Inklings February 2024 Issue

CONT ENTS

News

4 SAT Enters the Digital World

Starting in March, the SAT will transition to a digital format. Learn about the potential advantages and disadvantages that come with this shift.

Opinions

6-7 Kanye West: “Ye” or “Nay?”

Alex Gaines ’25 questions whether her religion and dedication to Taylor Swift should prevent her from listening to Kanye West’s music.

Features

10-11 Student Representatives

Anya Nair ’24 and Calum Madigan ’25 are chosen as student representatives on the Board of Education.

Arts

13 Jazz Ensemble “Plays On”

The Staples Jazz Ensemble aims to spread their love for jazz through performances, with a vision to win national recognition and expand their reach.

Sports

16-17 Smith Dominates the Field Football captain and CT POTY Award winner Caleb Smith ’24 dominates the field, breaks records and demonstrates selflessness.

Inklings Staff

Editors-In-Chief

Genevieve Frucht, Paige Tighe Paper Managing Editors

Ruby Kantor, Talia Varsano Web Managing Editors

Jolie Gefen, Talia Moskowitz Associate Managing Editors

Ava Cordella, Paige Miller Associate Web Managing Editor

Samantha Sandrew Creative Directors

Alex Gaines, Shivali Kanthan Assistant Creative Directors

Avery Michalowski, Olivia Signorile Business Manager

Mia Kirkorsky Assistant Business Managers

Charlotte Berner, Rylie Cordella, Caroline Zajac Communications Coordinator

Caitlin Jacob Social Media Managers

Ava Coyle, Poppy Harrington Broadcast Directors

Zoe Alpert, Zoe Boxenbaum Executive TV Show Producers

Nina Bowens, Ben Buchalter News Editors

Caitlin Jacob, Sophia Reeves, Samantha Sandrew

Opinions Editors

Angelina Matra, Katherine Phelps, Lily Rimm, Demi Sasson Features Editors

Mia Bomback, Zara Saliba, Lily Hultgren, Anna Kercher Arts Editors

Addison Coughlin, Ava Chun, Siena Petrosinelli Sports Editors

Sage Cohen, Madison Mayr, Sophie Smith, Matthew Stashower

Web News Editors

Ella Harrington, Rachel Olefson

Web Opinions Editors

Liora Perkins, Jack Robinson Web Features Editor

Andi Jacobs, Ayaan Olasewere Web Arts Editor

Alice Frascella, Olivia Saw

Web Sports Editors

Tristan Gonzalez, William Murray Web Photostory Editor

Audrey Curtis Advisers

Joseph Delgobbo, Mary Elizabeth Fulco

More About Us

Inklings News is uncensored, unedited by administration, an 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.

@inklingsnews

@inklings.news

Cover photos & design by Alex Gaines ’25

EDITORIAL

Unclear vision devalues ‘Vision of the Graduate’

Vision of the Graduate (VOG) is a term often heard at Staples, mostly in Connections. Current seniors have partially completed VOG portfolios that they started when they were introduced to the VOG graduation requirement in their junior year. And now, this year’s juniors will soon be introduced to VOG within the next couple of weeks. However, in a year’s time, not much has been done to improve or make VOG a worthwhile endeavor.

We understand that the program is based on a state-mandated mastery-based diploma requirement. The state of Connecticut requires every high school student to choose one (and only one) of four domains—communication, critical thinking, collaboration or equity—and complete one task aligned with that domain.

It probably comes as no surprise that Staples goes far above and beyond the state’s modest requirements by having all Staples students meet all four

domains in order to meet the requirements for VOG. But doing more than the state demands is actually NOT what this Editorial Board objects to.

The truth is that completing VOG is not difficult at all and may even be too easy, even when the school requires us to meet all four domains.

If you were to ask seniors about the “rigor” of fulfilling the VOG requirements, they would likely laugh because the requirements are a joke.

the VOG, there is no incentive for students to submit their best work. All that matters is that you upload something. It’s unclear who cares what you choose or why, and so the VOG becomes merely a completion activity.

No one seems to care what you choose or why, and so the VOG becomes merely a completion activity.

Students are given a 20-minute Connections period to find previously completed classwork they want to submit and upload to an online portfolio. However, because there is no standard as to what work should be submitted as a part of

Students have some real questions that continue to remain unanswered: Who reads the portfolios? What determines a “passing” portfolio? And what happens to the portfolios after students graduate? Students lack a clear sense of purpose and have recieved very little direction on why they are completing the VOG.

The Board feels that the way in which students demonstrate mastery of these domains could be altered to create something more meaningful than a portfolio and serve as a better use of students’ time.

For example, we could complete a capstone course, meet Connecticut’s SAT and ACT score expectations, score a 3 or higher on an Advanced Placement Exam, complete an internship or place in a state or national competition. The state of Connecticut has a wide range of options, like these, that are purposeful and attainable, so why can’t the school provide the student body with more choice?

The Editorial Board voted unanimously in favor of this opinion.

