logan goodman combines love for sneakers and art pg. 15
nklings staples hIgh school’s news magazine
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logan goodman april 2022
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Contents NEWS
The Board of Education plans on installing new playgrounds at BMS and CMS to give more options for activities at recess.
OPINIONS
Theresa Vandis vouches for a return of “Good Morning Staples,” in order to help foster a more informed community.
FEATURES
Staples’ Tech Ed class has seen a recent surge in female enrollment, allowing for a more enriching class environment for all.
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09 13
ARTS
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SPORTS
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Jet Tober ’23 utilizes his creativity and musical experience to write songs on programs such as GarageBand and Logic.
The Staples sailing team feels unrepresented in the school community and wishes for more recognition from the student body.
Front and back cover design by Aidan Rogers ’22 Cover photos by Camille Vynerib ’23
Volume 89, Issue 8, April 14
Inklings Staff Editors-In-Chief
Natalie Bandura, Katie Simons
Creative Director Aidan Rogers
Social Media Director Lea Rivel
Broadcast Directors Ella Alpert, Lyah Muktavaram
Paper Managing Editors
Photography Director
Web Managing Editors
Asst. Business Managers
Lily Caplan, Betti Kobak Giselle Oldani, Anastasia Thumser
Associate Managing Editors
Camille Vynerib
Meg Enquist, Allison Gillman, Mia Kirkorsky, Lucy Zuckerman
Features Editors
Mishael Gill & Emily Goldstein, Lily Klau & Ella Shi
Arts Editors
Anna Diorio & Abbie Goldstein, Maria Krug & Elle Vail
Sports Editors
Gabi Gerig & Kiswa Khan, Phoebe Miller & Tori Wilson
Web News Editors
Toby Goldfarb, Abby Nevin
Web Opinions Editors Hannah Conn, Margot Richlin
Samantha Felner, Karina Murray
Breaking News Editor
Brooke Fried, Margot Stack, Theresa Vandis
Finnegan Courtney & Maya Hruskar, Lucy Dockter & Julia Herlyn
Alix Glickman, Karlie Saed
Mimi Casey & Jared Leonard, Valerie Dreyfuss & Charley Guthartz
Julia Leitner, Sarah Marron
Business Directors
Asst. Creative Directors Rachel Greenberg, Madeline Michalowski, Lilly Weisz
Public Relations Director Chloe Murray
Outreach Manager Shira Zeiberg
Tierney Kugel
News Editors
Opinions Editors
Web Features Editors Web Arts Editors Audrey Kercher, Hannah Ratcliffe
Web Sports Editors
Web Photostory Editors
Amanda Rowan, Ella Stoler
Advisors
Joeseph DelGobbo, Mary Elizabeth Fulco
More About Us
Inklings News is uncensored, unedited by administration and does not allow for prior review.
Opinions
The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@ westportps.org. Submissions will not be edited prior to publication.
Advertisements
Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.
Membership
Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. ................................................................
The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex,religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.
EDITORIAL
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Graphic by Shivali Kanthan ’24
Voice4Change reveals continued need for student input in budgeting process
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he Voice4Change initiative allows students at participating schools to propose budget initiatives using up to $20,000 and vote on which proposal receives the funding. At Staples, there were 6 proposed initiatives: 1) “Make Me Free,” proposes providing free pads and tampons in the girls’ restrooms for up to a year, as well as a replacement of the disposal bins in the stalls. 2) “Student Government” would have students elect representatives to serve on committees to advocate and implement their ideas. 3) “CEE You In The Lab” advocates for introducing a new STEM-oriented class focusing on entrepreneurship. 4) “Refillable Water Stations” aims to install 12 new water bottle filling stations on existing water fountains. 5) “Free Tutors for Those in Need” hopes to provide school-
hired tutors for those who qualify. 6) “Intercity Tutoring Initiative” proposes training Staples students to tutor at intercity schools. While only one proposal won, there is value in all of these suggestions, and the victory of one idea should not result in the other suggestions being dismissed and forgotten. V o i c e 4Change has brought awareness to the value of student proposals that all should have already existed. These are all suggestions that the school should support, especially sinceWestport has the means to make them all realities. We should be doing more as a district to incorporate stu-
dent input into budgeting deci- Board could review these sugsions. Students have important gestions and send out a ballot and worthwhile ideas to con- to students and staff to vote on sider, and the Board of Educa- the suggestions they like best. tion should ask to hear them. Then they could implement Students are the most in as many of the most popular tune to the functionality of the ideas as the budget would allow. school, so why wouldn’t they be Voice4Change was a valuthe starting point for inquiring able experience for students, and about ways it was one that we should strive to improve to emulate at the district level. s c h o o l Even if we don’t have $20,000 practices? in state money to allocate each T h e year, this year’s Voice4Change W e s t p o r t process demonstrates the imporBoard of tance of student input in budget Education decisions. We are the ones who could im- are most affected by our town p l e m e n t budget, and we deserve to have voting pro- a say in the budget process. cedures similar to Voice4Change for school-specific budget allocations. Throughout the year, The Editorial Board voted students could have access to a unanimously in favor of this Google form where they could opinion. share what items they would Have an opinion? like to see included in the budWrite to inklingsnews@gmail.com get. At the end of each year, the
We should be doing more as a district to incorporate more student input into budgeting decisions.
