inklingsnews March 17, 2020
Staples High School
Join the discussion. Volume 91, Issue 3
Teachers, administration brace for COVID-19 pandemic Eddie Kiev ’20 Web Managing Editor
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estport Public Schools closed indefinitely on Wednesday March 11 to prevent the further spread of COVID-19, following alleged contact of various students and parents with the virus. In an email sent to Westport Families, Interim Superintendent David Abbey explained the causes for the closure. “A number of Westport parents and Westport Public School students, in schools throughout our district, were in contact with an individual presumed to be positive with coronavirus,” Abbey wrote. During the potentially prolonged cancellation, students will complete academic work through online platforms. Assistant Superintendent Anthony Buono described what online classes would entail. “We’ve looked at a variety of opportunities for distance learning and we’re not going to provide online classes per se,” Buono said, “but we will provide learning
opportunities for students, basically preparation for a closure. Students were not through Schoology or Google Classroom required to bring home the Chromebooks that will be activities that will either if parents chose otherwise, with concern reinforce things they’ve already over contamination of the laptops. Athletics and other extracurricular learned or introduce new material that the teachers are planning on activities have also been canceled covering when we get back to school.” until further notice. The Connecticut Buono also said that all online learning Interscholastic Athletic Conference has occurring over the course of the closure canceled all remaining state tournament would not receive a grade. Furthermore, games due to concerns surrounding all coursework scheduled during the the spread of COVID-19, ending many closure will not be considered mandatory. winter sport seasons. Additionally, “These are going to be opportunities, Staples Players’ spring show, “Seussical,” not requirements.” Buono said. “[W] has been postponed until late April. “Obviously, e strongly recommend “Obviously, it will be disruptive this is a difficult students take advantage decision,” but I am sure a lot of kids will of [these opportunities].” Principal Students partaking enjoy the break.” Stafford W. in Individualized Education Programs - Lilly Girling ’21 Thomas Jr. said in an email (IEPs) will be allowed following modifications and postponement. “There supplementary support determined by the truly no other choice.” special education teachers. Students with was The World Health Organization IEPs will have access to the same assignments as those without. Though the work is not (WHO) dubbed the virus a pandemic obligatory, all students are encouraged only minutes before the schools were to remain academically engaged. closed. The WHO states repeatedly on Beginning on March 9, students in its website and newsletters that the most grades three through five effective preventative method were sent home with school- is hand washing with soap issued Chromebooks in and cold water. The virus, which is enveloped in a bubble of oily molecules, falls apart when in contact with soap. According to the Johns Hopkins
2019-nCoV live dashboard, there have been two confirmed cases in Connecticut as of March 11. Furthermore, there have been over 121,500 confirmed cases worldwide with over 4,000 deaths and over 66,000 recoveries. Science teacher Michael Lazaroff has been preparing in weeks prior for a potential cancelation, and has moved the curriculum to Schoology in order to facilitate home-based learning. “There are various assignments for the week. They’ve got certain things that they can work on,” Lazaroff said of his Animal Behavior, Anatomy and Physiology and Forensics classes. “A lot of the communication is probably going to be via Schoology and via email. For some of the projects where students might need individual help and they need to show me, we might use something like Google Hangouts. It’s all basically to try and keep the wheels turning.” Lilly Girling ’21, however, expressed her uneasiness about online learning. “Obviously, it will be disruptive but I am sure a lot of kids will enjoy the break,” Girling said. “I am concerned that students might find difficulty preparing for AP exams since the dates are set in advance.” The US Center for Disease Control and Prevention (CDC) outlines further methods of virus prevention. “The best way to prevent illness is to avoid being exposed to this virus,” the CDC website reads. “However, as a reminder, CDC always recommends everyday preventive actions to help prevent the spread of respiratory diseases, including: avoid close contact with people who are sick; avoid touching your eyes, nose, and mouth; stay home when you are sick; cover your cough or sneeze with a tissue, then throw the tissue in the trash.” Social studies teacher Cathy Schager is cautiously optimistic about the school’s policies and is not worried about the virus posing a serious threat to students’ health. “To do everything online wouldn’t be ideal but I think it’s something I could totally see happening for a short period of time,” Schager said. “I think that in addition to using things like Google Docs, I would want a component that includes something like video chatting [...] I can see it being something very useful if the school does end up being shut down for a period of time.”
Graphic by Eddie Kiev ’20 70 North Ave., Westport, Connecticut, 06880
inklingsnews.com
2 News
March 17, 2020
Staples High School
inside the issue Student Assembly newsletter informs about initiatives
opinions 13PLASTICS IN THE CAFETERIA
Lia Chen ‘20 offers solutions to reduce the amount of plastic in the school cafeteria.
features 10 70 NORTH
“70 North” streams for announcements, sports updates, comedy segments, music performances and animation.
arts 13 NINA DRISCOLL’S ART
Nina Driscoll ’22 creates art, shares it on her Instagram and sells pieces for charity.
sports 16 WINTER SPORTS TEAMS
As the end of the winter sports season approaches, six teams reflect on their successes.
