’t soon forget.

- Joel Garza, Upper School En glish teacher and senior advis

I’ll miss their positive ene rgy and genuine kindness. I can’t remember the last time that I exchan ged unpleasant words with a senior. They are a lovely group of people, and it’s been a pleasure to work with them over the years.

- Dan Kasten, Upper School

English teacher

What we will miss about the Class of 2012 are the gradua ting Primers. That group of kids has always been a tight-knit bunch and it started 13 years ago. As lower school teache rs, us when they get into Upper we never know if the kids still remember Sch sometimes they look at us and ool. Sometimes former students say “Hi,” can’t place where they know this group. Through all the us from, but not years since Primer, these stu dents stop whatever they are doing to greet and often hug us. Pretty cool.

- Janice LaMendola, kinderga rten teacher, and Peggy Fredrickson, second gra de teacher

One thing I’ll miss about the Class of 2012 is that they we re my first Greenhill class; we were freshmen together.

- Farid Matuk, Upper Schoo l English teacher and senior

advisor

I’ll miss members of the Cla ss of 2012 popping into my office to crash on my couch and tell me all abo ut their lives!

- Jennifer Kincaid, Director

of College Counseling

wednesday, may 16, 2012

The

Evergreen

special report

Recruitment:

Illuminating the facts

James Bradford Asst. Sports Editor

Imagine you are not a Greenhill student. A Greenhill parent has just contacted you because they saw you pour your heart out on a field or court against the Hornets. They encourage you to apply to Greenhill. Taking their advice, you compile every document known to man — ISEE scores, teacher and parent recommendations, personal quality questionnaires — and pile them into an application folder. After compiling a paper trail five inches thick, you submit this application to the Greenhill Admissions office. There’s one more piece of information that’s part of your profile. The Athletics Department, specifically the Athletics Recruitment Committee (ARC), has sent a rating, from one to five, to the Admission Department. This rating attempts to quantify your potential athletic contribution to the school, based on demonstrated performance. The only people that see this ranking are Director of Admission Angela Woodson, Assistant Director of Admission Johnny Thompson, and Head of Upper School David Braemer. Your fate rests in these hands. The spreadsheet bridges the gap between Mrs. Woodson’s department and athletic offices, but it’s not a strict formula or guarantee. According to Earl Dorber, Head of Athletics and Physical Education, he established ARC in response to a decline in the number of applicants who could contribute to the Athletics Department. “We are finding less and less people who are applying on their own, who have an interest in sports, so, therefore, we feel as though there is a need for the committee,” Mr. Dorber said. The committee identifies potential athletes and tracks their application process. “We felt this is a way to be more aggressive to convince them to come to Greenhill. We are trying to be proactive instead of sitting and waiting and hoping that talented athletes will apply here that are also academically gifted,” Mr. Dorber said. Recruitment is not a dirty word, according to Mr. Dorber, but he knows the stereotype: “Somebody’s 6’6, 240 pounds, and runs the 40-yard dash in X seconds, so they don’t have to take the test, they get full financial aid, and they don’t have to wait until the decisions come out. That is not recruiting. That’s unethical recruiting practices,” Mr. Dorber said. At Greenhill, recruiting for sports does not circumvent the academic aptitude required for admittance. “We are not going to accept a student if we don’t think they have the potential to do a good job here academically,” Mr. Braemer said. Even coaches on the ARC understand why academics supersede athletics in the admissions process. “You don’t want to put anyone in a position to fail. It doesn’t matter how athletically talented you are. No one is going to perform well if they are unhappy and it’s a struggle,” Varsity Girls Basketball coach Darryn Sandler said. However, that does not imply that talented athletes are incapable of succeeding at Greenhill. “The misconception is that athletic prowess

and intelligence are somehow mutually exclusive,” Mr. Dorber said. Mr. Dorber cites Stanford University as a school that does not compromise to find top-notch student athletes. They have accumulated the last 17 Directors Cup awards, presented to the most successful athletic program in the nation, while their academic program remains in the top 10 of any nationwide college poll. The ARC is designed to find kids who balance all the elements of school life. “A Greenhill student isn’t just about the athletics or the academics or the arts; it’s a combination of all three,” Mr. Thompson said. It is no secret that certain athletic programs at Greenhill could improve significantly, and the responsibility to find capable athletes falls directly on the recruitment committee and the coaches. “We need coaches to be more active in trying to find students that would fit into our community [and] that could help us athletically as well,” Mr. Sandler said. Certain coaches, including Head Varsity Softball Coach Monica Garza, have already established plans to become more active in the community. “My plan is to go to select tournaments this summer and just talk to some parents and look at some kids,” she said. “I’ll give them my card, and tell them a little bit about the process.” Parents can be another active force in the community when it comes to attracting potential athletes to Greenhill and referring students to the Athletic Recruitment Committee. Pastor Jerry Sharp, father of sophomore Jalen Sharp and eighth grader Naya Sharp, is an active eye for athletes in the community. When his children are competing in outside-ofschool events, he can identify noteworthy athletes and refer them to Greenhill coaches. “I feel that Greenhill is a family-oriented community, I don’t just look if the individual can do the work, but if the family as a whole fit into the Greenhill community,” Mr. Sharp said. A student’s athletic contribution is just one factor the admission committee must evaluate. Greenhill offers more than a campus filled with athletic fields and exercise equipment.

“We would like to attract families who believe in our philosophy as a school, and we want to enroll well-rounded students who excel not only in the classroom, but in athletics and fine arts.” Mrs. Woodson said the philosophy has never been “only about athletics.” That is one reason that three unnamed faculty members sitting on the committee don’t see the athletics spreadsheet, while Mrs. Woodson, Mr. Thompson, and Mr. Braemer do. “I don’t want to sway their decisions by saying athletics thinks that this kid is a five, so I better rate them highly,” Mrs. Woodson said. Mrs. Woodson is aware of the pressure the spreadsheet could produce, and she’s right to recognize that sports are a weighty issue. Students don’t take the issue lightly, and some feel like not recruiting puts Greenhill at a disadvantage. “Other schools in the SPC do it, whether they choose to admit it or not,” said senior Devin Bullock. That perception adds more weight to the difficult job that Mrs. Woodson holds. She can’t please everyone. “I get a lot of pressure about what we are doing to enroll students who can help contribute to the athletic program as a whole, but it is our responsibility to admit students that will contribute to the richness of the full Greenhill experience,” Mrs. Woodson said. Though the Fine Arts Department does not have an official committee, individual teachers receive art portfolios from applicants, and can inform Mrs. Woodson about the quality of their work. They are as active in the process as a coach is. One of the programs Mrs. Woodson gets pressure to improve is football. Over the past two years, the football team has lacked numbers. “I understand the need to recruit student athletes, but I often wonder if there is more we could do internally to encourage current students to participate in our athletic program,” Mrs. Woodson said. Varsity Football Head Coach Jeff Hollway compiled a list of prospective football players to address that concern this year. Through emails and personal meetings, he has succeeded in adding 11 more players to the roster. But there are plenty of student athletes who choose not to participate in football. Freshman Auston Evans is one of them. “I have my priorities straight already: after religion, family, and school comes basketball,” Auston said. ARC emerged out of a need, according to Mr. Dorber. Athletics unites a community in a unique way. Despite the last two losing seasons, the football team is a good example. Mrs. Woodson, and many other faculty members and students, feel an emotional connection with the football team, as it represents the school on a bright stage every Friday night in the fall. It hurts fans when the team sings “Hail to Greenhill” after a home loss. Even when the score does not turn out in our favor, these somber moments unify a community like no other aspect of school life. The ARC, according to Mr. Thompson, is attempting to draw attention to certain students that could improve this department. That is in everyone’s best interest.