Letter To The Editor I’m a student here at Staples High School. I’m looking to address some concerns I have about the Editorial released in the March issue. I understand that the focus of the Editorial was to address the bullying and hateful comments that resulted from the Russian-Ukrainian crisis; however, I do think that the article was overly focused and analyzed the situations related to the Russian students and the comments they have received. Upon reading the article
I only noticed one example of hateful comments towards Ukrainian students and it was analyzed significantly less than those related to Russian students. The example seemed so insignificant due its lack of analysis, I had to reread the editorial to find it. I had personally overheard unpleasant comments made toward Ukrainian students at school as well as in conversation about Ukraine. I’ve overheard people justifying the death of innocent Ukrainian people by their distaste for the Ukrainian government, which I was dis-
tressed to hear especially as a person of Eastern European descent. I would imagine if I were in the place of a student of Ukrainian descent, I wouldn’t feel like this article particularly applied to me, or tried to make an effort to address the hateful speech that Ukrainians are enduring. I would think this type of speech, in addition to potentially having families affected by Russia’s “military actions,” would make days at school difficult for them. I sympathize with students of Russian descent who received hateful comments, and under-
stand that the actions of the Russians government are not reflective of Russian nationality. Though I personally have not witnessed or been a victim of such a situation in Staples High School, I do not mean to discredit someone else’s experience with it. I mean to address that the issue doesn’t start or stop at hateful speech towards particularly people of Russian descent. If the message was to say that hateful speech to both groups is an issue, then the representation of that hateful speech to both groups should have been equal.
NEWS
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Board of Education explores playground options for middle schools Photos by Sarah Marron ’24
Sarah Marron ’24
ing in this equipment,” RosWeb Sports Editor en said, “it just offers another opportunity to capture more he Board of Education is kids in physical activity.” planning to implement Anthony Buono, Assistant FitCore Extreme play- Superintendent for Teaching grounds to both Bedford Mid- and Learning, also expressed his dle School and Coleytown Mid- hopes for the new playground dle School. These playgrounds equipment during the meeting. would cost $439,000 in total, “The ability to have kids and would provide students with socialize and more options move and for recess, inget physical cluding physactivity just ical exercise warrants so to improve many beneacademics. fits,” Buono Natalie said. “It’s Hartono not just the ’28 revealed -Anthony Buono physical benthe limitAssistant Superintendent efits and the for Teaching and Learning social beneed options available at fits, [but the] recess at Bedability to have movement and ford Middle School. physical activity in the day is “I either sit and read with my really connected to achievement friend, or play four square with and academic performance.” my other friends,” Hartono said. Olivia Devloo ’28 shares the During the Board of Ed- same enthusiasm for the new ucation meeting on March FitCore Extreme playgrounds. 21, Adam Rosen, principal of “I think they’ll be pretty Bedford Middle School, dis- cool,” Devloo said. “[It’s excussed the purpose of the play- citing] that there will be difgrounds for middle schoolers. ferent fitness things and dif“We believe that by add- ferent other things to do.”
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“The ability to have kids socialize and move [...] warrants so many benefits,”
NEW PLAYGROUNDS AT THE MIDDLE SCHOOLS The Board of Education will install new playgrounds at Bedford Middle School and Coleytown Middle School. The Board is still determining whether the regular recess area at BMS (top photo) or the Wakeman field (bottom photo) will be used for the playgrounds.
Chris Tatusko ’22 Staff Writer
Staples Band and Orchestra concerts
Minuteman Race at Compo Beach
Assumption Church is hosting its annual Easter Egg Hunt for all ages on April 17. The egg hunt will take place after 9 a.m. mass on the church’s lawn. The egg hunt is open to all, regardless of affiliation with the church. For parents, there will be free snacks and coffee. No registration required.
The Staples Band will host their spring concert from 7:30-8:30 p.m. on April 27. The orchestra concert is the following day, April 28, at the same time. Both events will take place in the Staples auditorium. Masks are optional for fully vaccinated attendants. No tickets are necessary for either event.
The 43rd annual Minuteman Race will take place on April 30 at Compo Beach. The race will include a 5k walk, 5k run, 10k run and a kids fun-run for those under the age of 13. The 5k walk and runs start at 8:30 a.m. and the 10k run starts at 8:40 a.m. Registration is available online on the Minuteman’s website.
April 30
Easter Egg Hunt at Assumption Church April 27
April 17
Local Briefs
NEWS| 5
Professional development day on wellness receives mixed reactions from teachers Lucy Dockter ’23 News Editor *Names have been changed for anonymity.
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eachers and building staff attended professional development with a focus on wellness and connectivity on March 23. The day was divided into three parts: first, a workshop on how teachers can improve their Connections classes, presented by the administration, then, an offering by Chartwells about creating healthy eating habits and finally, a workshop entitled “Creating a Culture of Connection” that was facilitated by former educators, Dr. Susan Guiney and Kristen Ancker. The day was designed to help educators who are struggling after years of teaching through COVID. “Teaching is stressful enough, but the last two and a half years obviously has certainly impacted our students and teachers,” Principal Stafford W. Thomas Jr. said. “And the key is for the teachers to be role models. We have to make sure that they’re in a good place because that trickles down to the students.” Some teachers appreciated the focus. They said that learning and practicing wellness is beneficial for both faculty and students. “I think it’s a valuable exercise to consider one’s mental state,” history teacher Jonathan
Shepro said. “If you find yourself negatively impacted by your working conditions to the point where it is negatively impacting your personal life, reflecting on the causes and solutions can lead to greater overall happiness.” History teacher Eric Mongirdas also supported the efforts of the administration to design a professional development day that they believed would best serve faculty. “They’re the administration for a reason. This is what they do,” Mongirdas said. “Not to get all Hobbsian, but sometimes they have to tell us not what we want, but what we need.” Other teachers appreciated the Chartwells’ f o o d -Arlene* and were Anonymous teacher h a p p y to learn how to make it themselves. Chartwells did not have a presentation, but rather a spread of food, listed with the health benefits of each. However, some teachers who requested anonymity were disappointed with the focus on wellness, and said they would like more targeted professional development, relating to their own interests. They believe that would better improve their classrooms. “I would really like to learn more about stuff that is relevant to me or stuff that interests me,” Michael* said. “I want to learn something that can enrich my students’ experience in the classroom. But most of the stuff I get is these wellness activities, which
“Teacher wellness needs to be addressed and considered always, not just in a one-off meeting when the school year is coming to an end,”
I don’t really get much out of.” Other teachers commented that they found the focus on wellness patronizing and irrelevant. It did not address their authentic needs. “I didn’t learn any new information in the wellness section and wished we could have had the time to spend doing whatever we personally needed to do to take care of our mental health and wellness,” Jessica* said. Jessica* added that there was not even a choice of activities, which is somewhat ironic for a day supposedly devoted to wellness. “[The administration should] give teachers more opportunities throughout the
Graphic by Lilly Weis
z ’23
school day and professional development days to engage in a choice of wellness-related activities,” Jessica* said. A common refrain was that one professional development day that is so conscribed and pedantic does not meet the needs of teachers. Some teachers suggested that the most valuable wellness activity would have been to be given time to work and connect with peers. Arlene* summed up what many alluded to: the day was too little, too late. “Teacher wellness needs to be addressed and considered always,” Arlene* said, “not just in a one-off meeting when the school year is coming to an end.”