Claire Redmer ’21
Social Media Director
S
tudent Assembly enacted a monthly newsletter aimed to inform students about the club and their new initiatives, which started February 2020. The newsletter is emailed out to all students to give updates on what Student Assembly is, what they do and what they are working on. The letter also included two links, one for student input on club events and one where people voice problems they’d like to see the club address. “Student Assembly created the newsletter because we thought it would be the easiest way to stay connected with students,” Co-President Erica Fanning ’20 said. “[We are] keeping [students] up to date with what Student Assembly is doing and giving them a place to give their suggestions for Staples.” The club is comprised of student representatives from all four grades. The full assembly is meant to represent the school on a smaller scale, but is
Photos by Finnegan Courtney ’23
Retraction:
In the February 2020 edition of Inklings, an infographic stated that 36.9% of students believe that they will get less sleep and 9.1% believe that they will get more sleep under the new 8 a.m. start time. This information was inaccurate, as these two percentages were switched.
large enough—hovering at around 50 members—to include many thoughts and opinions. They focus on addressing student concerns and improving the school building and community. “Ideally, we are a group that represents the student voice here at Staples,” advisor Jamie Pacuk said. “Essentially what that means is we work really hard to try and solve issues or address elements of things that students are noticing, figure out some solutions and then bring it to administration and be the go between.” The club found that many students weren’t aware of what Student Assembly was, what they did and how students could voice concerns directly to the group. Informing students of the assembly was another purpose behind the newsletter. “We were really excited about [the newsletter] because we felt that that fulfilled a need of letting the student body know here’s what [Student Assembly] does,” Pacuk said. “Here’s who we are, what we do and here’s some of the things we work on.” The newsletter also includes two links, both of which are meant to encourage input and feedback from the school community. One link gives students an opportunity to list “an idea that would
STUDENT ASSEMBLY MEETING The Student Assembly, a club aimed towards representing the student body, discusses their plans about continuing ther Variety Show or having a different event, as well as their newsletter, during their meeting on Tuesday, March 10. The club is headed by Co-Presidents Erica Fanning ’20 (left) and Ava Sholes ’20 (right).
improve your experience here at Staples,” as stated in the form’s description. Responses to the survey are collected by Pacuk and the co-presidents, and are discussed at club meetings. The second is focused on the spring event that Student Assembly hosts. In years past, the event has been the Variety Show, which everyone could watch, but few could participate in. The club is looking for ideas about a modified event that more people could be a part of. Another new initiative they are working on is adding a charging station to the bridge on the second floor, since many students work in this area and don’t have a spot to charge their electronics. They are also working on providing clean-up supplies in communal areas to wipe up any messes in those spaces. In the past, Student Assembly has purchased umbrellas for the courtyard, worked on providing flexible seating and implemented the ‘Take Pride in Your School’ posters with a QR code to report any necessary facility maintenance. “We look for small things we can do around the school to make it better, to enhance the student experience,” Pacuk said. In order to enact the changes it plans, the club conducts its own fundraisers; however, for bigger projects they collaborate with the administration to secure more funding. Fundraising efforts will also be communicated in the newsletter. “Our approach is to set up tables outside of the cafeteria and sell items such as lanyards, phone wallets and popsicles to raise money for the club,” Eden Miller ’21, a member of the club, said. Members of the club know that students don’t always check their emails, so they are working on finding new ways to release it, either through announcements, social media or teachers. “Really what we’re trying to do is just help improve the Staples community through student ideas, through student voice,” Pacuk said. “We are just trying to make your experience at Staples better. We’re trying to build a sense of we’re at an amazing school and we want to try to make this an amazing place. Let’s address anything and implement any ideas that people have to help do that.”
Connecticut Public Health Committee advances controversial vaccination bill Finnegan Courtney ’23 Staff Writer
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he Connecticut Public Health Committee voted in February to advance a bill that would remove religious exemptions on vaccinations for incoming students for Connecticut public schools. If passed by the Connecticut House of Representatives, the bill would require that all incoming students be vaccinated, and religious exemptions from vaccines would no longer be authorized. If the bill passes, Connecticut will join five other states (California, Mississippi, West Virginia, New York and Maine) in banning religious exemptions to vaccines. The bill was advanced by a final vote of 14-11. “I’m trying to protect a vaccine’s system which has virtually eradicated highly-contagious diseases,” Connecticut Representative and Public Health Committee chair Jonathan Steinberg, who voted in favor of the bill, said. “It’s the best system we have.” The bill’s passage would constitute a dramatic change in vaccination policy for the state, as the Department of Public Health estimated that as many as 7,800 children in Connecticut were granted a religious exemption leading up to the 2018-19 school year. “Religious exemptions have been increasing in numbers throughout the
State. Vaccinations are a primary prevention against disease, especially in preventing serious childhood illness,” Supervisor of Health Services Suzanne Levasseur said. The proposed vaccination bill mandates a set number of critical vaccines for all students currently enrolled in Connecticut schools. It contains a grandfather clause which, if kept, would allow any students who are already enrolled in Pre-K to 12th grade to continue to use their religious exemption from vaccinations, as well as continuing to allow exemptions for children with immunodeficiencies. However, all children with a healthy immune system who are enrolled after the bill is passed would be required to obtain the vaccinations. The bill is not only drawing outcry from some religious community members but also from some medical professionals. “I oppose this bill because it removes the ability for a parent to choose what is given or administered to their child,” Matt Paterna, a longtime Doctor of Chiropractic said. However, there are still many religious residents who support mandatory vaccinations and the bill. “My wife and I are religious and we’re also strongly in favor of this bill,” Al Copersino, a Westport resident and father, said. “Being religious is no excuse to put your child or her classmates at risk of viral infection.” The Connecticut Freedom Alliance
Staples High School • inklingsnews.com
(a coalition of Connecticutians who are committed to preserving and expanding individual rights and freedoms in Connecticut) condemned the bill following the vote. “In one fell swoop, this legislation would obliterate the religious liberties of hundreds of thousands of CT schoolchildren, while simultaneously mandating the Department of Public Health to release confidential immunization information for every public and private school student in the state,” the group said in their released statement. Along with this statement of condemnation, the vote on the bill drew massive protests to the Connecticut capital from people who oppose the bill or are anti-vaccination, causing a statewide debate. “I feel the bill will be a great addition to
the Connecticut Legislature and it would help the growing epidemic of people who are anti-vaccination,” Connor Moynihan ’23 said. “It will still keep people safe.” On the other side of the spectrum, there are people who vehemently oppose the bill. “I don’t believe it’s OK for the [state] government to force me to inject [vaccines] into my children’s bodies,” Westport life coach and mother of two Jenna Brooke said. “That’s not for them to decide.” Brooke considers herself to be ‘pro-vaccine,’ but is opposed to the bill because she believes there have not been enough extensive studies to justify forcing vaccination. “If they are going to pass a bill forcing vaccination on children,” Brooke said, “at the very least, I would expect for there to be extensive studies.”