The Evergreen Wednesday [5.16.12]

summer spark

Think being a camp counselor is tiring? Try founding, organizing, and managing your very own camp. turn to pg. 18 to find out how students accomplish this feat.

Diving Deeper

Photos courtesy of Sarah Bates

Photo courtesy of David Lowen

corals” that could be implanted into dead coral reefs. “It was really easy. Two days of classroom learning, two days of practicing maneuvers in a pool, and then two ocean dives. There was even a girl on my trip who did not know how to swim, and she still got certified. It was such a fun and easy process,” he said. Kayla was certified at a camp on Catalina Island when she was 12, and she said her instructors used many methods to teach the campers to be responsible. “If we left a tank standing by itself, which can go bad if it falls, because it is pressurized air, the instructors came up with new ways to freak you out so you wouldn’t do it again,” she said. “One time they made my class do pushups with our gear on because we weren’t paying attention.” Mr. Lowen, who is a dive instructor, had to pass an extensive exam that included underwater CPR. “It was not very easy, […] you can’t do the chest compressions, but you at least have to try the mouth to mouth.” he said.

“and I had a diver attacked by a [Tiger] shark.” The diver had wandered too far from the group and had been attacked by the 15-foot Tiger shark. Kayla explained the scariest moment she has had while diving came not from an encounter with a sea creature, but rather from an incident involving her own oxygen tank when she was getting her advanced diver certification. “My tank got tangled in kelp and most of my group swam off,” she said. “Luckily my dive master was in the back, so he noticed quickly and came to untie me.” Of her 52 dives, Sarah’s best memory is of a trip with her family and Kayla to the Caribbean, where she encountered sea turtles. “They were so cute. I kept swimming after them,” she said.

UNDER THE SEA: History teacher David Lowen and juniors Kayla Ellis and Sarah Bates dive deep underwater to explore tropical marine life. Collectively, they have swum with tiger sharks, barracudas, and sea turtles. Although diving involves 21 lb. tanks and extensive certification, these explorers love the peace of being underwater.

Pristine blue water, colorful fish, complete silence, nothing but you and the ocean. You may feel like you’re under the sea with The Little Mermaid, but the 40 pounds of gear you carry snap you back to reality. Learning to scuba dive, and the responsibility it entails, is no day at the beach. But members of the Greenhill community have taken on such challenges for love of the water and its colorful inhabitants.

Taking the Plunge Since the day she did a try dive at the age of 10, junior Kayla Ellis estimates she has been scuba diving over 50 times. “I’ve always loved the ocean and snorkeling,” she said. “I also wanted to be like the scientist in Jaws, so I figured I’d try diving.” Kayla’s interest in scuba diving spurred junior Sarah Bates to also get her certification. Now both attend a scuba camp on Catalina Island off the California coast every summer. “I used to love dolphins and I loved snorkeling and swimming, [and] pretty much anything in the water. So when Kayla said she was getting scuba certified [. . .]I thought that would be awesome,” Sarah said. “My dad decided he wanted to do it with me, so it also became father-daughter bonding, something that was just the two of us.” She estimates she has been on 52 dives. Senior Dawson Ray said his family’s interest in scuba diving similarly motivated him to get his certification. “My parents were both certified over 30 years ago, and they always tell great stories about their scuba experiences,” he said. “When I was looking through a summer camp catalogue and I saw a trip that included scuba certification, I decided to go for it.” He estimates he has been on 24 dives in the past two years. Upper School history teacher David Lowen became interested because of a parent of a former student. “There was a mom at a school I worked at in the 80s who was a scuba instructor and she kept pestering me to do it and so I tried it,” he said.

Becoming Official There are multiple ways and locations to get certified. Sarah chose to get certified here in Dallas, at Dive West. “It was so much fun, because it was just my dad and I, and the place was far away and next to a Dairy Queen, so along with diving I got to get a Dipped Cone,” she said. “I was scared at first when we were practicing in the pool, because I didn’t trust the regulator—what you breathe out of. It didn’t make sense how I could breathe underwater.” Dawson was certified at a camp in the Florida Keys, where divers helped a marine biologist, Ken Nedimyer, work on a coral nursery. The purpose of the nursery was to grow “baby

Deep Sea Wonders The certification process can vary, but with the basic skills mastered, the real adventure begins. “I’ve seen leopard sharks, horn sharks, Caribbean reefs, and soupfins,” Kayla said. “You think it would be scary, but when you are actually under water with them, they seem so graceful.” Dawson has also encountered sharks while scuba diving in the Great Blue Hole, a vertical cave off the coast of Belize. “I saw a group of about 30 sharks swimming about 15 feet away. That was pretty amazing. It was scary, but there’s a sense of calm that comes over you when you’re so far underwater,” he said. “Because every sound is dampened, you can’t hear anything. It’s so peacefully quiet.” On his first open-water dive, Dawson’s diving group came very close to a barracuda. A miscommunication of the diving symbols made the experience even more dangerous. “The diving master made the danger sign and pointed to a long, silvery fish. One guy in the group didn’t understand what the danger sign was and thought it meant to get a closer look. It turned out the fish was a barracuda, and it was attracted to the sheen of the guy’s watch, and started swimming at him. The diving master swam right up to the barracuda and hit it with his fist. The barracuda swam off and everything worked out fine,” Dawson said. Sarah also encountered barracudas on one of her dives with her father. “I saw a really long fish above me, so I swam toward it. I kept following it, trying to figure out what it was. Then the dive master yanked my fin and pulled me down, and I saw the fish’s face. It was a barracuda,” she said. “It was terrifying, but also really, really cool at the same time.” Mr. Lowen had an encounter with a shark while diving at the Santa Rosa wall in Cozumel, Mexico. “I was on an open-water night dive,” Mr. Lowen said,

Swimming Forward Kayla said she would like to be a Marine Biologist when she gets older, and such an occupation would involve diving. She also hopes to get the Dive Master title when she turns 18. This will mean she is responsible for a group of divers. “I also wouldn’t mind working as a dive master during college or being one of those [people] who cleans the aquarium,” she said. Dawson said it’s unlikely that diving will be a part of his future occupation. “I like diving on vacations. It’s a great experience. But it’s a lot of work and effort to do it every day,” he said. “I definitely see myself doing it as a hobby in the future.”