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Westport Five-Year Affordability Plan aims to increase affordable housing Finnegan Courtney ’23 News Editor
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onnecticut’s state government directed each town and city in the state to put together a plan on how the town will increase and promote more affordable housing, an issue made even more relevant since the COVID-19 pandemic began. Under the leadership and planning of First Selectwoman Jen Tooker and the Chair of the Westport Planning and Zoning Committee, Danielle Dobin, Westport has devised its own five-year plan.
Jen Tooker
First Selectwoman
Q: What is the Five-Year Affordability Plan? A (Tooker): “It is essentially a plan that every municipality
needs to put together, as directed by the state under the 8-30J statute, and it needs to be done every five years. […] The plan must specify how the municipality intends to increase its number of affordable housing developments. In putting together this plan, the municipality may hold public information meetings or organize other activities to inform residents about the planned development process.”
Q: How important is the input of high schoolers?
A (Tooker): “I think that youth is a super important part
of our community, [and is] certainly part of the future of our community. I think [their] feedback is very valuable.” A (Dobin): “I think this younger generation is so much more open to change. When I talk to most people [of this younger generation] and I talk about this resistance in the past to allow anything other than single family homes in Westport, high school students look at me like ‘why?’ […] And I think that it’s refreshing for adults to hear that perspective from our younger people.”
Danielle Dobin
Q: What are the major effects of this plan going to be in the first five years?
Chair of the Westport Planning and Zoning Committee
A (Dobin): “I hope that we will see an increase in the amount of af-
fordable housing in Westport, and I hope that we will find that we are a more dynamic and diverse community as a result [...] The idea of this plan is to create a way where we maintain our sense of aesthetics and the look and feel in Westport, but at the same time, create more [housing] opportunities. And the commission has already been doing that since 2018. We’ve approved around 650 new multifamily units [to be built] […] Right now in Westport, we have a little over 10,000 dwelling units overall, but only 390 of them are considered affordable.”
Q: What is the relevance of the plan today? A (Dobin): “It’s relevant now because it dovetails with a lot of changes that have taken place in Westport. When we first moved here, Westport was [less] amenable to the idea of creating different types of housing. But now, most people I know [and most] kids at Staples want to see a more diverse Westport. They want to create a community where people can live here, even if they don’t, for example, run a hedge fund.”
Photos contributed by Jen Tooker & Danielle Dobin, graphics by Lilly Weisz ’23
OPINIONS
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Advocate for the curriculum you care about Editor in-chief
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he apologize for not realizing this sooner, but he switched our unit to focus on the portrayal of marginalized voices in film I used to be someone who rarely raises her hand in class to ask questions, let alone call out the teacher on lesson plans that upset me. However, advocating for the curriculum I cared about was one of the most impactful experiences I’ve had in high school. Learning that I could have a voice in my education made me a more engaged and excited student. While teachers try their hardest to make their content diverse and interesting to students, they have only one perspective to inform their teaching. Students are uniquely positioned to offer useful critiques that appeal to the interests of the class and cultivate the development of transferable skills. Exposing students to different perspectives prepares them for the different opinions and ideas they’ll face once they leave Staples. The world beyond Staples is more than just college classes — it demands that students know how to interact with a multitude of perspectives and advocate for themselves. Education is one of the most important platforms for
Advocating for the curriculum that I cared about was one of the most impactful experiences I’ve had in high school.
style choices. However, I began to notice a trend: nearly every movie we watched had a male lead — in fact, only four of 13 films we had watched thus far had a female lead. As much as I enjoyed learning about the films, I found myself unable to relate to most of the characters. I was frustrated. I doubted my teacher had done this on purpose, but I didn’t want to step on his toes and suggest we switch the unit. On a whim, I emailed my teacher describing my feelings about the content. I didn’t suggest we change our upcoming unit on Jack Nicholson, but I did suggest that the next time he teaches the course, it would be worth considering swapping some of the films out so there were more female leads. My teacher responded in a better way than I could have ever hoped for. Not only did
advocating for yourself; however, students’ feedback is rarely sought after. Encouraging student feedback, whether it be through a Google Form at the end of each quarter or just simply asking for student thoughts at the end of each unit, is one of the easiest ways to keep students engaged and ensure the potential impact of these classes.