Graphic by Poppy Livingstone ’21
Staples High School
March 17, 2020
News
3
Westport Youth Commission presses for open campus policy Photo by Finnegan Courtney ’23
need to leave school, some seniors feel that they have earned the right to leave campus. Graham Wood ’20 “Our student body is a trusted body Staff Writer of bright kids who aren’t planning on doing anything bad, so if some kid wants to go and bring his friends to go get lunch during his long free period, why shouldn’t he be allowed to?” Bennet Staffa ’20 said. Furthermore, despite the he Westport Youth Commission, administration’s efforts to make students a student-run organization, is pro- feel at home, for some the act of stepping posing a policy that would allow off of campus is the entire point. “The school’s atmosphere can be Staples seniors to leave school during free periods and lunch for the 2020-2021 school very toxic and stressful sometimes, so year. Staples currently maintains a partial- it’s important for me to just leave and get ly open campus policy for all students. out, you know,” Ava Geismann ’20 said. There are also those who believe The commission has looked at several surrounding high schools’ that students should make their own policies, including those at Weston, decisions and that managing one’s time Greenwich, New Canaan and Ridgefield. to do homework and taking care of other “Much of our proposal is based responsibilities is a part of growing up. “There’s not really many negatives on Ridgefield’s policy, especially the condition that a certain number of to go with the [open campus policy],” absences can lead to open campus Devan Patel ’23 said. “If cutting classes privileges being revoked,” Sam Laskin ’20, is a problem, then it’s their own fault.” It is clear there are many opinions on president of the Youth Commission, said. The proposed open-campus policy the possibility of bringing an open campus policy to Staples. would not be The Youth applicable to “The school’s atmosphere can be Commission all seniors. In very toxic and stressful planned a Ridgefield, for meeting with sometimes, so it’s important for instance, students Principal need to fill out an me to just leave and get out.” Thomas and application with a the Staples parental signature - Ava Geismann ’20 administration and approval. f o r The Youth March 6, but the Commission suggests that the Friday, did not attend. Staples administration take the same administration Many students favor an open precautions, along with assessing applicants’ grades, behavior and campus policy, however there are those attendance to determine eligibility. who are skeptical of such a policy. “I would like to see, compare like A major concern for the Staples administration is over student safety. how it [open campus policy] has gone Currently, at Staples, the administration for other schools and then see if it favors constructing a school should be done for Staples,” James Cao environment where students don’t feel ’23 said. “If it is shown to not have any the need to leave campus during the day. negative side effects, I think it would “I know that the cafeteria here is be cool to have it just like just a choice.” Some juniors, who would be the first second to none, so in terms of the food options, there’s enough to get by until 2:15,” to experience the policy, if approved, Principal Stafford W. Thomas Jr. said. are excited about the possibility of The question over liability could be its implementation. However, there resolved with a liability release form, one are some who fear that if students of the requirements in Ridgefield’s current leave campus, they will park in open campus student-parent application. others’ assigned spaces, exacerbating “I see no reason that we shouldn’t go a problem that is already occurring. “I think that being able to leave and at least put [the liability form] in place so that if something were to happen, at during the school day would be a really least now we have kind of a guarantee that good thing because kids already leave there’s no liability,” Youth Commission now, so by allowing it would cause less member Jake McGillion-Moore ’20 said. kids to get in trouble in general,” Ella Despite the administration’s efforts to Moskowitz ’21 said. “The only thing that create an environment where students don’t I’m worried about is that kids will steal each other’s parking spots if they leave.”
T OPEN-CAMPUS POLICY The Westport Youth Commission is proposing a policy that would allow elligible seniors to temporarily leave school during their free periods or lunch, allowing them to seek alternate dining options or go downtown.