Words of Wisdom While both Kayla and Dawson got their certification outside of Texas, those interested can also do so in Dallas, like Sarah. Dawson believes that the most important thing is to get certified at a location where you can do so in an intensive hands-on format. “Try to find a program where you can take the classroom portion and pool and open-water portions in a short amount of time,” he said. “It’s easy to remember the important aspects of diving if you’re actually doing it.” Dawson also encouraged those interested in diving to do so in a clear lake or ocean. “If you go to a lake in Texas, it’s going to be a miserable experience because you won’t be able to see your hand in front of your face. The best part of diving is being able to see what’s going on around you,” he said. Kayla urges everyone try scuba diving. “It is my all time favorite thing in the world. There is nothing like going underwater,” she said. “You can get close to fish without scaring them off, and looking over a drop off and seeing nothing but blue ocean is mesmerizing […] You haven’t lived if you haven’t gone diving.” Story by Greer Goss and Nick Silverman

wednesday, may 16, 2012

The

Evergreen

Community aids tornado victim cont’d from page 1 While Gabi’s house is technically still standing, the insurance company deemed the house uninhabitable and irreparable, so it will have to be torn down. Since the incident, Gabi and her family have been living with her aunt in Duncanville. In the days following the storm, many students had no idea what had happened to Gabi. When they heard the news either from Gabi herself or through the announcement made by David Braemer, Head of Upper School, during a C-Day assembly, many wanted to help. Immediately after the assembly, four large cards were posted around the Elliot Center for students of each grade level to send their best wishes and thoughts to Gabi. Sophomore Evan White, one of Gabi’s closest friends, said he was shocked to hear the news. He took it upon himself to make sure Gabi felt cared for when she returned to school. “When she told me the news, my heart sank, because my best friend’s house was gone,” Evan said. “I was just there visiting; it was unbelievable. When she came up to school a few days after, I wanted to make sure I saw her and that she got the cards from the school.” When she returned to school a week after the incident, Gabi said she started to feel the full effects of the support from Greenhill. “I am really speechless about Greenhill. I have been here for six years and I never thought I would be in this position. Everyone is being supportive,” Gabi said. “It feels like a family.” Once word got out about what had happened to Gabi, many students started to approach faculty about what the different options were for them to help. “Mrs. Rosenberg’s and Mr. Hall’s offices

features

Student centers new affinity group on religion Anton Yu

were immediately overrun with students, staff, and families wanting to serve,” said Berkeley Gillentine, Upper School Latin teacher. Along with the cards sent to Gabi, senior Victoria Livingston and freshman Lindsey Ingram organized a bake sale in her honor. The bake sale was successful in raising around $2200 for Gabi and her family; there were many donations in the form of food to be sold at the bake sale along with cash to be directly given in support of Gabi. The support also came from the Greenhill Cares Program, an offshoot of the Parents Association. “ [Greenhill Cares] is a wonderful resource that proves how Greenhill values compassion,” Ms. Gillentine said. “They respond to needs of families enduring special circumstances.” “I don’t like to cry, but seeing everyone being so supportive for me at the bake sale was an emotional moment,” Gabi said. This was evident in her emotional C-day speech on April 24, when she expressed her deep gratitude for everyone’s help through the very difficult situation. Ms. Gillentine was impressed with how Gabi reacted to the support she received. “It’s not easy to accept help, especially for someone her age,” Ms. Gillentine said. “Everyone was in her business and asking questions. She has handled the community’s support beautifully.” As time passes and summer gets closer, Gabi’s family is starting to discuss what steps to take in rebuilding or buying a new house. But there is one thing Gabi is sure of: she is planning to frame the four cards sent to her from Greenhill, along with a framed piece of her roof. This is a way to always remember that day and the good deeds that resulted from it.

Editor-in-Chief

Senior Langston Johnson recently founded the affinity group The Christians of Greenhill in order to provide an open forum for students to discuss the Christian faith. “Just being a Christian at Greenhill, and in the intelligent circles around the world, there’s always a critical nature to religion. There’s always that view that you’re aimlessly accepting certain things,” Langston said. “I wanted to have a place where people could not only express their faith, but be with people who agree or somewhat agree with them, and dispel that view a little bit.” According to Langston, the group is a platform for students, Christian or nonChristian, to bring their “issues, problems, and things they see as facing their faith.” He emphasized that the group is not a debate floor on religion. Currently, all students are exposed to Christianity during their freshman and sophomore year, when they read the Bible as part of English class. However, Langston said this exposure can have adverse consequences for students of Christian faith. “Christians feel like they’re in a corner. You go in English 9 and English 10, and basically your whole religion is just thrown out there, so everybody feels like they know everything about you, but you don’t get a chance to define yourself,” Langston said. Langston highlights those last two words: “define yourself.” “If there was a theme for the group,

Photo by Miles Andres

GOT FAITH?: Senior Langston Johnson addresses fellow members of The Christians of Greenhill.

that would be it,” he said. Langston said he first thought of founding The Christians of Greenhill when he came to Greenhill last year and noticed the absence of a Christian faith group among the otherwise diverse array of Upper School clubs. Having previously attended Trinity Christian School, a Christian preparatory school, he said the idea for the group was “almost expected.” After discussing the group with his family, including siblings junior Regis, freshman Wesley, and eighth grader Britney, as well as Dean of Students Art Hall, Langston formally announced the group on April 24. He expects Regis and Wesley to take over the group after he graduates in May. The Christians of Greenhill meet in the Chemistry Room during lunch on Wednesdays. The group is sponsored by Upper School science teacher Mike Krueger.

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wednesday, may 16, 2012

Summer camps for students . . . by students Christian Holmes Asst. News Editor

Summer: a time for splashing around in a cold pool, TV reruns, and midday excursions to the movie theater to escape the sweltering heat. Most students are enjoying a few months of relaxation before the busy school year. However, summer is as busy a time as any if you are running a camp, like junior Ryan Lieberman or alum Zach Galant ’08. Running a camp can be a source of real-world experience, providing a fun, productive way to collaborate with friends and teach younger kids. Ryan is co-founder of Camp Strong Powerful Athletic Rockin’ Kids (SPARK), where kids ages five to 13 play games such as basketball, football, and tug-of-war. He came up with the idea in his freshman year. “That summer, after my friends and I came up with the idea in the spring, we promoted the camp and with the help of my parents we started [it] in the backyard of my house.” Ryan is running the camp with his sophomore brother Blake, and juniors Brady Kahn, Weston Shosid, and Benjamin Schindler, all of whom wanted to relive their childhood experiences. “When I was young, I used to go to Camp Sweaty Socks, an extremely fun camp where we created our own outdoor games,” Brady said. “Now that I’m older, I want to pass down this experience to our campers.” Camp SPARK also offers these students valuable business experience. “Camp SPARK was started with the purpose of being an invaluable learning experience for us, in which we learn how to market, promote, budget, and really understand every aspect of running a business,” said Ryan, who is considering a career in business. Last summer Camp SPARK made $15,000 in total revenue and a profit of $9,000. “Camp SPARK is as much about sportsmanship as sports, while kids also learn social skills and good life lessons,” Ryan said. The camp, which was recently featured on Good Morning Texas, is focusing on bullying this year as its theme. “At Camp SPARK, we teach our campers life-long values that they can keep with them for the rest of their life. This year, we decided to focus on the issue of bullying and how to stand up to it and prevent it,” Blake said.