Graphic by Alex Gaines ’25

NEWS

DIGITAL SATpresents advantages and disadvantages

Ava Chun ’25 Arts Editor

As of March 2024, the Scholastic Aptitude Test (SAT) will now be digital. The new digital SAT will be adaptive and taken in two hours and 15 minutes for

standard time, which is an hour shorter than the original paper SAT. Students can use provided computers, depending on the testing center; however, at Staples, students must bring a personal device, such as a laptop or tablet, because they are responsible for downloading the Blue Book app.

Advantages:

As of March 2024, the digital SAT will be shorter: it will contain shorter reading sections and more direct questions with straightforward responses. There will be less time needed for things like exam setup and the preamble will now be shorter.

“I took the digital PSAT in the fall, and I found the practice I did very similar to the actual test,” Danielle Schwartz ’25 said. “I can only assume the digital SAT practice is the same way. I think this switch to digital makes the SAT much more accessible, and I personally find it easier since the reading passages are much shorter.”

The “no calculator” section

of the exam has also been removed. The entire test is now open for calculator use and you don’t need to bring your own since the digital SAT provides a built-in calculator. The digital SAT is also providing a Desmos tab in the test, a graphing calculator web application designed to help graph different equations and functions.

“The nationwide response has been largely positive mostly because of the shortened length of the test,” school counselor Deborah Slocum said. “I think the shorter testing time will be of benefit to students with attention struggles or anxiety.”

The College Board says this change will not affect the way this test is measured. The SAT will still be scored on a 1600 scale and will be taken at testing centers or in schools.

The digital SAT will now be computer adaptive, meaning the questions asked will be reflected on the students’

performance. A student’s success on the first module will determine the difficulty of the second module. If the student performs well in the first module, the questions will get more difficult and each question will be worth more points as the difficulty increases. You will still not be penalized for guessing.

Disadvantages:

Assistant Principal Patrick Micinilio, who is in charge of the standardized test for Staples, spoke about the downsides of having this test now be digital.

“Disadvantages are we have to rely on technology to work,” Micinilio said. “If there is an issue with the wifi, that will be problematic. Many districts had significant delays in their testing as a result. So while technology is awesome and convenient, issues do arise.”

Students without access to computers will also be

Inklinations

“I think it’s better that the reading sections are shorter for the digital SAT because it can be difficult to concentrate for so long.”

at a disadvantage. Students who are unable to take online practice tests at home may not be familiar with the test’s features and programs. This could cause a student to be uncomfortable or unprepared to take the digital exam.

“Anytime there is a change to the way things have been done poses new challenges,” Micinilio said. “There are many new challenges that I have to consider when setting up testing locations and making sure staff is trained. But we will figure it all out.”

“With the digital SAT, I think there may be technology issues that could interfere with test taking and focus.”

Emma Larit ’25

Jasmine Schiffman ’25

School counseling department continues boasting “Mattering Movement”

Caitlin Jacob ’24 Communications Coordinator

The school counseling department plans to continue partnering with the “Mattering Movement” and its founder, Jennifer Wallace, following a December. speech at the Westport Public Library. Pioneered by school counselor Deborah Slocum, the department plans to possibly incorporate Wallace’s works into future Connections curriculums.

The movement was founded by Wallace after the publishing of her story, “Never Enough.”

“I have co-founded a nonprofit called The Mattering Movement, which offers free resources for educators, students and parents for creating cultures of matter at home, school and in the wider community,” Wallace said.

Part of the Mattering Movement entails connect-

ing with various schools across the world, including Staples to develop the curriculum.

“We have about a dozen schools who are working with us on the pilot,” Mattering Movement co-founder Sarah Bennison said. “We’re working with a large public school, a Catholic school for low income students and private schools in New York City. We’re even working with a school in Jordan in the Middle East.”

“It’s a work in progress,” Slocum said, “but the plan is one way or another, we’re hoping to participate in their pilot of three sample lessons from the Mattering curriculum.”

Think more about how you want to go to college, not simply where.

- Journalist Jennifer Wallace

Other places where the department is looking to relieve stress and rid the Staples community of “toxic competition” include discussions around Powerschool and athletic programs.

To successfully incorporate mattering into Connections classes starting with future freshmen, Slocum has had numerous conversations with both the head of the Mattering Movement and Staples teachers.

“We’ve discussed in our department whether or not we might offer [Wallace’s mattering lessons] through freshmen Connections to start.

“We’re looking into having somebody perhaps speak about the sports and the athletic environment and how that feeds into student stress,” Slocum said.

She also says her top priorities include informing students of the workload of AP classes, along with discussing time management.

Slocum has started holding these discussions with her own Connections class

where she seeks input from students on how to effectively communicate about “toxic achievement culture.” At the moment, she is seeking to accomplish this through oneon-one meetings with students, which she still reports to have had only partial success.