Teacher support
Student voice
or most of high school, I’ve accepted the content I’ve been taught without question. Throughout my education, I’ve highlighted readings, submitted homework and observed what’s been taught. My education was an undeniably passive affair, and I was more of an observer than participant. That only changed in my last year of high school,
when my extra free period allowed me to pursue classes I took through genuine interest. One of those classes was Critical Analysis of Film and Literature. Movie after movie, I found myself engrossed in the content. The more I learned a b o u t movies, the more I wanted to explore different elements of production and
Graphic by Madeline Micholowski ’22
OPINIONS| 8
Comfort does not justify apathy: homelessness demands attention
Opinions Editor
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Graphic by Lilly Weisz ’23
ast month was the first time I ever stepped over a hypodermic needle on the sidewalk, knowing unmistakably that it represented someone being afflicted with an addiction that had profoundly disrupted their life. I had visited Portland, Oregon with my family, to tour a college. It was supposed to be, for me, a moment of reflection on my future, considering whether or not this institution was suited towards my aspirations in life. I did think about my future, but perhaps not in the way anyone had intended. In 2019, it was estimated during a census that there were over 4,000 homeless people in Portland, a number that has only in-
creased since the pandemic. Closer to home, in New York City, according to the Housing and Urban Development Department, there is a homeless population of almost 80,000. In places like Portland, where there is a more temperate climate, h o m e lessness is more visible than most other places. For me, someone who has grown up all my life in Westport, one of the wealthiest postal codes in Connecticut, it was a moment of reflec-
tion and reckoning. I walked down sidewalks lined with tents and was tempted to cross to the other side. I considered my circumstances. I, a college-bound visitor, am preparing for a future that is, for all intents and purposes, secured. I will graduate high school; I will go to college; I will likely graduate debt-free; and I will, if all goes to plan, live the rest of my life in that same echelon of entitlement and privilege. Meanwhile, homelessness is a national epidemic that displaces more than half a million people in the United States. Whereas my station in life represents interactions of my privilege, homelessness often results from compounded disadvantage. The New York City Coalition for the Homeless, for example, reports that the majority of homeless people in New York City have disabilities, including severe mental illn e s s , or are suffering from addiction. They are mostly Black, and over half of homeless women reported domestic abuse. I do not doubt that most people in Westport no longer see homelessness as the di-
I think the main problem lies in not addressing the issue at all.
Information from Endhomelessness.org
rect result of personal failings. Rather, I think the main problem lies in not addressing the issue at all. I would not ask that the population of Staples High School single-handedly solve a national crisis, but I would ask that we be careful not to forget the most vulnerable among us. Visible homelessness, in particular, is difficult to look at unflinchingly. If you’ve ignored someone asking for change on a sidewalk, looked away from people sleeping on benches in subway stations, or even crossed the street to avoid any interactions whatsoever, you are among the vast majority of humans who are distressed by the issue but not taking action. Our fleeting distress must not become more important than the people who it centers around. It is easy and comfortable to retreat into the sheltered safety of Westport and think as little as possible of those who have less than we do, but having the resources to retreat often means you are in a better position to help, as well. Advocating for those unable to advocate for themselves, donating to different organizations and educating oneself on the wide variety of problems that underlie homelessness are all simple and necessary first steps in its total eradication. More than anything, we must refuse to look away. Homelessness is not the only problem where our first instinct is to avoid confrontation, but it is one of the most pressing. There is an often unacknowledged power in awareness, and the state of the world, as well as our obligations to each other, demand that we take advantage of it.
OPINIONS| 9
Bring back ‘Good Morning Staples’ Business Manager
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early four years ago, I sat in the back of a silent classroom, craning my neck to see the television along with my fellow classmates. Our eyes fixed on the screen, we laughed and smiled at the upperclassmen relaying the week’s news on the “Good Morning Staples” broadcast. Talk of the broadcast’s content would carry into the lunch waves and through the halls of the building for the hours to come. But that was then and this is now. The attentive viewing of “Good Morning Staples” has been replaced with idle chatter over the morning announcements. The colorful green screen
is replaced with a barely audible microphone. The student-run interviews are replaced with faculty announcements, and the “Good Morning Staples” news show exists only as a faint memory. Staples should bring back the “Good Morning Staples” news show to help reunite the community post pandemic and to engage students in current events around the school. In a majority of my classes, the morning announcements over the loudspeaker are often ignored due to their unengaging presentation. On the rare occasion that the microphone picks up the speaker’s voice, the speaker typically reads off a laundry list of items that need to be covered; however, without being able to associate a face with a voice, many students tune out what is being said altogether. The Staples morning show
The most important aspect of fostering a community of diverse thinkers is giving a variety of voices a platform to speak on.
would mitigate this issue, because it would offer a platform for students and faculty to interact face-to-face about ongoing school issues of importance to the rest of the student body. The most important aspect of fostering a community of diverse thinkers is giving a variety of voices a platform to speak on. In the morning announcements this year, the student body has heard about a plethora of groups’ accomplishments from Principal W Thomas Jr. instead of the students themselves. All of these groups were represented as part of the Staples community with respect; however, if they had represented themselves instead, the announcement wouldn’t have lacked authenticity. “Good Morning Staples” broadcast had a segment where students interviewed various clubs and groups of students and highlighted noteworthy achievements. This was an advantageous form of representation, as the
story being shared came directly from the source. Given the state of our world, it is crucial to keep students educated. There is no time in the morning announcements to talk about things such as the nomination of the new Supreme Court justice, or the petition to keep Joey’s open by Compo beach. Oftentimes, when current events are not mentioned in the morning announcements it can feel as though the administration does not deem them important enough to talk about. While ideally this is not the case, the morning show would offer more air time to talk about these relevant issues, and it would also give students the opportunity to make an appearance and shed light on issues that they believe should be heard and talked about at Staples. Good Morning Staples is an important tradition that has been discarded. This show acts as a medium for exercising our First Amendment rights as students in our community and needs to be brought back. As a graduating senior, I implore the underclassmen to carry on this tradition so that their voices can be heard.