By The Numbers

Photos courtesy of Ryan Lieberman

SERVING THE COMMUNITY: Camp SPARK co-founder junior Ryan Lieberman coaches basketball and high-fives a younger camper, while Zach Galant ‘08’s Camp Tera Byte campers (bottom right) learn about video game creation.

Camp Sweet Positive Artistic Rockin’ Kids, the girl’s affiliate to Camp SPARK, will be primarily run by junior Morgan Pearlman. The girls will make crafts, dance, swim, and do gymnastics. “Due to our success, we decided to have a girl’s camp as well as a boy’s camp in Austin, a non-profit camp in San Francisco, and a co-ed camp in Houston,” Blake said. “The camps will be run by people we have partnered with in those respective cities.” Zach, a computer science major at Stanford University, founded Camp Tera Byte, a video game creation camp for third through eighth graders in Dallas. He came up with his idea after attending a similar game-creation camp in Los Angeles as a middle-school student. “I enjoyed the camp a lot and learned even more, so I wanted to offer this experience in Texas,” Zach said. This is the first year Camp Tera Byte will be teaching iPhone game creation in addition to video game creation. “We are trying to expand our courses every year and offer a different variety for campers,” Zach said.

9,000 Dollars in profit that Camp SPARK Dallas earned in their second summer.

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One of the common issues that camps face after a few years is expansion. Camp SPARK will be running their camp at Greenhill this year because of the increase in size, but will be paying an hourly fee. “There was no question that we had to relocate to a bigger facility this year,” Brady said. Vicki Truitt, Summer Programs Director, said that student-run summer camps are a great learning experience, though they are not part of Greenhill’s Summer on the Hill program. “Most of the time, kids can talk to us to rent facilities to run their camps,” Truitt said. “It is more common to see student counselors at Greenhill camps rather than students running their own.” Junior Brian Wiora was originally a camper, but then went through the training to become a counselor. Brian says one of the main reasons he enjoys being a counselor is because he loves interacting with the kids. “Teaching the kids and playing with them during our breaks is the best part,” he said.

Number of campers per day expected to attend Camp SPARK Dallas for boys at their Greenhill location.

Number of kids enrolled in Camp Terabyte in its most popular summer. In their first summer, Camp Tera Byte only had 23 campers.

Photo courtesy of Zach Galant

Zach points out that it also has its challenges. “You really have to watch the children’s interaction, because you will have many of the same bullying problems you have at school if you don’t stop the teasing early on,” Zach said. Zach is starting a company called CodeHS, aimed at teaching high-school students computer science, and said he learned vital skills from his camp needed for his company. “[Starting a camp] is a lot of fun and pretty easy, but you really have to want it. It’s a lot of work and really tiring, so pick something you’re passionate about.”

Number of Camp SPARK camps across the country. There are currently camps in San Francisco, Austin, Houston, and Dallas.

sports The Evergreen Wednesday [5.16.12]

Sports editor Ben Weinberg on why sports can’t only be seasonal page 21

Photos courtesy of Patrick Green

FACING FORWARD: Greenhill’s spring varsity teams competed in the Southwest Preparatory Conference playoffs May 3-4. Highlights included second place in boys’ tennis and school records in track & field.

Girls’ Lax moves from SPC to state championship Sofia Shirley

Asst. Features Editor

Sera Tuz

Asst. News Editor

When the girls lacrosse team presented their first-ever trophy to their classmates at C-day assembly, students in the back may have struggled to see the unremarkable silver plate. But this plate represents a lot for a hard-working team. It qualified them for last weekend’s Division-II Texas Girls High School Lacrosse League state tournamen for the first time. After losing by one point in the D-2 North District championship against Plano, the majority of the team believed they had lost their chance to go to state. “I knew [that second place still qualified us for state], but nobody else on the team did. I didn’t want to tell anybody, so that we would play hard regardless,” said senior co-captain Cyerra Holmes. “After the loss, we were all so upset, but when the team realized we were going to state and had another chance to play Plano, our spirits picked up.” Winning state is a more achievable goal for the team than coming out on top at SPC, in part because they play more competitive teams at SPC than at state. Rather than viewing the Southern Preparatory Conference (SPC) as the climax of their season, the team chose to view it as just another step to the state championship. Cyerra and senior co-captain Samantha Fine, were awarded all-conference accolades for their performance in the SPC tournament, in which the team placed eighth. This was Cyerra’s fourth time being honored, and Samantha’s first. “We are hoping to go to state and bring back the big [trophy] this time,” said Samantha

By the numbers

in the week leading up to the tournament. “It will be great to beat [Plano] once and for all.” Directly after the North District tournament, senior captains Cyerra, Samantha, and Victoria Jones were recognized as all-district players, along with junior Anna Richmond. Cyerra was also acknowledged I think there’s as an all-state lots of room to member. The improve, but that all district is a positive thing. I award goes to a made it one of my certain number goals that a Green- of players hill girls lacrosse from each game would not team. Because be lost because we Greenhill was were not in shape.” second in their district, four girls were chosen. Caroline Doswell, who replaced Chantal Geiger as head coach, was formerly the assistant coach for two years. She played competitive girls lacrosse on the East Coast, and has high expectations for her team. “I am very goal-oriented and I want to see the team improve, have winning seasons, and strong records,” she said. Coach Doswell says the girls have improved on their stick skills, drive, and work outside of practice. They have been doing more conditioning during practice, including campus runs, interval runs, and sprints. The team also does regular endurance training each practice. “I think there’s lots of room to improve, but that is a positive thing. I made it one of my goals that a Greenhill girls lacrosse game

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Goals scored by senior Cyerra Holmes in girls’ lacrosse’s three SPC Tournament games. Cyerra will play at Stanford University next year.

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would not be lost because we were not in shape,” she said. The team members have also noticed more commitment to the sport. “We are trying to encourage more people to dedicate time to improving on their own,” Cyerra said. “There’s only so much we can do in practice in two hours. When we start the season in February, we want less people picking up their sticks for the first time since the previous year.” The team did not practice last summer, but optional weekend practices, run by the team’s captains, have now become part of the team’s training regimen, along with an optional summer camp. “In order to compete with teams that play year-round we have to constantly improve and practice as well,” Cyerra said. The captains have a specific focus when helping younger teammates. “We create drills that try to focus on stick skills and endurance, the two things we need to work on the most,” Cyerra said. However, only half the team attends these practices. “While the turnout is not always what we would like, we at least like to give our team an organized setting to improve outside of practice,” Cyerra said. The first time the team heard about the league was last year. They joined but did not qualify for state. Now, going all the way to state, the team has experienced increasing success. In talking with the players, it is clear that many factors contribute to their improvement. “Our team has gotten progressively better each year,” Cyerra said. “It helps that we have a lot more games in our season since joining the Texas Girls High School Lacrosse League.”

Team-leading batting average for senior Camille Richard. Camille also amassed 101 strikeouts as varsity softball’s starting pitcher.