According to Slocum, a new wave of popular colleges and majors from the higher socioeconomic status and pressure from parents has risen within Westport. These include the recent uptick in students interested in either business and STEM fields.

“In the last five or six years, I’ve seen increased pressure on students to have to know what they want to do,” Slocum said. “And because there’s so much anxiety, I think they’re steering toward business in the STEM fields.”

Students, faced with the pressure of maintaining high socioeconomic status, have also claimed to find difficulty finding a good school-life balance.

“I’m trying to balance taking courses that I enjoy but also ones that have rigor,” Jona Bernstein ’25 said.

Ultimately, despite all the stress Wallace has claimed to see throughout her experience with her own children and interviews for her story, she wants students to focus more on their passions and less about the name of their school.

“[I want you to] think more about how you want to go to college, not simply where,” Wallace said. “So, in other words, think about how you can matter on that campus.”

Graphic by Sophia Reeves ’25

OPINIONS

No , you’re not a bad person for listening to Ye

[The following article references published anti-semetic language that may be triggering for some. Discretion is advised.]

Alex Gaines ‘25 Creative Director

ous satan-incarnate and God-sent genius himself: Ye.

As a Jew (and a Swiftie, but that’s less of the point), I was heavily dedicated to being Ye’s #1 hater for most of my life.

Iknow. You’ve read the headline and now you’re mentally preparing yourself for the man, the myth, the legend, the simultane-

But then, one fateful day, I listened to his 2007 album “Graduation,” which immediately shot up into my top 10 albums of all time. It was jam-packed with infec-

tiously catchy songs, with “Homecoming” still being my top-streamed Ye song ever.

A majority of discussions about Kanye West these days are about him as a person, but we critique and criticize the artist, possibly at the expense of ignoring the art. I, a self-proclaimed pathetic indie-sad-girl Phoebe Bridgers fan, can admit that his art is really, really good.

Perhaps I can convince you, too.

Look, music is subjective, but for every intense hater of a song or album, there is also someone who’ll praise it beyond comprehension. And Ye’s music, according to most people, is remarkably good. Ye’s 2010 album “My Beautiful Dark Twisted Fantasy” is one of only 11 albums the music publication Pitchfork has given a 10/10

Graphic by Alex Gaines ’25

Photo by Lily Rimm ’25

since their creation in 1996.

That said, I’m sure we all know about the blatantly anti-semitic actions and comments Ye has made, but for those who don’t, here’s a refresher: last October, Ye tweeted, “I’m a bit sleepy tonight but when I wake up I’m going death [sic] con 3 On JEWISH PEOPLE.” I hope I don’t have to explain the glaring prejudice in those words, and, unfortunately, this is only one of many examples of Ye’s anti-semitism.

Controversies like this are likely contributing to the delay in releasing his newest record. The release of the album, “Vultures”—with rapper Ty Dolla $ign from their superduo “¥$”—was set to release its first of three volumes on Feb. 9 and was pushed back three times from its original set release date of Dec. 15 because artists who were sampled and featured on the album do not want to be associated with Ye.

Thus begs the question: Should I, a proud Jew and ethically decent human being, support and rave about his music like I would for Taylor Swift? Should you?

“Monsters: A Fan’s Dilem-

Dederer, tries to answer this question. Dederer explains that society puts too much blame and pressure on the audiences who consume the work of a “monstrous artist.” Audiences should not have to carry the burden of guilt for appreciating art, no matter the moral standing of the artist. Audiences who appreciate art—even art created by morally corrupt people—are not committing evil, immoral acts.

Should

I, a proud Jew and ethically decent human being, support and rave about his music?

This makes sense to me. Are we supposed to live in a world where we should never listen to a single Michael Jackson song again? Should we watch any films produced by Harvey Weinstein? If not, say goodbye to any rewatches of “Lord of the Rings.”

I stayed up one night in 2021 until 2 a.m. for an album event livestream of Ye’s album “Donda.” As he played some of the album’s tracks at Soldier Field

in Chicago, on a stage set that recreated his childhood home, to my surprise, I was absolutely mesmerized. He ended the show by setting himself and the recreation of his childhood home on fire, while what is now my favorite Ye song ever, “Come to Life,” played in full for the first time. The image struck a chord in me, such that even though a 14-year-old Alex knew he was an objectively bad person, I had to admit to myself that I was a fan of his art. But, in my opinion, there’s a certain point where the merge between a morally bad person and their art goes too far, and that tipping point is when the art contains the offensive values of the creator. In the title track for “Vultures,” which was

released as a single in November, Ye casually raps the lyric “How I’m anti-semitic? I just f*cked a Jewish b*tch.” Kanye’s anti-semitic beliefs have now infiltrated his music, which makes it impossible to enjoy the song without processing this blatant discrimination. This isn’t the first time a Ye lyric has been discriminatory, but it’s the first one I heard of that truly changed my perspective on the divide between an artist and their art. After hearing this single, I took the time to look more into Ye’s specific lyrics and am currently only listening to songs I don’t find uncomfortable or disrespectful.