Graphic by Olivia Valante ’21 Photos by Abbie Goldstein ’22
inklingsnews.com • Staples High School
opinions Inklings News
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inklingsnews STAPLES HIGH SCHOOL’S STUDENT NEWSPAPER
www.inklingsnews.com inklingsnews@westportps.org (203) 341-1499 or (203) 341- 5192
Editors-in-Chief
Audrey Bernstein & Allie D’Angelo
Managing Editors
Cafeteria changes could further reduce plastic consumption Lia Chen ’20
Associate Managing Editor
C
limate change has taken the spotlight as one of the world’s most Web Managing Editors pressing issues. Staples has beSophie Casey & Eddie Kiev come increasingly aware and has taken steps to reduce its environmental impact. Business Directors This is perhaps most obvious in the cafCaroline Donohue & Emily Stone eteria, where most waste is generated by Creative Director students during the school day: plastic Poppy Livingstone straws are no longer offered to students, new utensil dispensers have replaced Associate Managing Editors and individual plastic wrappers. However, as Lia Chen & Siri Kanter always, there is more that can be done. Social Media Director The town of Westport passed the Claire Redmer & Emma Van Riper Single-Use Plastics Ordinance on May 7, 2019, and the ordinance went into effect Assistant Creative Directors on Nov. 7, 2019. According to their website Roxy Augeri, Brooke Dembin & westportct.gov, the law prohibits “the sale Adam Greenlee and distribution by food service businesses Eliza Barr & Olivia Valante of single-use food service containers that Broadcast Directors are made primarily of plastic, including blown polystyrene and expanded and Lily Kane & Serena Ye foams (like StyrofoamTM).” Assistant Business Manager extruded Although paper plates and dishes are Theresa Vandis, Brooke Dembin & used in the cafeteria to serve hot foods such Margot Stack as pizzas, burgers and fries, at the salad bar and at the deli there is still a significant News Editors amount of plastic being used. Prepackaged Natalie Bandura & Molly Gold salads and sandwiches, as well as bakery Lys Goldman & Andreas Lolis items made daily by the cafeteria, are all Opinions Editors encased in plastic containers and bags, Samantha Felner & Abby Fleming not to mention the numerous Abbie Goldstein & Chelsea Strober plastic bottles of water and other beverages Features Editors sold. There are many Lucy Arrow & Remy Teltser accessible alternatives to Reilly Caldwell & Carly Kaplowitz plastic food containers, Arts Editors so while Staples may Katie Simons & Tallula Stvan not be able to do much Tierney Kugel & Evi Tarshis regarding the packaging of drinks, a relatively Sports Editors simple fix would be to store Madison Andrews & Jackson Lev food in paper, bamboo Jack Dennison & Rebecca Kanfer or other plant-based Web News Editors containers instead of plastic. Annabelle Iannone & Rachel Suggs But still, we could do even better According to Web Opinions Editors the UN, 300 million tons of Betti Kobak & Anastasia Thumser plastic waste are generated Kaela Dockray & Dana Perelberg
Web Features Editors
Lauren Hassell & Marlo von der Ahe
Web Arts Editors
Julia Kasabian & Giselle Oldani
Web Sports Editors
Joseph DelGobbo & Mary Elizabeth Fulco
Editorials and letters to the editor All opinions in this paper are those of Staples High School students. The editorial board determines editorial opinions which are authored by the editors-in-chief. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication. Advertising Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health. Memberships Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. Distribution Inklings News, a curricular and extracurricular publication, has a circulation of 1,800 and is uncensored. Inklings News is uncensored, unedited by administration and does not allow for prior review. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. 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.
convenient to purchase a plastic water bottle than to fill up a reusable one. If more water bottle re-filling stations were available around the school, especially the cafeteria, this would no longer be the case. Although there have been improvements in Staples’ plastic consumption, it’s important to remember that being environmentally friendly is an ongoing process. Advancements must be constant and assertive for a lasting impact to be made.
Infographic by Serena Ye ’20
AP classes foster uniformity, must be replaced Rachel Suggs ’21 Web News Editor
National Arts Blog Manager Advisers
each year, with 60% ending up in either a landfill or the environment and eventually the ocean. Plastic waste can persist in the environment for centuries, never disappearing but only breaking down into smaller particles. This debris is then found in our tap water or eaten by fish and other animals that we may later consume. So, with regard to plastic bottles, a second way plastic use can be reduced is by promoting the use of reusable water bottles instead. I believe an effective way to do so would be to increase accessibility to water fountains—specifically, fountains designed to re-fill water bottles. Currently, there are only two such fountains installed at Staples: one on the third floor and one near the nurse’s office. Notably, these locations are quite far away from the cafeteria, which ironically is the place where they are most needed. Even though there are regular water fountains in the vicinity of the cafeteria, as of now students find it more
Graphic by Helena DeFigueiredo Valente ’23
Alex Massoud & Lexie Moskovit Maya Reiner
March 17, 2020 Have an opinion about an article? Write a letter to the editor at inklingsnews@westportps.org.