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SPC Results Boys’ Lacrosse

Boys’ lacrosse went 1-2 in the SPC Division-II round robin tournament, losing to eventual champion Kinkaid. They finished the season 5-12.

Track & Field

Boys’ track finished third place at SPC, led by senior Eric Klein’s school record in shotput. Girls’ track finished sixth, with sophomore Logan McGill winning the high jump.

Baseball

Baseball lost 4-1 to Casady School in the first round of the SPC Division-II tournament. They finished the regular season 11-8.

Softball

Softball beat St. Mary’s Hall 18-1 and Hockaday 11-1 en route to a third-place finish in Division-II. The team finished 7-9-1 in their first season under head coach Monica Garza.

Boys’ Tennis

Boys’ tennis achieved an undefeated regular season, going 8-0-0, and made it to the finals of SPC. They suffered their first loss 3-2 at the hands of Kinkaid, finishing second.

Girls’ Tennis

The squad finished with a 10-2-1 record, but lost in the semifinals of SPC to Hockaday School. They then beat Trinity Valley School to earn third place.

Boys’ Golf

The boys finished third at the SPC after hitting a 36-hole score of 614 (305-309.)

Girls’ Golf

The girls finished twelfth at SPC, led by senior Christine Voisinet’s 184 (93-91). Compiled by Matthew Jones

Final score by freshman Reed Russ at the boys’ golf SPC Tournament. With 73 on Day One and 75 on Day Two, Reed was tied for thirdbest individual score.

10-0

Sophomore Grant Solomon’s record in matches for the season and SPC Tournament combined. His three SPC tournament wins helped boys’ tennis to second place.

Compiled by Ben Weinberg

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wednesday, may 16, 2012

Sister, Sister

Newcomers to varsity tennis, freshmen twins Jenna and Julia Reisler made an immediate impact Joseph Middleman Asst. Features Editor

When Mrs. Reisler signed up her daughters, freshmen Jenna and Julia, for their first tennis lesson at age three, she had no idea that tennis would become such a major part of their lives. Even from a young age, the two girls have been a powerhouse pair on the court.

“They are a very good doubles team, because they have a sibling rivalry and push each other. They compliment each other with their strengths and weaknesses,” Mrs. Reisler said. Jenna and Julia both play in tournaments outside of school. Jenna is currently ranked 20th and Julia 51st in the state among girls 16 and under. For the first time in their tennis careers, though, they have been split up. In their first year playing tennis for Greenhill, Jenna played the first singles line, while Julia was paired up with senior Emitom Hillsman on the first line of doubles. Jenna won the majority of her matches at line-one and went undefeated at last week’s Southwest Preparatory Conference (SPC) Division-I tournament. Julia and Emitom only lost one match all regular season and went undefeated at SPC as well. Although they quickly earned playing time on the team, as freshmen, they were new to the varsity tennis experience. As the team’s lone senior, Emitom has played the leadership role, but she has also given plenty of credit to the squad’s newest additions. “They have both made huge contributions to the team this year,” Emitom said. “Our team definitely would not have been as successful without them.” Rebecca Shuman, girls’ varsity tennis head coach, also took immediate notice of the girls’ positive presence both on and off the court. “[Julia and Jenna] are very good players,” Coach Shuman said. “But each of them also had a personality that made them a natural fit for our Greenhill team.” The Greenhill season ended with SPC on

May 4. After a win over Kinkaid School in the first round, the squad fell to the Hockaday School, the tournament’s top seed, in the semifinals en route to a third-place finish. Jenna and Julia’s season does not end with SPC, though. During the off-season, the girls play at Glen Eagles Country Club for two hours a day, six days a week. Besides athletic talent, the Reislers have also had to refine their competitive mentality in order to be successful. Although they acknowledge that it can be a challenge for many young athletes, the girls have worked hard to stay grounded and focused on the court. “I try to think positively and keep calm. I strategize on where the next shot is going to be instead of dwelling on the previous one,” Jenna said. Their mother has helped Jenna and Julia with their mental approach. “Jenna and Julia typically keep calm on the court because they know if they misbehave or throw tantrums like others, I will make them forfeit. I have never had to pull them from the court before,” Mrs. Reisler said. As young players, Jenna and Julia have had to work on balancing schoolwork with their busy tennis schedule. Mrs. Reisler has tried to be active in helping out, but the responsibility has mainly been on the girls. “The most I can do is be supportive and drive them where they need to be,” Mrs. Reisler said. Now the twins are back to their out-ofschool play, coming off a successful first season. As a team with only one senior and several freshmen, their third-place finish at

Photos courtesy of Patrick Green

QUEENS OF THE COURT: In their first year at Greenhill, Jenna (left) and Julia helped girls’ tennis to third place at the SPC tournament.

SPC gave the girls hope for their futures and that of the girls’ tennis program as a whole. “Our team definitely would not have been as successful without them, and I am really glad they joined the team. I can’t wait to see how they do in their future seasons on the team,” Emitom said.

wednesday, may 16, 2012

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Training takes senior from classroom to operating room Rebecca Kim Senior Editor

It’s 5:30 a.m. and senior Eric Klein is standing by his classmate Max McKamy, who is propped on an operating table. Eric meticulously observes the surgeon working on Max’s ACL tear. He’s not just there as a friend, but as a researcher in the field of sports medicine. Talking with Eric later, it’s clear he understood every aspect of the complex medical procedure. “They cut a square in his patella, removed a part of his patellar tendon, stretched it out, and put the little square piece back in. And they put little port holes in arthroscopically,” Eric explained. “With the little cameras, the surgeon got rid of the torn ACL and screwed in the patellar tendon to mimic the ACL.” Eric investigated Greenhill sports injuries as part of his senior Capstone project, a yearlong undertaking in which students pursue knowledge about a specific topic. Eric’s culminating product is a 90-minute documentary on ACL tears and concussions. “Studying sports medicine helps me to understand myself better and how I work. It’s just amazing,” Eric said. Eric’s interest in medicine started early. “Every Wednesday night, my family would get together and watch all these shows like ER,” Eric said. “During ER, in the original first couple of shows, they would actually show real surgeries. My parents and brothers would look away, but I would be sitting in front of the TV and be staring at these surgeries.” Next thing he knew, Eric was living a version of ER himself. He shadowed surgeons in the summer and taken student training classes through the Greenhill athletics department. “I have shadowed different surgeons, and

the surgeries that I really enjoy are the sportsrelated ones,” Eric said. “I like seeing how they fix someone who got hurt, and I feel like student training was another way for me to study that.” Student training classes are trimester-long courses in the athletic-training profession. Students learn basic behind-the-scenes tasks like doing laundry, filling up water bottles, setting and cleaning up the field, and stocking tables with supplies. “The main goal is to introduce them to athletic training, which is one facet of the sports medicine profession. By them being here, they assist us in doing our job better. They help us with our time management and help us do some of the simple tasks that need to be done on a daily basis,” said Athletic Trainer Kent Johnson. Student training was initially only offered as an after-school sport, but this year the student trainer program is offered fifth and sixth period as a P.E. credit. The instructors have honed the curriculum over time, and have found that teaching all students certain specialized skills wasn’t effective. “We were spending all this time teaching them how to tape, but they were never going to show up early enough or were never going to use the skill. In my opinion, that was an inefficient way to use our time and supplies,” said Athletic Trainer Betsy Nadler. Ultimately, it is up to the students to decide how much they want to get out of the course. “I would say if somebody is really interested, they’ll keep at us. They’ll keep asking us about it, ask questions when we are doing things,” Betsy said. “If you show genuine interest and really