RADIO REGULARS Mike Zito (upper left) and Jim Honeycutt (upper right) advised “Good Morning Staples” for decades, airing the show three times a week at 8:25 a.m. Students such as Jack Caldwell ’19 (lower left) and Cooper Boardman ’17 (lower right) helped to air this show.
Graphic by Rachel Greenberg ’22 Photos contributed by Dan Woog’s 06880 blog
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FEATURES
Players’ ‘Descendants’ crew supports successful production Talia Varsano ’24 Staff Writer
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he deep red velvet curtain drew open on April 1. With that, Staples Players’ production of Disney’s hit “Descendants” commenced. The audience’s senses were immediately drawn to the harmony of voices and energetic choreography on stage. While the show had begun on stage, there was also a “show” behind the scenes where all the preparations were made. Behind any Staples production are dozens of students spending countless hours over multiple nights working on the details of lights, costumes and sets that make every show special. Max Kirkorsky ’22 is a devoted member of the tech crew and works hard to help make scenes more realistic and come to life.
“We’re in charge of every“To be in the tech crew is honestly a lot of fun,” Kirkorsky thing that comes on and off said. “Sure there is work involved stage, so it’s a bunch of heavy for the set, the lights or whatever labor and thinking on your feet,” the show demands, but there is Feldman said. “That being said, so much opportunity for people it’s really satisfying to have your hard work to be able seen and to connect appreciatwith each ed by the other. The audience.” hours can Feldalso be man noted extremethat some ly long, work may sometimes go uneven havnoticed, ing nights but acall the way cepts that until 11 reality. p.m., but “ A it’s always lot of the worth it.” - Sorel Kennedy ’25 time even Similarly to Kirkorsky, Tess Feld- actors involved in the show man ’24, who works backstage, just don’t know exactly what recognizes the amount of work it is we do,” Feldman said. Costume crew member Sorel that a Staples play requires and is proud of the contributions Kennedy ’25 first joined Players she makes to the production. for her love of sewing and craft-
TECH CREW Players’ tech crew finalizes lighting adjustments for their production of “Descendants,” which opened on April 1.
Photo by Karina Murray ’22
“Even if the audience may not notice rhinestones on costumes or the painted details, we know that those are the things that make the show really come together.”
ing. She continues to thrive in her role and loves how unique costumes for “Descendants” are. “It’s made very clear within Players that the show can’t go on without its amazing crew,” Kennedy said. “Crew members get shout-outs for their work, and the cast is very appreciative for the most part. Even if the audience may not notice rhinestones on costumes or the painted details, we know that those are the things that make the show really come together.” As the curtain closed on “Descendants,” all actors and crew took a final bow and were eager to celebrate their selfless collaboration. “I think our own sense of accomplishment is the biggest thing,” Kennedy said. “Some of the things we do can take hours to accomplish but seem minor on stage. But that’s also not the reason we do what we do - we know it’s there, and the actors know it’s there, and that’s enough.”
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BEHIND THE SCENES The Staples Players’ costume crew sew unique costumes for each production. They feature their process on @costumeisthebestcrew on Instagram.
BUILDING SETS The Players’ crew constructs each production’s set. The crew works after school to ensure the play runs smoothly.
Photos contributed by Tess Feldman ’24 & @costumeisthebestcrew Instagram account
12 |FEATURES
Westport community’s efforts support Ukraine Charley Gutharz ’22
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Opinions Editor ver since the current war started in Ukraine on Feb. 24, the Westport community has come together in many ways to support Ukraine. From donating to educating, Westporters have made a joint effort in aiding Ukraine from afar.
Photo by Charley Gutharz ’22
CLOTHING DRIVE
CLOTHES FOR UKRAINE Westporters collect clothing, toiletries, bedding and towels to send to Ukraine.
STAPLES UKRAINE SUPPORT ALLIANCE CLUB
group focuses on advocacy and the other focuses on fundraising. “The advocacy team focuses on ways in which we can raise awareness and support for Ukraine as well as organize boycotts and divestment efforts,” Sargent said. “Then the fundraising team will focus on organizing financial assistance to Ukraine, as well as material drives.”
SUPPORT BLANKETS Social studies teacher Carol Kaye and her Children’s Development class make baby blankets to support Ukraine.
Graphics by Lily Klau ’23
Photo contributed by Carol Kaye
Thomas Sargent ’22 created the Ukraine Support Alliance club on March 2 after learning about the effects in Ukraine due to the Russian invasion. This club is a space where the students update themselves on the conflict and organize ways that they can help. With the current seven members, they split into two different groups that take on different tasks. One
The Westport community is always trying to find ways to contribute to places in need. One specific thing that Westporters are participating in is a clothing drive in support of Ukraine. They are specifically asking for clothing, toiletries, bedding and towels. Lisa Rowan, a Westport resident, was one of the many people who participated in the clothing drive. She has been friends with a Ukrainian woman for 13 years and she knew she had to do something to help.
“She came to my house crying telling me her son and grandson are still in Ukraine,” Rowan said. “Aside from donating money, she said she would take clothing that I was giving away and send it to her family back in Ukraine.” Since the beginning of March when the clothing drive started, there have been 48 full bags of materials sent to Ukraine, and they are still working on how to find a way to send the other 100 bags of clothes they have collected. SUPPORT ALLIANCE CLUB Thomas Sargent ’22 founded the Ukraine Support Alliance Club, which focuses on advocacy, awareness and fundraising.
Photo contributed by the Yearbook Club
BLANKET MAKING
Staples social studies teacher Carol Kaye decided to participate in the support for Ukraine by making baby blankets in her Children’s Development class. The blankets are going to be sent to Ukraine through an organization
called Maidan United which is working with a local organization called Binky Patrol. “Aside from blankets, they are collecting items such as clothing for newborns, socks, medicines, etc. to send to Ukraine,” Kaye said.