I’ll have to wait and see how the public receives and processes the rest of the tracks once all three of the album’s volumes are out on April 5. But if “Vultures” is the type of album to have this kind of language and ideas, you can be sure I won’t be listening.

Graphic byOliviaSignorile ’

Graphic

STUDENT SUBMISSION

Cold walk, hot take: every student deserves a bus

Camilla Garfield ‘27

You know when you have a strong opinion about something, but when you try to explain it to other people, they don’t take you seriously? Well, that’s how I feel. Everybody always says I’m exaggerating when I tell them about how vile my walk to school is, but have they ever been in my situation?

There are four methods of transportation for most people to get to school: the bus, my parents’ driving, driving myself and walking.

Howev -

er, my choices are a lot fewer. I live “too close” to school to have a bus take me, my parents have jobs and are busy and can’t drive me, I’m too young to drive myself, and so, the only option left is walking. However, during the winter, in the rain, and even in the blistering heat, walking is ridiculous. Everybody should have a bus no matter where you live in comparison to school.

es while crossing busy streets.

Also, isn’t it a little ironic that most of the buses that pass me walking are empty, because, unlike me, most kids don’t want to take the bus?

Other kids have a golden ticket to comfort but wave it off like it’s expired. Meanwhile, I’m over here feeling the sting of seeing empty buses zoom past, as a constant reminder of the comfort I’m denied.

I have contemplated boycotting school because of my walk. Can you blame me? Who wants to face the risk of freezing, slip ping, or get ting run over? I don’t think so.

Now, I’m pretty sure “safety first” wasn’t meant to include icy daggers jabbing at my cheeks.

Picture me, battling freezing winds, relentless rain, snowstorms, lugging two backpacks (one for school, the other for basketball practice). Sure, I live close, but each step feels like a frozen eternity as my teeth chatter uncontrollably. Now, I’m pretty sure “safety first” wasn’t meant to include icy daggers jabbing at my cheeks, slippery sidewalks and near-drowning experienc-

only is it a matter of safety, but it also makes me look atrocious. Once I get to school, I look like I’ve been through a war zone - tossed out of bed, hit by a truck and given a good smack across the face - al though all I did was walk to school. To make mat ters worse, I’m the center of attention as the “dirty late girl,” whose hair was whipped into a tan gled mess by the wind.

So why is it a guaran tee for other students to have a bus as I lose my voice a bit more every morning while slowly freezing my feet off? And why is convenience being prioritized over safety? We’re all students and deserve a safe mode of transportation to get to school.

Not an official Inklings member but have an opinion? Submit to Inklingsnews@westportps.org

Photo dramatization by Demi Sasson ’

FEATURES

The road less traveled:

Staples’ lesser-known course choices

Zara Saliba ’26 Features Editor

Twas the night before course selection: all through the school, not a single student was pondering about some lesser-known classes that also are cool.

Staples students have come to know the familiar routine of signing up for AP classes, but there are some hidden gems nestled in between the array of courses that are unknown to most.

This February, consider trying a path with a new approach to learning through one of Staples’ lesser-known courses.

Photo contributed by Instagram user

@environmental_studies67

Environmental Science

(Open to juniors and seniors)

Focused on classroom and field experience, the Environmental Science course allows students to explore specific habitats around Westport while discussing their past, present and future benefits for the community.

The class is co-taught by a science teacher and a social studies teacher, of-

ten taking up two periods in a student’s schedule. There are mandatory field trips that students must go on, such as going to Devil’s Den to look at natural environments or Whole Foods to learn how to build a natural lifestyle.

“The assignments help you

FIELD TRIPS In Environmental Science, students go on a variety of field trips to places like Devil’s Den and downtown Fairfield. Before the trips, they learn about the history of the areas they visit.

Costume/Design Theater

(Open to all grades)

In Staples’ Costume Design course, fashion mixes with history for students who have the opportunity to design unique looks based on notable fashion from different time periods.

“The main project we

did was designing costumes for ‘A Midsummer Night’s Dream’ within a new time period,” former Costume Design student Evelyn Bory ’26 said.

After creating various “inspo boards,” students design and model their very own creations, channelling their inner creativity.

“My group chose the 1940s,” Bory said. “Our main approach was challenging gender roles [to get] women into the workforce towards the end of World War II.”

ESSENTIAL SKILLS Students in Costume/Design Theater learn about how to sew, costume design and create their sketches.

prepare and learn about where we are going for our field trip,” Jackson Cregan ’24 said. “For example, one hike was to Devil’s Den and our assignment was on the history of Devil’s Den.”

Horticulture

(Open to sophomores, juniors and seniors)

Horticulture students get the opportunity to grow and propagate different vegetables to take home and eat. After participating in the mandatory projects, students can decide what they want to grow.

“Other than these mandatory projects, we could pick from a bunch of different seeds,” Graysen Peters ’26 said. “I chose to grow radishes, which I ended up eating, as well as zucchini, daisies, dill, wine country lettuce,

NATURE

INSIDE STAPLES

cauliflower and others.”