Photo by Miles Andres

ROLL THE TAPE: Senior Eric Klein tapes junior Davis Owens in the trainers’ room before practice. The athletic training class has helped Eric hone his knowledge of sports medicine.

want to learn this stuff, we’ll teach you and spend the time working with you,” Mr. Johnson said. But that’s not the case for everybody. “I personally feel that we get two types of students,” Ms. Nadler said. “Students who are interested and really want to do it and students who are taking the class because they have no other choice and don’t have any other P.E. credit option.” Eric has been a student trainer since his sophomore year. In that time, he has earned three varsity sport letters for student training, adding up to an unprecedented total

of 15 over the course of four years. “Every week Kent would teach me a different part of the body and how it works and all the little muscles and bones that are involved,” Eric said. “If you want to learn how to tape an ankle, what an epistasis is, or other medical terms, they will teach you. That’s just kind of up to you. You’re going to get out what you put in. They’re not going to sit there and teach you if you don’t want to be taught.” Eric plans on studying medicine in college. He would like to attend medical school and specialize in orthopedic surgery and sports related injuries.

Decorated swimmer dives headlong into career with 2012 Olympic Trials Alex Weinberg Arts Editor

The Olympic Games are the most prestigious athletic competition the world has to offer, and for senior Claire Brandt, they’re on the horizon. At the National Swimming Championship and Junior National Swimming Championship, both held during the summer of 2011, Claire’s swim times in the 50-meter freestyle and 200-meter backstroke qualified her to attend the U.S. Olympic swimming trials this summer, held from June 25 to July 2 in Omaha, Nebraska. Claire’s time of 2:17.66 in the 200back and 26.29 in the 50-free both meet the standard times, required to compete in the trials (2:17.99 and 26.39, respectively).

However, even though Claire’s time for the 50-meter freestyle was the sixth fastest in the nation last year among swimmers under 18, she will have to improve significantly if she hopes to represent the United States My goal reat the Olympics. ally is to go “[The Olympics] has for some always been a dream, of personal course,” Claire said. “But best times honestly, for this summer, and get the it’s still not much more experience than a dream.” of being Only the top two swimmers in each event at the trials qualify to compete with the US Swim team at the Olympics, and Claire will be up against up to several thousand swimmers, all of them world-class athletes. Claire said

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she expects her 200-back time will need to be well under 2:10 and her 50-free time will have to reach around 24 seconds if she hopes to finish anywhere near the top two swimmers in those events. “My goal this year won’t really be to make the team,” Claire said. “I’m not trying to be negative. I just want to be realistic. I’ll be going up against past Olympians and American record-holders, so my goal is really to go for some personal best times and get the experience of being at Olympic trials.” In the meantime, Claire is sticking with her training, and is gearing up for the summer as well as college-level competition at Texas A&M University (TAMU), which she will attend in the fall. Claire’s training regimen consists of

a six-day swim week: She practices for two and a half hours after school Monday through Friday and has one two-hour practice over the weekend. Outside of school, Claire swims with the Dallas Mustangs organization. More immediate goals of Claire’s include swimming personal best times in both events at the Olympic trials, as well as making the Junior National Team, made up of the six fastest swimmers ages 18 and under in each event. She’ll then keep up her training regimen for the until college. She will also work towards the Southeastern Conference (SEC) Championships in late February, with several dual meets throughout the season. “But for 2016,” Claire said, “when I’m a lot older and hopefully a lot stronger and faster, [making the Olympic team] is a definite goal of mine.”

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wednesday, may 16, 2012

Opinion: Offseason practice vital to athletic success Ben Weinberg Sports Editor

Varsity football held their first practice on May 9 — more than three months before their first game. Fall athletes in multiple sports are bracing themselves for four-hour daily practices in August. Varsity boys’ basketball Head Coach Jaye Andrews expects most of his players, both varsity and JV, to participate in Metrocrest basketball leagues throughout June and July. During both the school year and the summer, many student-athletes work out up to five days a week at Bigger, Faster, Stronger (BFS) sessions — all during their respective sport’s offseason. Most won’t enjoy it. I don’t enjoy it. Offseason workouts aren’t fun. But they are necessary. Students often grumble about the time commitment of playing a sport, and not without reason. The typical varsity season includes after-school practice every day, weeknight games as far away as Arlington or Fort Worth, and the occasional weekend road trip to Houston or Oklahoma City. As a two-sport athlete, I sympathize. Sports take up time. The desire to put in that time, though, is critical. The last several years have not been equally kind to all of Greenhill’s varsity teams. Since 2005, the boys’ teams have combined to win 10 Southwest Preparatory Conference (SPC) titles. However, eight of those have been gone to tennis and volleyball. Greenhill’s other nine boys’ varsity teams have won only two championships in the last seven seasons. Meanwhile, boys’ volleyball has won five

Photo courtesy of Jordan Gibbs

SPRING INTO ACTION: Varsity football runs through plays in their second day of helmets-only spring practice on May 10. The team will begin preseason two-a-day practices on August 8.

championships in the past decade. Coach Nannie and his players have not won all that hardware because they knock around a volleyball for a couple hours a day. They win because half of their summer is devoted to the sport. They win because they play competitively year-round. They win because several Greenhill boys’ volleyball players will participate in the National Junior Volleyball Championships throughout

June and July. That’s the same type of commitment that all Greenhill sports need — and the commitment they all deserve. Over the last couple years, we have been moving in the right direction. Offseason and summer BFS workouts have grown in size since their implementation in the summer of 2010. This summer, Greenhill coaches will offer the workouts five days a week from June

7 to July 27. Coach Andrews will continue to offer Metrocrest teams, and the Storm baseball program will provide opportunities for students from Lower School on up the chance to play more throughout the summer. Our coaches can only present these opportunities, though — ultimately, it’s up to us to take advantage of them. Workouts mean nothing if we don’t attend them. Opportunities only matter if we seize them. We get out of sports what we put in to them. Ask Holland Hall: Over the last two seasons, the Tulsa school has had 12 football players make the Division-I AllSPC team. Ask Fort Worth Country Day: They’ve had 14 players make the DivisionII team, and they won the championship in 2010. Both schools recently implemented rigorous offseason workout programs, and their athletics as a whole have seen major all-around improvement as a result. With our coaches running BFS and their own sport-specific training, the opportunities to improve are certainly available. All that’s left is for us, the athletes, to take advantage of them. We often grumble about losing more games than we’d like. We can chalk it up to bad luck, size disadvantages, whatever. In reality, though, it’s about which team put in the time and effort. Individual players can’t do it alone; success in sports requires a collective drive. When we as a school are working harder than all of our opponents, we’ll beat them.