FEATURES| 13
Tech Ed female enrollment surges, improves classroom experience Natalie Bandura ’22 Editor-in-Chief
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hen Adela Ardrey ’24 studied the Staples course catalog, she thought about how crafty she had always been as a kid. And although she initially felt intimidated and a bit frightened of some of the bulky, dangerous machinery stationed in the Tech Ed classroom, Ardrey thought a class like Tech Ed sounded fun and she thought it might be something she would excel in. She wasn’t the only girl to think so. This year, there has been a dramatic increase in the number of girls who have enrolled in the Tech Ed class— one such class contains seven girls out of a total of 15 students. According to Tech Ed Department Coordinator Patrick Micinilio, this quantity of female enrollment is unusually high in what has always been a heavily male-dominated class. However, this surge in numbers is part of a trend that has been developing over the past four to five years. “While overall increased enrollment is always a plus,” Tech Ed teacher Michael Sansur said, “female student growth brings added advantages, such as diversity, which is not only indicative of real world macro trends,
but also adds a wider variety of experiences and perspectives enhancing the program as a whole.” Over the last several years, Micinilio has met with eighthgrade counselors during the midyear point to discuss the Tech Ed program, encouraging counselors to convince girls to consider enrolling. Some guidance counselors at Staples have also been advocating the class a m o n g their female stud e n t s . Ardrey enjoys the projects that she has been able to create so far. She appreciates the wide range of skills that she has learned, including how to make functional pens that she has been able to give to her friends. Currently, she’s working on another project. “I’m about to finish my skateboard, which I think is really cool because I’ve always liked skateboarding and making my own
is such a flex,” Ardrey said. Other projects that are a part of the Tech Ed course include constructing a truss bridge, which involves not only learning how to physically construct the bridge, but also an understanding of certain physics concepts in order to determine how much weight various bridges can support. “The benefit of taking the class is that you are engaged in hands-on activities,” - Michael Sansur M i c i n i l i o Tech Ed Teacher said. “The projects that Mr. Sansur has his students work on require independent thought and creativity, and he’s mixing science into his classes.” Micinilio believes that maintaining high female enrollment
“Female student growth brings added advantages, such as diversity, which [...] adds a wider variety of experiences and perspectives.”
Photo by Caitlin Jacob ’25 Graphic by Lily Klau ’23
GIRLS IN TECH ED In the past few years, the Tech Ed class has seen a rise in female students, such as Izzy Alafoyiannis ’24, in a typically male dominated class.
in Tech Ed is beneficial not only as a positive experience for those female students but works to make all students more engaged and enthusiastic. “It’s changing the entire dynamic of the class,” Micinilio said. “The young ladies who have joined [Sansur’s] class over the years have all had such a creative spark in them, and that rubs off on the other kids in the class.” Demial Betfarhad ’24 feels that he has benefitted from the balanced gender ratio in his Tech Ed class. “[Having more girls enrolled in Tech Ed] definitely adds some character to the class,” Betfarhad said. “Just having different people come here definitely makes the class more fun.” Sansur hopes that girls in future years will not be afraid to enroll in the Tech Ed class if that is something that interests them. “Life is all about challenges and new discoveries,” Sansur said. “Not only do students gain new skills but the program can also act as an introductory path to peak students’ interests to STEAM future career fields, which are gaining popularity.”
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ARTS
Tober builds beats, constructs compositions Julia Herlyn ’23 News Editor
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hen listening to the opening lines of Kanye West’s song “Touch The Sky,” an immediate, electrifying response bubbles in Jet Tober ’23—in only a few seconds, his head begins to bob, his eyes close in concentration, and he quietly hums along to the tune. This passion for music began over 13 years ago—when Tober was 3 years old—and today, he pursues this interest through participating in various ensembles as well as composing and producing his own music. “When I was 3 years old, I went to a hotel, and I sat down at a piano in the hotel lobby,” Tober said. “I was just clinking away at the keys, and I played two notes that sounded good. I wanted to learn how to do that again.”
Graphics by Madeline Michalowski ’22
Tober is a member of the Jazz Band (playing piano), the Symphonic Orchestra (playing cello) and Orphenians. He began studying the piano privately at age 5, picked up the cello in fourth grade and has sung for as long as he can remember. Immersed in music for all of his life, Tober began to develop an interest in music composition and production—which is separate from performing in an ensemble or as a soloist— when he was in third grade. “I would hear melodies in my head, and I would want to be able to play them,” Tober said. “I wanted to translate them into something I could experience and other people could experience.” In pursuit of this goal, Tober decided to familiarize himself with a variety of genres and composers, such as Leonard Bernstein, Mozart and jazz music. He experimented with GarageBand before purchasing Logic, a more advanced production software. Initially overwhelmed by Logic’s features, Tober spent time watching tutorials and reading the help guide to gain more understanding of its functions. As a beginner, he started by making simple beats, and upon improving his abilities, Tober began to imitate other artists’ songs. Eventually, through practice and research, Tober started
to compose his own pieces, including classical, hip hop, jazz fusion, rock and rap. After creating a composition, he enjoys sharing them with fellow classmates. “At various points throughout my schooling career, when there has been a project to create something, I normally default to a song, because I like the production aspect of it—it just makes it fun for me,” Tober said. “Honestly, songs are catchy and they help you remember concepts. A lot of [composing/producing] is for personal enjoyment, and for the enjoyment of friends and family.” Zach Brody ’23 recalls listening to one of Tober’s songs during class this year. -Jet Tober ’23 “I heard his song ‘Unit P’ in my WTP (We the People) class,” Brody said. “It was actually insane—like so good. It was a rendition of ‘pushing P’[by Gunna and Future] with his WTP unit as the theme.” Tober feels that the majority of his inspiration for composition and production lies in his love for jazz, and he often incorporates jazz-like features in his pieces. “[Jazz] has this element of surprise that you can throw in by painting [the music] with different colored notes, like when you’re improvising or just playing unique chord progressions in general,” Tober said. “For me,
it’s the most expressive genre [...] You’re using what you’ve learned and you’re applying it, but it’s not pre-planned—you’re feeling in the moment and [creating] what sounds good to you.” Scan this QR code to read the extended article.