Peters discussed how most of her peers had little-to-no experience with gardening upon first entering the class, but they all left with a substantial amount of knowledge on how to keep various plants alive and thriving.

“It was a learning process for everyone,” Peters said. “Certain plants needed more water than others or more light than others, and it was a learning process throughout.”

The Horticulture classroom has windows that are designed to open or close depending on the temperature in order to create the best possible conditions for the plants to grow.

Photo by contributed by Graysen Peters ’26

Photos contributed by Evelyn Bory ’26

GraphicbyOliviaSignorile’25

Board of Education appoints student representatives

Charlotte Berner

Assistant Business Manager

Banned books, antisemitism, artificial in

the kinds of important issues the Board of Education deliberates on when they meet every Thursday. Many of the issues discussed during these meetings directly

Staples students do not have a way to represent their opinion on the Board.

Well, now they do.

Anya Nair ’24 and Calum Madigan ’25 were selected to be student representatives on the Board of Education on Jan. 10 and they attended their first Board of Education meeting on Jan. 25. Nair and Madigan submitted an application video to Principal Stafford W. Thomas Jr. and then had to interview with the Board of Education members before being selected as representatives.

specific issues in our budget,” Board of Education Chair Lee Goldstein said. “Their remarks were very insightful.”

Nair and Madigan were compelled to represent Staples students and took the initiative to do so through this position. They plan to attend all the Thursday meetings they can and weigh in on any issues being discussed, especially ones directly impacting high schoolers.

“They spoke about the new state mandate for all students to take a financial literacy course as well as about

“I thought it would be a really unique opportunity to see how the decisions that have a major impact on us are made,” Madigan said, “and I wanted the opportunity to represent the students and contribute some ideas

’25

Photo by Jack Robinson ’26

Infographic by Anna Kercher ’25

that would benefit our body.”

With this role comes responsibility. The student representatives contribute to meetings by adding student perspectives on any topics, especially those previously discussed in Student Council meetings. They can also speak up after the panel deliberates to contribute their opinion.

“Being a student representative entails hearing from the members of our community and learning more about the groundwork of our school system,” Nair said. “We can also update the Board on issues concerning the schools and anything we might experience.”

According to Thomas, it was

not easy to nominate only two representatives, but Thomas said Nair and Madigan stood out.

“Anya and Calum repre sent our student body in so many areas from the academ ic to the athletic and the cur ricular viewpoint,” Thomas said. “They were extremely impressive in their interviews with the Board of Education.”

The representatives aspire to advocate for the entire student body and are obligated to listen to a diverse range of viewpoints.

“My goal is to improve the student experience at Sta ples,” Madigan said. “I’m open to ideas, so if anyone has any suggestions, they can feel free to bring them up to me.”

Photo by Lily Hultgren ’25

Infographic by Anna Kercher ’25

REP IN ACTION Anya Nair ’24 (left) and Board of Education member Abby Tolan (right) attend a Board of Education meeting at Staples on Feb 1.

ARTS & ENTERTAINMENT

Staples alumni thrive in art world

Storey Ahl ‘25 Staff Writer

Designing for X, animating for “Fortnite” and attending an esteemed art school: these are just a few of the impressive achievements that some Staples alumni have achieved in the art world after graduation.

Given the extensive variety of art classes offered at Staples, it’s no surprise that alumni excel in art careers.

“I think that our department has such a wide variety of content,” art teacher Carla Eichler said. “There’s so much choice and it really helps students understand more specifically what they’d want to pursue when they get to college or leave Staples.”

Trevor Williams ’18 is a 3D Animator who has worked on projects such as animating emotes for “Fortnite”, creating a “Spice Frontier” episoded and designing for the latest “Godzilla x Kong” movie.

“If I wasn’t in the animation classes at Staples, I probably wouldn’t have become an animator,” Williams said. “I also feel that Staples helped train competence and work ethic.”

Chris Sledge ’10 works as a product designer. Most recently, he helped design the “about” tab on ‘X,’ formerly known as Twitter, enhancing the design’s inclusion, particularly for transgender and non-binary people.

I had the talent for,” Sledge said. “I was always interested in computers and oftentimes could be found in the computer lab and Mac lab after school and during free periods.”

Sledge was able to find a way to integrate his passions for art and technology, while making a career out of it.

The general academic standard that Staples sets also helps the trasition to college feel pretty smooth.”

- Zoe

Finger '23

“Without these places,” Sledge said, “I’m not sure I would’ve discovered what a design career could look like.”

During his time at Staples, Sledge was able to explore his interests and find a true passion for design, but in a less conventional way than other artists.

“I took a few other art classes, including Drawing I, but discovered early that traditional art wasn’t something

While many alumni have figured out their own paths, some recent graduates are still exploring their passions. Zoe Finger ’23 attends the Parsons School of Design, a private art and design college in New York City. During her time at Staples, she took 13 art courses. Finger now hopes to major in communication design at Parsons.