AFTERWORDS

wednesday, may 16, 2012

Looking deeper into our community

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cheer them on. When a senior competed for a local athletic award, the entire school supported and voted for her. Days after a sophomore’s home was destroyed in a tornado, her friends organized a bake sale to help her and her family. In a place where the community bond is so strong, it is hard to imagine bullying could ever exist. There are no intimidating, tough guys strutting the halls, throwing skimpy students against lockers. No one is stealing our lunch money or directly insulting us. The nation-wide bullying campaign seems to be directed at this cliché, in-your-face harassment. The site stopbullying.gov advises victims of bullying, “Don’t fight back. Find an adult to stop the action on the spot,” and “Look at the kid bullying you and tell him or her to stop

in a calm, clear voice.” While these tips might help victims who are facing the “locker-room” bully, they seem out of touch with Greenhill’s tight-knit bubble. But it is false to assume bullying does not exist We have all here. Bullying at been on both Greenhill is not as sides of bullying. obvious. It is hidI too am guilty den behind words of these seemand gestures. It is ingly harmless the subtle smirks actions.” when a classmate answers an incorrect question or the quick eye roll when someone outside “the group” joins the conversation. It is the abusive

name-calling jokingly exchanged between friends. It is talking about people behind their back and the anonymous memes mocking our classmates. The first step in solving the problem is the simple awareness of the existence of bullying at Greenhill, despite there not being overt insults, physical violence, or burnt books. We have all been on both sides of bullying. I too am guilty of these seemingly harmless actions. If we recognize that everyone struggles with it, our community will strengthen. A simple realization that we are all just students, trying to make it through school, can go a long way. So instead of laughing off a mean comment or rolling your eyes, remember that even the little actions can hurt others.

Like many private schools, Greenhill constantly fights the stereotype that it reeks of privilege. While I do not live in a wellknown, rich part of the metroplex or drive a car worth several years’ worth of tuition, I am still blessed to say that my family has not faced economic hardships in my lifetime. Living in a community where wealth is the norm, and knowing that our parents enroll us at this school in the hopes that it will lead to success later in life, puts tremendous pressure on students. We focus on succeeding in school so we can attain the highest-paying

job later in life. I feel like happiness can be forgotten along the way. As we all know, being successful at Greenhill is easier said than done. I have always tried hard in school, but the summer before junior year, worry kicked in. Since my family is dead center on the wealth spectrum, I can never picture what life will be like 10 years down the road; it could go either way. My dad’s business can flourish or flounder. I never feel like my future is set. I like having answers, so not having a clear idea of what life will be like Money does financially (or just in not buy hapgeneral) is a big fear of piness, nor mine. So I focused on does it equate school. to success.” My thought process was if I did well in school now, I would put myself in the best situation for college admission, which would allow me to hopefully go to a good college and get a stable job afterward. The fear of not achieving these goals or

of coming home after college and relying on my parents for support because I was unable to stand on my own, becomes overwhelming at times. I found myself fixated on my grades in classes. I am not a vocal worrier, so, I kept it all inside, trying not to vent to other people. I would worry about not only my grades in certain classes, if I put enough effort in on that last paper or test I just had, whether I am participating enough in class, and all the way down the line. A recent SDLC assembly brought up the questions of financial status and privilege, but also how conflicted we feel about it. Participants were given a survey to fill out, and for each answer they either added or subtracted a point. At the end, they tallied the score and the higher the score you had, the more privileged you were. I was struck by what someone said in my advisory: “What number I put down doesn’t determine how happy I am.” It took me awhile to grasp this, but he was right: In the grand scheme of things, it does not matter how much money I have now,

or how hard I try to set myself in the perfect situation to have money later on in life, if I’m not happy right now. At different points during this year I found that I would not be able to enjoy a conversation with friends or fully take advantage of a break when I could be resting. I was constantly worried and stressed. I was thinking long-term a lot of the time and disregarding the present. But money does not buy happiness, nor does it equate to success. It might offer material items to distract you, but it does not fix any issue that will eventually resurface. Everyone, regardless of how much money they have, goes through the lows of heartbreak, death, loneliness and failure and the highs of love, success, and reliable friends and family. Life is too short to look at happiness as some pending, long-term goal. I am still learning how to balance my struggle for success with my need to take time to just live life and be happy. Everyone needs to make a foundation for success, but happiness should not be forgotten along the way.

I was a chubby kid. For some of my Lower School years and half of Middle School, I was heavier than many of my classmates, and I was self-conscious about it, too. Swim parties were the worst; I hated the idea of striding around the pool in my bathing suit in front of other kids. When I ate out with my friends, I always ordered what they ordered and ate the exact same amount they did, thinking maybe they wouldn’t think of me as fat. I remember wishing I could be skinny like my friends or

the models in magazines. While most of my weight disappeared before seventh grade, the insecurity never did. In a 2008 Vanity Fair article, actress Kate Winslet said “once a fat kid, always a fat kid.” It seems silly, but I had never felt such connection to something I read, and rarely have I since. Looking at Facebook pictures has become less about reliving a memory and more about checking to see whether or not I look “fat,” and I’m still anxious about bathing suits. While I know this may sound vain or obsessed, I also know I am not alone. We live in a society where an actress is accused of having “plastic surgery gone wrong” because her face is puffy; where already-thin models are airbrushed to look even skinnier on magazine covers; and where American obesity is on the rise. How hypocritical are we? Recently I have become an avid viewer of the television show Smash, about the creation of a fictional musical. This musical is based on the life of Marilyn Monroe, who was the

epitome of beauty in her time. Monroe, still admired for her appearance, was a size 8, unheard of for the stereotypically “beautiful” actress or model of today. I find it appalling that as a society we revere Ms. Monroe for her beauty, while most models that now strut our runways and grace our magazine covers are confined to much smaller sizes. Actress Ashley Judd, whose aforementioned “puffy face” became the tarWhile most get of media scrutiny of my weight last month, faced her disappeared critics by writing an before seventh op-ed in The Daily grade, the Beast. She explained insecurity never that women, not men, did.” largely took the initiative in criticizing her, and urged people to talk about appearance and its role in society. At the conclusion of her editorial, Ms. Judd

said something that resonated. “It [body image] affects each and every one of us, in multiple and nefarious ways: our self-image, how we show up in our relationships and at work, our sense of our worth, value, and potential as human beings.” So when I hear my fellow classmates, usually girls, criticize others for their weight, be it calling them too “skinny” or “fat,” I’m disheartened. If you are like me, you already are your own worst critic. The nasty comments made by others just attack an already bruised confidence. Wouldn’t you hate to think the the people you hear criticizing others for their weight are also saying the same thing about you when you aren’t around? As fellow human beings, why don’t we cut each other some slack? Gossip will never die, and I would be lying if I said I have never contributed to it; almost, if not all of us have. But how about we take baby steps, stop the negative appearance remarks, and start a more meaningful conversation?

I am not as quiet as I used to be. Though my teachers won’t agree, this is one conclusion I came to during this year’s Day of Silence, an annual event in which students keep silent to symbolize the actual silencing of LGBT students through harassment at school. Midway through the day, I realized it had grown harder for me to forgo speaking. I’m still not the biggest chatterbox, especially in class, but I’m also not the meek sixth grader who first came to Greenhill five years ago, the one who rarely spoke and almost always had his nose buried in a book.