“I enjoy [music] too much to not always have it be part of my life.”
STUDENT WRITER Jet Tober ’23 uses music as an outlet for self-expression. Through various programs such as GarageBand and Logic, Tober writes songs in his free time.
Photo by Camille Vynerib ’23
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Logan Goodman ’24 incorporates love for sneakers, art into business Genevieve Frucht ’24 Staff Writer
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ogan Goodman ’24 has always been into fashion and sneakers, as well as drawing and art. When she was given a pair of used Air Force’s by a friend in 2019, Goodman decided to turn them into a piece of art that she could also wear. This sparked the idea to start her own customized sneaker business, Laced by logan. From a young age, Goodman has always loved to put outfits together, using sneakers to enrich the look. “I have liked sneakers since elementary school when I started picking out my own outfits,” Goodman said. “They were a perfect way to express myself; whether it was kneehigh sparkly Converse, light-up Sketchers or Jordans, sneakers were always, and will always be a big part of my life.” Since Lacedbylogan’s launch, Goodman has fulfilled orders from all around the country and many customers have found her shop through Instagram. Her designs have also been featured on influencers’ Instagram accounts including Blazendary, Two Js Kicks, Unbreakable Kicks and Bleacher Report. Lacedbylogan has also been featured in local press services such as Westport Lifestyle Magazine and Westport Journal. “I am overwhelmed by how quickly my business has kicked off, and am truly grateful for all the opportunities that have come out of lacedPhoto by Camille Vynerib ’23
bylogan,” Goodman said. Goodman’s favorite experience while owning her business was when she got asked by Bleacher Report Kicks (a branch of Bleacher Report that focuses on sneakers) to show off her sneaker collection on one of his shows. BR Kicks raved over one of her custom pairs of shoes which were inspired by two contemporary artists, Murakami and Kaws. “[BR Kicks] gave me a shout-out after the live show and began to follow my business account,” Goodman said. “He even got a pair of my customs which he wears and shows off every so often on social media.” Along with spreading publicity for her business on social media, Goodman has also attended live events such as store openings, stands in downtown Westport, museums and birthday parties. “I love to do live events because many people don’t normally see all the work behind each design,” Goodman said. “At live events, people can watch me hand paint their shoes and understand the whole process from start to finish.” Due to various other time commitments, she sometimes has to turn down orders; however, she always tries her best to fulfill as many requests as possible. “In the future, I hope that I can keep it up, continue to fulfill orders, and attend events while also being a full-time student and athlete,” Goodman said. “One of my bigger goals is to make sneakers for a very famous individual, like a professional athlete or well-known individual.”
VERSATILITY Logan Goodman ’24 demonstrates her artistic talent through her array of textures and colors on her shoes.
SHOW STOPPER Goodman, owner of Laced By Logan, a shoe design business, often hosts live shoe painting events.
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SPORTS
Sailing team rides unrecognized wave Assistant Creative Director
What sport do you play at Staples?” This is a common question many adults or out-of-towners often ask students, expecting the mainstream response of soccer, lacrosse or the occasional swimming. Yet for a handful of 14 Staples students, their proud response is, “I’m on the sailing team.” The team has existed for over 20 years where they practice out of Cedar Point Yacht Club in Westport and compete in the New England School Sailing Association, which is mostly made up of private schools like Fairfield Prep and Greenwich Academy. With this structure, Staples successfully tied for third place at the
state championships last season. it,” Holoubek-Sebok said. “I love Yet despite the comparable answering their questions, but it amount of practice time and is a little sad to feel like not many team success in regattas, the team people know about our hard feels they have essentially sailed work and accomplishments.” Another captain of the team, under the radar in terms of the acknowledgement by the school Jack Murphy ’22, who also plays and the awareness of the students. Staples varsity basketball in the “Most years, the sailing team winter, feels the sport of sailing is acknowledged twice,” tri-cap- and his team is misunderstood. “I think that most people tain Tori Holoubek-Sebok ’22 said. “When Sue sends out the don’t realize the requirements two emails reminding students of sailing, from the extreme cold to register conditions for the fall to the physiand spring cal exertion,” sports.” Murphy said. In spite His teamof being unmate Tuckaware, the er Peters ’24 student body also feels that appears to be -Tucker Peters ’24 there is merit supportive. and skill in“Everyvolved in the dependent sport. one I have talked to has been wind “When people think of sailsuper positive and curious about the team once they learn about ing, they think of the slow leisure
“The sailing team is very close-knit and we pride ourselves on that.”
boats that sail at Compo,” Peters said. “Yet, sailing is very intense and a psychically demanding sport that requires a lot more strategy compared to others.” Most importantly, just like any other team, the sailors experience a genuine sense of comradery that Peters appreciates. “I think the best part about this team is the people who are on it,” Peters said. “The sailing team is very close-knit, and we pride ourselves on that.” Regardless of their recognition, this buoyant team spirit lies at the center of the students’ experiences which for Holoubek-Sebok, makes even the occasional harsh conditions worth it. “They make going to practice everyday really fun,” Holoubek-Sebok said, “even when it’s freezing cold outside and raining.” freezing cold outside and raining.”