“AP Art helped me feel pre-

pared to critique the works of my peers and receive critiques on my own work, which is a huge part of growing as an artist,” Finger said. “The general academic standard that Staples sets also helps the transition to college feel pretty smooth. I feel more prepared for the workload than some of my classmates seem to feel.”

When most people think of a career in the arts, they often think of a painter or an illustrator, however there are so many different careers that one who is interested in art could pursue. No matter what path you’re currently taking at Staples, whether you have taken 13 art classes or just a few, Staples alumni can certainly speak to the versatility of the skills they have learned at Staples.

“I think there’s always this idea that artists are continually starving artists, but that is not true at all,” Eichler said. “[...] There are so many ways to integrate the arts into a professional career.”

Art by Quinn McMahon ’21

Art by Franky Locknenour ’23

Art by Trevor Williams ’18

Art by Zoe Finger ’23

Brass, BEATS, BLUES:

A glimpse into the artistic process of Jazz Ensemble

Demi Sasson ‘25 Opinions Editor

As the house lights dim and a hush falls over the crowd, the students of Staples’ Jazz Ensemble fidget excitingly in their seats. When the final piano chords ring through the air, the trumpets silence and the audience claps joyfully, members of the ensemble know that all of their hard work has paid off.

Being in the Jazz Ensemble is a position that is earned, not given. Applicants are asked to bring in a 24-32 measure jazz excerpt, sight read and perform a solo over a backing track every June to prove that they are self-sufficient enough to join the band.

Recently, more and more students have been applying, which has created a second jazz group called Jazz Workshop who that participates in some of the same events, such as Jazz and Java.

“I’ve always wanted to try jazz, but I thought it would be so hard because I’m not a great sight reader,” Ethan Walmark ’24 said. “But when I looked at the charts, I started to really dig in and practice to get better at it.”

Walmark plays piano, but the Jazz Ensemble is also available to advanced wind/

percussion students who hold an interest in the art of jazz. Band director Phil Giampietro is also willing to open the ensemble to other instruments such as violins and clarinets, as well as choir members.

“If somebody wanted to come in and play an instrument that we don’t normally put in one of these groups,” Giampietro said, “I’d love for them to come play in the jazz workshop.”

We do like to mess around during the last rehearsal before a concert just to loosen the tension of having a concert”

- Deneil Betfarhad '24

Since Jazz Ensemble isn’t a class during the school day, the students stay after school on Thursdays for two hours every week for practice, as well as attend 30 minute sectional practices every other week. The band starts their practices by listening and clapping along to “Everyday I Have the Blues” by B.B. King which puts them in a good mood after a long day of school.

All members of the ensemble perform at school functions, festivals, community events and concerts during the school year. When preparing for these events, the ensemble has come up with little exercises to ease their nerves.

“We do like to mess around during the last rehearsal before a concert just to loosen the tension of having a concert,” trumpet player Deneil Betfarhad ’24 said. “We have a couple freshmen in the band, so the seniors really try to lighten the mood and encourage them so that when we leave they do the same to the other underclassmen.”

In the future, the ensemble hopes to win the top spot at the national Jazz Festival, where they placed second last year. Also, they plan on traveling to more events and festivals somewhere outside of Connecticut to show off all of their hard work. Recently, they hosted their annual Jazz and Java event in the cafeteria where people could stop by and listen to the ensemble play.

“I want to give everybody a shot here that wants to play jazz in the building,” Giampietro said. “What I would like to see happen is that eventually people know that that’s something they can do.”

JIVE WITH JAVA On Jan. 31, the Jazz Ensemble held their annual Jazz and Java preformance in the Staples cafeteria. Jazz Ensemble includes the piano, trumpet, guitar and other wind and string intruments.

Photos by Allison Ginzburg ’25

Students win Connecticut Scholastic Art Awards

Angelina Matra ‘25 Opinions Editor

Firom pottery to photography, the hard work of five Staples art students paid off when they received Connecticut Scholastic Art Awards. Two students received a gold key, the highest possible award. Two received the second-highest, a silver key, and one received an honorable mention. Gold key winners will have their art move on in the competition to Carnegie Hall, where they will be critiqued by a jury of professional artists at the national level.

Dania Hemdan ’24 Gold key winner

“This piece is a representation of insecurity, specifically as a kid, and it shows how I viewed myself when I was younger. I used pig features to specifically emphasize my insecurities about my nose,” Dania Hemdan ’24 said. “The golden key award itself is a huge honor. It was so surreal to see my artwork in a gallery among so many incredible pieces.”

Hyla Dotson ’26 Silver key winner

“My project’s title is ‘The Misogynist Choke’ and I made it out of clay, spray paint and slip [small bits of dry clay mixed with water],” Hyla Dotson ’26 said. “The inspiration behind my piece was my personal perspective on the status of women’s rights in present day America.”