I hate to admit it, but I was, and still am, a little shy. But more than just plain shyness, I discovered a few years ago that quietness might also be ingrained in my personality. As I relearned in Psychology this year, there is a spectrum of personality ranging from introversion to extroversion. To oversimplify, extroverts are outgoing and talkative. Introverts are more reflective and I hate to reserved and tend to enjoy admit it, more solitary activities. but I was, In other words, and still introverts are like me. This am, a little seemingly small discovery shy. relieved me greatly. It explained why I was not as outgoing as some of my peers, why I had fewer friends, and why it seemed that others were always “hanging out” while I was at home, content in my solitude. For me, the more people I’m with, the less I tend to talk. This doesn’t just apply to social gatherings and hanging out with friends — it applies to school and in the classroom as well.

What continues to surprise me is the negative associations with being quiet. We live in a heavily extroverted society. After all, that’s the United States: loud, brash, and bold. Accordingly, the child who is outgoing and charismatic is popular among his peers and viewed as “healthy” by society. In contrast, the child who is reserved sits on the fringes. Often, he is overlooked, or at most treated with concern. Even at Greenhill, a tolerant and diverse community, the naturally quiet can be treated unfairly. Take participation grades: they reward extroverted students with an easy A, while immediately disadvantaging the introverted. My teachers will tell you that my silence has not hindered my learning — or anyone else’s, which being too loud can do. Why is it so wrong then? I understand teachers’ desires to facilitate active discussions. But students can contribute without speaking. For example, in my current English class, every student sends in a thought piece for each night’s reading. Mr. Matuk prints out selected pieces to read and discuss in class. Through

thought pieces, I am able to contribute my ideas, without having to speak. I will make a few clarifications. My complaints don’t apply to presentations or assignments in which students lead class for a day. I have no problem with speaking; talking in class just isn’t in my nature. Also, my views on participation don’t extend to discussionbased seminar classes. Students choosing to enroll in those seminars are aware of the expectations, and have to act accordingly. I’ll close on this: In a recent English essay, I compared the spectrum of personality with sexuality, and the analogy is not as farfetched as it may seem. We maintain that it’s wrong to discriminate based on sexuality and force an LGBT child to be straight; why then force an introverted student to speak? After reading a Time February cover story about introverts, and exploring recent books on the subject, I discovered I’m not the only one to feel this way. I became more comfortable with myself, and more confident. So I do talk more now. But at the end of the day, nothing feels better than a quiet night at home.

Not every school is like Greenhill. Greenhill is a place where students crowd teacher’s cubicles, swapping stories about their weekends. Seniors make C-day speeches and their friends sit down under the podium and

Money isn’t everything

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Good comes in all shapes and sizes

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Silence is golden

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wednesday, may 16, 2012

Kindest Heart

Speedy Gonzales

s the school year Most Loyal rushes to an end, The Evergreen stops to recognize the longest, fastest, weirdest, and craziest achievements within the community.

Renaissance Man

Lorene Richardson holds the record for the most years at Greenhill. For 45 years, she has graced the cafeteria, tossing salads, baking goodies, cleaning the dishes till they sparkle, and serving hungry students. Now she’s Assistant Manager of SAGE Dining at Greenhill. She has been a part of the community for so long she’s watched students grow up and come back on campus as adults, and that’s why she’s stayed here so long. Senior Bronsin Ablon holds the record for most Fine Arts credits at Greenhill. In four years, Bronsin has accumulated a whopping 44 credits from 22 classes. From Advanced Placement 3D Design to Concert Band and Video Production, Bronsin has done it all. Starting with four credits his freshman year, he increased his arts load to 18 credits in his senior year alone. Looking for Bronsin? Check the Fine Arts building!

You might know Upper School Language Teacher Sebastian Gluzman as your crazy Spanish teacher or as the incredibly enthusiastic announcer for the summer reading committee. But you probably don’t know him as an avid marathon runner. This May, he placed third in the 26th Annual Bagel Run and cheered student runners like freshmen Rachel Carp and Macy Golman, sophomore Brent Rubin, and senior Noelle Smith. Mr. Gluzman, accompanied by his just-as-energetic Labrador, runs three days a week and completes long-distance runs every Saturday with his training group. He started running marathons in 2010, and since then has participated in 10 marathons.

Thank you for nine great years with us, Mr. Braemer. We’ll miss you. -The Evergreen staff

Got Milk?

Biggest Jock

Ring Leader

Sophomore Ron Turley holds the record for owning the most cows of any Greenhill student. Not only does his ranch house 70 to 80 cows, but also deer, turkey, and quail. Ron has been working on his ranch for the past two years, rounding, feeding, and checking on the cattle. An additional perk to working on the ranch . . . no need to buy milk.

Farewell, Friend David Braemer, Head of Upper School, played lacrosse and football while earning his B.A. from Amherst College. Later, when he coached football at Durham Academy, students nicknamed him “Old Blue Eyes” and “Braemdog.”

For the last 15 years, on Administrative assistant Day, Pam Hopkins, College Counseling Assistant, is greeted by two things:the familiar face of an old student— and a plant. The tradition started in 1995, when Mrs. Hopkins showed compassion to a student in trouble. As the senior class of 1995 rode the bus to their overnight, one boy decided to use an open window instead of the bathroom on the bus, leading to a several-day suspension. As he waited outside the Dean’s office, Mrs. Hopkins consoled him, saying, “If this is the worst thing you ever do, it’s not so bad. One day you’ll look on this and laugh.” Each year since, the student returns the favor by giving her a plant to honor her compassion.

Another reason to consider senior Eric Klein the big man on campus: he has earned

Ron Nevelow, Upper School Counselor, may teach you to release stress calmly, but he holds the record for spending the longest time in a wrestling ring. After attending a match with his friends, Mr. Nevelow, feeling macho, wanted to check out the ring. “Okay, who’s gonna take me on?” he asked, and then fought valiantly with his opponent until security intervened. Look out: Mr. Nevelow is undefeated!

15 varsity letters. A mathematical impossibility, you say? (Three varsity sports x four years of high school = 15) Eric acquired his letters from four years of varsity football, basketball, and track, but also three trimesters of student training. For Eric, it wasn’t a matter of getting a record number of sports credits. “I love playing sports and I love being in the sports realm,” he said. “Football, basketball, and track are a medium for me to help me relax before I go home and do homework.” On top of his varsity athletics, Eric joined the sports training class to pursue his interest in sports medicine. (See pg. 21 for a profile.)

Steve Warner, Upper School math teacher, is just your average geometry-teaching, schedule-making, lacrosse-reffing, motorcycle-riding ... cowboy. Last summer, he purchased six longhorns to graze on his longowned property. Thanks to his cow companions, Mr. Warner can add ranching to a long list of hobbies.

Photos courtesy of Sebastian Gluzman, Ron Nevelow, Lorene Richardson and Ron Turley Story and graphics by Gabby Das and Rebecca Kim