ON THE WATER (from left to right) Jack Murphy ’22, Tucker Peters ’24 and Jared Leonard ’22 of the sailing team participate in a regatta on March 30.
Photos contributed by James Doan ’24
SPORTS| 17 Graphic by Rachel Greenberg ’22
Dance provides community away from Staples Web News Editor
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Physical exercise is not limited to 70 North Ave: a supportive community can be built or found anywhere.
program. M y words of wisdom to incoming or current Staples students is that high school is a time for selfgrowth and discovery, a n d if you want that maturation to occur outside of a Staples team, so be it. Physical exercise is not limited to 70 North Ave: a supportive community can be built or found anywhere.
ON HER TOES Toby Goldfarb ’23 has danced at “The Spot Just Dance” for 11 years and joined the competition team five years ago.
Photo by Cami Vynerib ’23
taples is home to many widely recognized athletic programs, whether it be boys’ lacrosse, girls’ soccer or cheerleading. Even the teams that aren’t always nationally ranked are still appreciated through lawn signs, senior day decorations, morning announcements and congratulatory Superfans posts. To put it simply, it is apparent that Staples highly regards its athletes. As a competitive dancer of six years, I can’t say my teammates or I have received much attention at all from our school. But, as tempting as it is to complain about the lack of acknowledgement, I have ultimately come to realize that my love for my sport is enough and I don’t need the validation of others to feel fulfilled. Because of a culture at Staples that encourages participation in school sports, I have felt inferior to my friends who dedicate their athleticism to represent their school. But even though I don’t have “Staples” attached to my team name, it doesn’t mean my team is less competitive. For me,
a typical weekday after school consists of up to four hours of dance class. Weekends can be six hours of rehearsal, and the occasional three-day competition weekends when I can be at the venue for 12 hours each day. Although I sometimes wish I could relate to my friends on a Staples team and experience the “typical” athlete lifestyle, I would not trade my dance company for anything. Due to my team’s geographic diversity, I feel fortunate that I am given an opportunity to be with dancers that I otherwise wouldn’t have met through Staples. E a c h dancer exposes our team to different personalities, opinions and dancing styles that I could not discover within just the Staples student body. Over the years, some dancers and students have tried to promote (or at least mention) the idea of a dance team or class at Staples, separate from theater and cheer groups. However, I’m not confident that enough dancers would abandon their current studio for a fledgling dance team, as recruiting choreographers is also a challenge in itself. Although the idea of a Staples dance team is amazing, it’s far-fetched considering it would take several years for this initiative to gain traction and become a well-developed
Graphics by Lily Klau ’23
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Spring sports teams strive to conquer competition Staff Writer
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nowy winter days and packed sweaty gyms are in the past and are now replaced with glistening grass fields and courts filled with cheerful athletes. Spring sports are officially in session. As the bell rings at the end of the school day, athletes rush out into the fresh spring air to head to their respective field or court. After weeks of team bonding and training, athletes are anxious to get back out and compete.
GiRLS’ TENNiS
BOYS’ RUGBY
GiRLS’ GOLF
BOYS’ BASEBALL
Last year’s girls’ tennis team proved their resilience: after losing to Darien in the regular season and then in FCIACs, they later beat the same team in States and won first in the state tournament. The team is primed for the season to begin and has prepared by practicing and working out with a personal trainer all while under the leadership of captains Allie Francis ’22 and Jordana Latzman ’22. “Our goal for the season is to have an awesome season on the courts but also off the court,” Latzman said. “I hope to help build a super tight knit team and win states and FCIACs.” Latzman is excited for a normal season without COVID regulations that have occurred the past two seasons. “I feel that this season we can simply work hard and play with way less worries.”
The rugby team is coming off of their most successful season in program history. They ended the regular season with an undefeated 7-0 record, placed fourth at nationals and ended last season ranked sixth in the nation. If that wasn’t good enough for them, they are currently ranked fifth in the country. The team is working to build off of their past success. The captains are George Engels ’22, Jack Edwards ’22, Brandon Saunders ’22, Nick Novello ’22 and Devon Saunders ’22. “We hope to go undefeated the whole year,” Edwards said, “and end with winning the state championship national championship and ultimately building a program that will get more kids interested in playing rugby.”
The girls’ golf team ended last season placing third at FCIACS and with a record of 12-4. Historically, the top team in the FCIAC is New Canaan, so Staples is pushing themselves to try and beat them this season. The team is captained by Lizzie Kuehndorf ’22 and Leni Lemcke ’22 for the 2022 season. “Ultimately the goal is to win as many matches as possible and do well at FCIACs and states this year,” Kuehnndorf said. The team has been playing nine holes after school at Longshore golf course for two weeks while the roster is finalized. They also have been doing indoor practices to focus on the mental game of golf, with occasional yoga sessions.
The baseball team has high hopes to win another FCIAC and state title. More specifically, they hope to win against their biggest rivals, Fairfield Warde and Ridgefield High School. Last season the team finished 13-4, placing eighth in the state. The team captains, Matthew Spada ’22, Finn Popkin ’22, JW Fitzgerald ’22 and Alex Oppenheimer ’22, and the rest of the team are hoping to continue to grow after such a successful season last year. Spada believes that the work the team put in will be evident in the season. “We ran winter workouts so we could get our work in as a team,” Spada ’22 said. “But in addition to that everyone worked tirelessly on individual development so we can come into the season 10 times better than last year.”
SPRING CAPTAINS (From left to right) Jordana Latzman ’22, Jack Edwards ’22, Lizzie Kuehndorf ’22 and Matthew Spada ’22 are all senior captains of the respective sports girls’ tennis, boys’ rugby, girls’ golf and boys’ baseball.
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