When I walked into my very first AP class, I was nervous for an unbearable workload. But while I surprisingly enjoyed being challenged and learning new content, I was unexpectedly faced with a problem even worse than unbearable rigor: intellectual uniformity. In preparation for the AP exam, my education suddenly became the subject of a national competition against peers whom I had never met. For the sake of a unique and specialized education, Staples should get rid of AP classes and replace them with honors classes. The College Board, a national conglomerate that has likely never met a single Staples kid, creates the curriculum for AP classes. Every student taking the same AP class across the country is supposed to be taught the same exact material in a similar manner, and then take the same exam in May. In fact, 1.17 million students in the national graduating class of 2017 took at least one AP course, which is an increase from 1.14 million in 2016. Because AP teachers are preparing their students to compete with these millions of other kids, essentially “teaching to the test,” there is no room for teachers to tailor their classes to their students, who may
Staples High School • inklingsnews.com
have different needs or interests than other high school students in America. I don’t mean to say that AP teachers are bad or unoriginal. In fact, the teachers of my AP classes have been some of the best educators in my 12 years of school. But I can only imagine the creativity, thought and unique education I could have had with these teachers if they were not preparing me for an exam assessed by a third party— if we had the time and the means to explore in-depth a topic or a passion just for the sake of pure learning. This is why several neighboring high schools, including Greens Farms Academy, have gotten rid of AP classes, and Staples should follow suit. I firmly believe that offering students opportunities to intellectually stretch themselves is something to be celebrated. That’s what I love about taking AP classes: the excitement of the challenge. But students should be afforded this option without APs, which is why Staples should offer more honors classes to completely replace them. Because of the extensive courses of study offered here at Staples, I know
that I can currently take honors classes and easily choose to bypass APs. However, if AP classes are still offered, they will still attract the teachers and students capable of taking such a course, leaving my honors class without the challenge that I chase. If we get rid of APs, but keep the extreme rigor that they are known for, for example offering Honors Language instead of AP Language, then I will still have access to a challenging education without being forced to train to compete against faceless peers halfway across the country. If Staples wants to teach its students to be individuals and non-conformists, if Staples wants the education of its students to become their own, for their personal satisfaction and not for a national test, then we do not deserve to be presented with the canned, mass curriculum that comes with AP classes. Graphic by Olivia Valante ’20
5 Features
Staples High School
March 17, 2020
Graphic by Lea Rivel ’22
‘70 North’ provides students innovative source of media Staples’ was fantastic and it was a great platform for students and for the school, Managing Editor but we figured we’d try something new and to evolve with what students were asking for.” Gold believes that the eaturing animated school updates, breakdowns of recent sporting accessibility of this platform events and segments where students keeps their audience engaged attempt to decipher made-up photos from and ensures that they watch Olympic sports, “70 North” is anything but the content students in the conventional. Yet, according to TV Studio TV production class produce. “‘70 North’ is a new & Documentary Production teacher Geno Heiter, that’s the beauty of the platform, concept,” Gold said. “Heiter which launched in December of 2019. and I conceptualized “70 North” is a website that aims to what student-produced serve as an accessible streaming platform content would look for the Staples community. The site is broken like if it were more down by school announcements, updates, like Netflix and less sports episodes, comedy-based segments, like, [you] know, music performances and animations. NBC News at 6.” The class “‘70 North’ is giving students who are in this class a voice for them not to i n t e n t i o n a l l y not send just necessarily adhere to announcements does but to take a chance on other topics,” “70 North’s” link Heiter said. “My favorite thing is when to students through students say to me that they can’t email. Instead, Heiter Google my class. They are learning wants the popularity of and expressing themselves creatively, the site to grow on its own and I don’t think they even realize it.” among the student body. “We are doing it in a Many students in the TV Studio & Production Class are proud of the grass-roots kind of way, platform they have created and the impact starting from the students a n d “70 North” has “It’s a great change to be able to having had on the Staples create different media and have t h e m communit y. spread it “It’s a great different types of shows and through change to be able topics.” of to create different - Ali Feder ’20 word m o u t h media and have different types of shows and topics,” Ali because we want them to Feder ’20, one of the leading members of own it,” Heiter said. “It’s “70 North,” said. “The program is only six theirs to say ‘Ok, did you months old, so it’s going to take a while to check my video out on ‘70 develop, but right now where it is I think North’?’ and I think that’s it’s a really strong, new form of media.” how social media works.” Nonetheless, Ethan According to Sam Gold ’20, who is heavily involved in the production of Dean ’20, one of “70 North’s” “70 North,” the website is still a work in first members, feels that progress. The students are experimenting finding a way to increase the with the boundaries of comedy and are viewership of the website is learning their way around the equipment. critical to its growth since “We’re still in a public beta phase, their videos do not air during Time. so we’re experimenting with formats Communication “‘70 North’ absolutely benefits and content to figure out what students want to see and what they want to make,” the community,” Dean said. “A lot of Gold said. “We know what we are.” students don’t watch [though] because After “Good Morning Staples” (GMS) there is no allocated time for it [...] but came to an end at the beginning of the 2018- it is a very easy way to get school news.” Dean hopes that the platform gets 19 school year, Heiter replaced Justin Nadal as the school’s TV Studio & Documentary the recognition he believes it deserves Production teacher. Based on input from and is inspired by the people he works students in the TV production class, alongside while producing “70 North.” “There were several people that Heiter launched “70 North” to keep up with modern streaming services. stuck around for many semesters, “We were focused on how people including Max Dorsey [’21], Sam Gold consume media now in the 21st century,” and Ali Feder,” Dean said. “Together, Heiter said. “I think ‘Good Morning we changed GMS to ‘70 North’ and
Kaela Dockray ’20
F
Scan this QR code to watch the latest videos on “70 North.”