Avery Fleisch ’24 Honorable mention

“I’m excited that a photo I took at Compo Beach was selected for this award,” Avery Fleisch ’24 said. “It was really cool to see in person at the gallery”.

Lucy Fischer ’25 Honorable mention

“I was inspired by growing up. I wanted to show how even though childhood is gone, you can still reconnect with it,” Lucy Fischer ’25 said. “I illustrated this through the fading of color from the childhood side to the more recent side, and the distorted hand regaining some color. It probably took me around two weeks in class to make.”

Kuh·nee·zee·aa·luh·jee.

Although its complex pronunciation may be intimidating, kinesiology is simply the analysis of the body’s playbook. Every muscle, joint and fiber work together, and each protein and carbohydrate are essential for peak performance.

In competitive and fastpaced high school sports, kinesiology is curtailed to students who are fascinated by the world of movement. The class will be offered in the fall of 2024 to juniors and seniors.

Kinesiology is the study of the body’s response to motion or exercise. According to Staples’ 2024-25 Program of Studies, through the course, “students will develop a practical understanding of human movement based on the structures.”

Typically, this study is used to help people recover from injuries or reach their health and fitness goals. The class covers a wide variety of related topics.

“It will include the following units of study: anatomy; physiology; biomechanics; motor programs and motor learning; nutrition and perfrmance; effects of injury and substances

on performance and; sports psychology,” Health and Physical Education Depart ment Chair Chris tine Wanner said.

Education teacher Cari Moore is looking forward

Inklinations

Moore said. “It’s what I got my master’s degree in.”

Classified as a Health & Physical Education elective course, the class has much to offer its prospective takers.

“We’re hoping to get some guest speakers from the community that are involved in related career fields,” Moore said.

“It applies to any sport, especially running,” track runner Sarah Bogdan ’26 said. “The materials and content in this course could potentially benefit my athletic performance.”

Its relevance is certainly prominent, especially in a school where according to the Staples 2022-23 Eligibility List Breakdown, 983 of 1679 students participated in school-related athletic activity.

“Given the population of students involved in extracurricular sports and activities,” Wanner said, “there are students who would be very interested in understanding more about how their bodies work and what they can do to help them perform at their best.”

Unlocking ways to enhance performance, the Physical Education department is eager to kick off next year’s class.

Would you take the new kinesiology class?

“I don’t think I would take this class because it seems very sciencey and hard.”

Maggie Wiele ’25

“I play sports and am very athletic, so I think I could benefit from this class.”

Caden Wilson ’25

CALEB SMITH

attributes Player of the Year Award to team, town, program

Talia Varsano ‘24 Managing Editor

“Keep

“Every kid grows up saying, ‘Oh, I want to be in the NFL. I want to play college football,’” Smith said. “But for me, it really clicked after sophomore year like, ‘Hey, this is something I can actually do if I work at it.’”

running!”

6-year-old Caleb Smith bolts across the grass field, building traction with the ground as his cleats kick up dirt behind him. Sensing a defensive player closing in, he accelerates, determination etched in his eyes, and dives across the endzone. Touchdown! His boundless energy and the determination to reach the end of the field without getting his flag belt pulled was unmatched.

After countless flag football tournaments, PAL and high school practices and games, Smith became a seasoned starting quarterback for Staples and is now committed to the University of Connecticut as a preferred walk-on. He’s broken various school records, including earning Staples Football’s All-Time Passing Yard record of 5,054 yards, and he led his team this year to win the Class LL State Championship.

Smith was named Connecticut Player of the Year by various organizations including MaxPreps, Connecticut High School Coaches Association, The New Haven Register and FCIAC.

“Earning these awards is obviously very cool,” Smith said, “but ultimately, it was something that our team was able to do. There’s nothing that I would have been able to do if it wasn’t for the guys

in the program with me.”

Smith’s commitment to his team was shown at the State Class LL championship game on Dec. 9 when his throwing arm was injured early in the game. Despite the pain, he continued to play, ultimately leading Staples to a 2120 win over West Haven.

“If I were to come out of the game, I know I’d be letting my teammates down,” Smith said. “For me to come out during that game would have been selfish.”

Throughout Smith’s football career, some things remained constant. By his peers, he’s described as a reliable player with determination to get better and to succeed at the next level.

“My first impression on him was he is a fierce competitor and he has carried that trait with him throughout high school,” safety and wide receiver Sam Petrisino ’24 said. “It’s the reason he was able to come out big in those important games.”

Smith realized he wanted to play football at the next level at the end of sophomore year after playing a successful season as the quarterback on the JV team.

Smith emphasized the importance of preparation in working towards getting to the championship game. He explained that the team would not only watch films of their own practices bu also -

films of their opponents for each week’s upcoming game.

“We were by far not the most talented team really in many of the games we played. But we were always always the most prepared,” Smith said. “West Haven was a better team than us. When we played them in week one, they beat us. But, we spent the week before the [state] championship game understanding our game plan—the defense we were gonna put in, the offense— and that’s ultimately why we’re able to win that game.”