FILMING (Left) Gabriel Maiolo ’22 records the introduction for an interactive segment, where he uses portable cameras to gather student opinions on Staples or national topics.
BEHIND THE SCENES (Above) Zach Iannacone ’20 and Jackson Lyme ’20 work in their TV Production class to produce a video for the “70 North” website. They work behind the scenes, monitor the different camera angles, oversee the script and edit segments.
IN THE STUDIO Students record a variety of videos for the site, from school announcements and sports episodes, to comedy segments and music performances. They film during class with professional equipment and multiple camera angles. recreated it. The class also wouldn’t be the same without Heiter. He really knows how to keep students engaged.” Additionally, the website provides a sense of community and benefits the student body in a variety of ways, according to member Srushti Karve ’23. “‘70 North’ is a wide platform [...] that helps bring our Staples community together by entertaining everyone and giving everyone who is a part [the opportunity] to creatively
Photos by Emma Dantas ’21 express themselves,” Karve said. “It not only entertains people, but [it] also helps inform the school through the sport and [school] updates. “70 North” is ultimately a student-driven initiative. As Heiter makes clear, without their input, the website would not be possible. “I always first ask students what they want to do,” Heiter said. “It’s like a crazy tidal wave. If I try to fight the wave, we aren’t going to get anywhere, so I just like to ride with it and see where this goes.”
SPORTS UPDATES AND MUSIC Max Dorsey ’21 does his weekly “Pick Em,” a popular segment where Dorsey picks NFL teams that he thinks will win upcoming games. Ethan Dean ’20 shows off his guitar skills in his music segment of the website and gives tutorials on how to play songs. Dylan Curran ’20 often stars in “SHS updates” to streamline important information about Staples.
Staples High School • inklingsnews.com
Staples High School
Features
March 17, 2020
6
Claire Redmer ’21 Social Media Director
I
Photo by Rebecca Kanfer ’21
nklings sat down with science teacher Karen Thompson to learn about the Independent Learning Experience (ILE) program, how it works and what it offers students. Thompson is the head coordinator for the ILE program. This is her first year holding that position.
What is the ILE program for?
“Students have to apply for some type of independent learning that doesn’t currently exist in our school. Whatever the learning is—maybe they’re learning with a teacher, maybe they’re learning through some type of online program—whatever the case may be, they have to come up with a unique end product at the end to showcase their learning.”
How
many
ILEs
are
What is the goal of the program?
In what ways does the program help students learn? ILE COORDINATOR Karen Thompson, “When you have a passion about something, you are more eager to learn. This gives the opportunities to students that may have a passion around a certain area that isn’t offered in this school or for some other personal reasons. [...] It gives them the opportunity to get credit for something they have passion in.”
What is in the application?
“You first fill out a questionnaire. [...] Part two is you come up with a plan for how you’re going to do this. [...] Then we go to contract and that’s the third part. Once the contract is signed by myself, their mentor, the department chair of the department they are going to get credit for, as well as their parents, then they’re good to go.”
students mentors?
“Typically, it’s once a week with your mentor or once every other week. Then, students also have to meet with me once a month where I’m checking
science teacher, is the head coordinator of the Independent Learning Experience (ILE) program. Thompson checks in with each individual student once a month to help students achieve their learning goals in their unique topic. in on their progress. [...] I check in with the students to say, okay show me what you are doing, what are you struggling with. I can help more with the process, not the actual learning. There are points in the process where we might have to tweak some stuff. Maybe they’re ahead of their timeline, maybe they’re behind. That’s what the check-ins with me are.”
What kind of students should do independent learning projects?
“I would say, the students that we want in this program are students that aren’t just looking to build their college resume. That is a reason some kids do it: ‘I’m going to show that I’m doing one more thing.’ There are different motivations
for students doing it. The ones that we see are the most successful [are those] that are willing to do it whether they got credit or not. Any student that has passion above and b e y o n d what they’re learning in our curriculum.”
are some students have
unique done?
“One of the most interesting projects was an art project. He created a portfolio of artwork that included a technique called crosshatching. He came in with a display of all his products. He probably had over 30 pieces of work, between sketches and actual product. Just to see the intensity of what he was working on was pretty amazing. I’ve worked with some students who have done science research projects. One boy wanted to come up with a proposal for a cure for diabetes because his mom’s diabetic. He loved science, but he had this passion around learning more about diabetes. It’s those types of things.”
there?
“We have 32 ILEs. Some of them are semester long, some of them are full year.”
How often do meet with their
What projects
“I think it’s structured really well now. We would like to see more of the, ‘I have a passion around this subject,’ rather than ‘I want something extra on my college transcript.’ [...] How we do that, I don’t know. Maybe more of a concrete plan, the plan that they put in place maybe needs a little more structure. Maybe they need to meet with me a little more often than once a month to hold them more accountable. [...] Maybe all of them should be semester long with the option to continue on for a second semester. Other than that, the foundation that was built with Ms. Herzog and Ms. Ward, it has a good structure right now. I probably want another year under my belt before I start making changes.”
Do students receive any types of funding for specific ILE projects? “For something like the art project, we supplied the materials. Other projects need to be self funded. We have one science research project right now where the student wrote a grant proposal requesting funds, and we were able to give him some funds for his because of the materials he needed for the research.”
Do you have any other things to say about the program?
“It would be interesting if some teachers came up with ideas for independent studies, though it’s supposed to be driven by the students. Sometimes it’s difficult for a student when they don’t have a mentor and they have to track down one that doesn’t quite fit with their project. It’d be interesting to see if if they were collaborating with a teacher, so that they aren’t struggling to find a mentor because sometimes that’s a problem.”
Coronavirus epidemic presents hidden prejudice Grace Livecchi ’21 Staff Writer Anyone who reads the news is aware of the current global mayhem caused by the deadly Coronavirus. With cases now in the States, Americans have gone into “panic mode,” and have resorted to xenophobia towards Chinese Americans. Xenophobia is defined as the fear or hatred of those from other countries. At the current state of the virus and its prevalence in China and other areas in Asia, it is sensible to steer clear of visiting infected areas. However, when fears are left
unchecked and people do not inform themselves, that fear can be debilitating and cause people to stop visiting local Chinese restaurants, nail salons or other traditionally Chinese-owned businesses. Actions like these are xenophobic. New York’s Chinatown has suffered from xenophobia, according to Grub Street. Chinatown residents reported that the community has turned into a “ghost town” ever since the outbreak. Xenophobia has also taken shape in our very school. Graphic by Serena Ye ’20
A Chinese-American sophomore girl, who asked to remain anonymous, is one of numerous students who reports to have been subject to comments in regard to their ancestry. “People have made jokes about the Coronavirus towards me,” she said. “It’s not really a big deal, but it still happens.” Former Staples student Charlie Colasurdo ’18 who is now an undergraduate at Duke Kunshan
University in China, has also witnessed xenophobia. In February, the university paid for all students to leave China to begin online classes. Colasurdo said his experience returning to the United States was very different from the experience of his peers of Asian descent. “My friends of Asian ancestry have experienced [xenophobia] here in the States, at airports, on subways or other public places,” Colasurdo said. Nationally, Asian American lawmakers wrote a letter to Congress asking for help to stop Coronavirusfueled xenophobia, according to nbcnews.com. “The best way to stop the spread of coronavirus is to wash your hands,” the letter reads, “not perpetuate racist stereotypes.”
inklingsnews.com • Staples High School
7 Arts
March 17, 2020
Staples High School
Handsome, clever and rich: ‘Emma.’ lives up to expectations Poppy Livingstone ’21 Creative Director
“
Handsome, clever and rich.” Those words were originally written in Jane Austen’s 1815 novel “Emma.” to describe the female protagonist. The same words, appropriately, serve as the tagline to the novel’s 2020 remake, which came out on March 3. “Emma.” follows the source material relatively faithfully. It follows Emma Woodhouse, played by a wide-eyed and affected Anya Taylor-Joy, a rich 21-yearold matchmaker. She prefers meddling in the love lives of others rather than finding love herself, mostly due to her ailing father, played by a scene-stealing Bill Nighy. Mr. Knightly (Johnny Flynn), her brooding longtime friend, doesn’t approve of her meddling nature, especially when Emma begins searching for a partner for her young, impressionable friend Harriet (Mia Goth). With a color palette indicative of a box of Parisian macarons and set pieces enchanting enough to make Wes Anderson cry, “Emma.” is certainly as handsome as its eponymous main character. The visuals of this movie were one of its biggest strengths, serving both as eye candy and powerful parallels to the shallow frivolity of the main character and her peers. From the first scene,
in which Emma glides across a serene field to a glass gazebo filled with flowers so gorgeous you can nearly smell them, it’s clear that Emma has grown up surrounded by beauty, privilege and class. The fact that two servants accompa ny her on this walk only solidifies this point.