Smith said the football team’s motto this year was, “Honor the past, and add to the future.”

“When you know you have a whole town behind your back, that gives you a sense of relief and a sense of knowing we have a greater goal,” Smith said. “We are something bigger than just this team. We’re representing the school, we’re representing our community and we’re representing our program that had hundreds of years of legacy to it.”

Smith said he wouldn’t be at the level he plays today without Head Coach Adam Behrends and Associate Head Coach Matty Jacowleff.

“[Coach Behrends] always pushed his players to be the best version of themselves, and ultimately, as someone who spent time with him every single day, I would say that it rubbed off on me,” Smith said. “And, [Coach Matty] is the most intentionally passionate person on this earth. He spends hours upon hours making sure what he says and does has a purpose.”

Jacowleff said the coaches talk a lot about the difference between desire and willingness in their football program.

“I think that desire is a pretty average trait for people to have,” Jacowelff said. “What really separates players and specifically Caleb Smith apart from a lot of our competition is his willingness to do what it took to achieve that level of success.”

Smith’s impact on the football community extends to football players at the elementary and middle school level as well. Jacowleff explained that Smith often works at youth clinics for kindergarteners through eighth graders in the summer and winter. One time, a child was hit in the face with a football and visibly was upset. Smith took him

upstairs to a hallway where photos from past monumental moments of Staples football hung. He went through every photo and told the story featured in each photo. Jacoweleff said the child came back to the fieldhouse and that Smith made him “light up.”

“He treats these kids like they’re his best friend, and honestly, I truly sincerely mean this, I know that Caleb Smith will have an impact on Staples football for at least the next 15 years because there are kids in Westport who are growing up who will want to work hard and want to make the same impact [as] Caleb Smith… For as talented as Caleb is on a football field, he has much greater success on the horizon because of just the type of human being that he is.”

Photos contributed by Caleb Smith ’24

QUARTERBACK During his Staples career, Smith broke the program’s all-time passing yards, finsihed second in all-time total touchdowns and finished third in all-time rushing yards.

Source: Max Preps

Photo (left) by Alex Gaines ’25

March Across Washington

Contributed by PJ Loranger ‘24, Kai Seo ’24 and Ella Tobben ’24

ACROSS

1 Professional org. for American nurses

4 Public health acgy. with a broad mandate

7 An informal title, typically for men

11 Author of The Magician’s Nephew

14 Mochi ingredient

16 Bridgerton’s leading man

17 Potentially explosive excrement

18 Progressive American church denomination

20 Singing, swimming, basketball: there’s nothing he can’t do.

22 Husband of Elizabeth

23 What one may step up to, when they are ready

24 Followed by “-rice” in the name of a common Japanese dish

25 Often dropped or thrown, particularly in friendly or casual conversation

26 United

27 Sap-sucking insect

31 Ethical corp. strategy

32 Admit someone into the fold

35 What two people fight for in musical chairs

38 Corporate sextet Arthur Andersen formerly belonged to, or, a group made up of 11A,, 20A, 22A, 56A, 58A, and 66A.

40 Absences

42 Ingenuine

46 Orbiting obj.

47 In the style of jukeboxes and vaporwave

49 To tease good-naturedly

50 Played a part

53 Norwegian river

55 What you’ll become when you jump to conclusions, per an adage

56 An agrarian

58 Atlanta Hawks player often called “The Human Highlight Film”

60 The process of passing legislation

62 Farewell, to a Frenchman

64 Consenting to an act.

65 She knows, en español

66 Junior

67 Kid

68 Topped with feathers, in colonial America

69 Sorcerous card game

Scan the QR code to the left to play the crossword online and check your answers!

Answers to last month’s crossword:

DOWN

1 Sandwiches geo. in a standard math curriculum

2 German microphone manufacturer

3 Anticipated

4 What you do to your schedule when you cancel a plan

5 ____omacy

6 Prefix with a low pH number

7 Heat food from above

8 Imitation

9 In opposition to 10 Assistant

12 Feel Good ___

13 Artsy NYC neighborhood

15 Psychic powers, for short

19 Half a dance

21 Hobbyist

23 Dat frog on a unicycle

28 Lifting device

29 Progressive suffix

30 Steal, raid, or plunder

33 GMT successor

34 Slang for “you,” when combined with the preceeding word

36 Sorority mbr.

37 Application filetype

39 maj. building artificial organs, prosthetics,

and diagnostic devices

40 Professional opening

41 Where racehorses and sprinters compete

43 Element #92

44 Disagree

45 Popular livestreaming and recording application

46 Stay ______ night

48 Cavalry on the continent

51 Announcer’s name, phonetically

52 Police dept. investigator

54 Alright

57 Titanic’s ship prefix

58 NBA counterpart

59 Marriage confirmation

61 Consume

63 What one is left with after losing one boot, or the sound they may make?