Though the films’ beauty is its most noticeable feature, the clever nature of the script by Eleanor Catton cannot be denied. It can be difficult to add much in the way of cleverness when handed source material as hilarious and smart as Austen’s “Emma,” but the film manages to find its stride comedically by taking advantage of its medium. Visual jokes playing on the affectedness and privilege of the character, both subtle and not so subtle, are littered throughout the film. Nighy manages to steal scenes with a mere sniff, step or eyebrow raise. Though period pieces are often viewed as dry and serious, Nighy
brings some added levity to an already delightful interpretation of the genre. Finally, “Emma.” is emotionally rich. Initially, I felt the film lacked much genuine feeling. The first half of the movie is dominated by beautiful visuals and quaint humor but packs little emotional punch. However, the second half of the film just as rich as I had hoped, as Emma comes to face the consequences of her privileged and oblivious nature. In fact, the lack of consequences in the first act of the film may have deepened the second act in comparison. The infamous picnic scene, much dreaded by those familiar with Emma due to its cringeworthy nature, starts off just as decadent as the rest of the film. Emma and her peers gather on a picturesque hill for a picnic. At one point, Emma oversteps and makes a cruel comment about Miss Bates (Miranda Hart), a character who is irritating but ultimately kind and delicate. Rather than skating on the surface of social awareness as she had for the rest of the movie, Emma is called out by her peers and sees the negative effects of her actions. This moment, negligible in the grand scheme of things, elicited an audible gasp from the audience. Much like Emma herself, the audience was lulled into thinking that Emma is untouchable, and moments such as the picnic scene ground the film into the realm of true emotional depth. Ultimately, “Emma.” is a film worth seeing for its beauty, wit and emotion. Though it isn’t as impactful as other recent period pieces (“Little Women” set a new bar for the genre, in my opinion), it is worth the watch. Graphic by Poppy Livingstone ’21
Players perform in student-directed ‘The Girls of the Garden Club’ Allie D’Angelo ’20 Editor-in-Chief
Staples Players grabbed their best watering cans and most impressive plants to perform in their annual student-directed play. This year, students performed in “The Girls of the Garden Club” from Feb. 28 to March 1 at Toquet Hall, directed by Alexa Frost ’20. “The Girls of the Garden Club” follows housewife Rhoda Greenleaf, played by Lena Pantzos ’22, and her aspiration to own a greenhouse. This request to her husband Vincent Greenleaf, played by Charles Watson ’23, is promised to her if she becomes President, yet never specifies what she must become president of. Thus, Rhoda strives to become the next president of the local Garden Club. Pantzos noted that the entire cast performing in “The Girls of the Garden Club” was supportive of each other, helping make the experience memorable for all cast members. “From the first read-through, I just honestly had the most fun with everybody in the cast,” Pantzos said. “It was such a chill but loving and accepting environment. That’s part of what helped me get out of my comfort zone in particular scenes, because of all the support I received from my castmates.” Anushka Rao ’22, who played the old yet witty Birdie Smithers in the show, believed that reactions from the audience helped boost motivation among cast members while on stage. “The show is a comedy, so hearing the audience laugh was so relieving[...],” Rao said. “During the performances
we definitely fed off of the audience’s reaction. When they laughed a lot, we had a lot more energy.” Frost described her experience directing her first large cast as demanding yet fulfilling. “It’s been one of the most challenging projects that I’ve ever taken on at Staples,” Frost said. “I definitely feel like at the end of the day it was really rewarding and I was able to take a script and then be able to create an entire play with it.” Frost noted that she put her own spin on the show through small touches, including certain blocking elements, acting choices and longer pauses during certain scenes in the play. Frost included elements in the play in order to emphasize certain relationships among characters in the play, including Rhoda’s humorous frustration with Vincent. “When Rhoda’s husband, Vincent, enters the stage and he closes the door really slowly behind him, that’s not in the script; that’s something I came up with,” Frost explained. Pantzos noted that Frost’s ability to change elements in a scene to the ability of the cast helped strengthen the show, along with her welcoming attitude towards the underclassmen actors. “Alexa truly was a great director and gave us good direction while also letting us try new things that we were comfortable with,” Pantzos said, “She was also just a great person to be around, and
kind of gave us the freedom to enjoy this experience without a ton of pressure.” The annual student-directed play offers a chance for students in Staples Players to gain experience playing large roles both acting and behind the scenes in tech crew. “Playing Rhoda and performing at Toquet Hall was honestly just a lot of fun, and it gave me that feeling of nervousness inside that I’ve always loved about acting,” Pantzos said. F r o s t additionally mentioned the immense help from her stage manager Lucia Scotti ’22, as well as To m a s o Scotti ’ 2 0 , w h o designed the playbill and taught the cast all three variations of “The
Girls of the Garden Club”’s song. “Since I didn’t have an assistant director, Lucia [...] really stepped up and really helped me figure out where to put people on the stage in terms of blocking and making sure that the stage directions were balanced,” Frost said. Pantzos believed that her experience performing in “The Girls of the Garden Club” helped create a stronger bond with her cast mates and other members of Staples Players. “I’ve made so many new friendships and strengthened current ones,” Pantzos said. “That might just be my favorite thing about Players.”
PUTTING ON A SHOW Lena Pantzos ’22 portrays Rhoda Greenleaf, heads the Garden Club. ‘Girls of the Garden Club’ premiered Feb. 28 at Toquet Hall. Photo by Giselle Oldani ’22
Staples High School • inklingsnews.com
Staples High School
March 17, 2020
Arts
8
Driscoll creates Art by Nina Lily, sells pieces for charity Lyah Muktavaram ’22 Staff Writer
W
hether it is a carefully painted notebook with an array of colors bursting from its seams, or a hand-designed vinyl sticker fit for any computer or phone case, Nina Driscoll’s ’22 art account offers a variety of accessories, as she follows her passion in creating and selling unique designs and products. While Driscoll has been interested in the arts since elementary school, this year, she decided to start a website, artbyninalily.com, with an online shop to sell her products. These products display a wide range of her paintings on items such as clothing and stickers. To help advertise and promote her products, Driscoll runs an Instagram account. “When I paint, I typically record my process for my Instagram,” Driscoll said, “and I will usually spend anywhere from four to 10 hours on a piece.”
Driscoll’s passion for the arts even joggers in several different colors shines as her friends and family with her designs printed on them. appreciate her growing talent “Nina has developed a distinct artistic and dedication to her account. style, and her products are beautiful,” “As long as I’ve known Nina, she has Sophie Driscoll ’19, her older sister, said. always been into the arts,” Saylor Frankel “When I am at school, I love wearing ‘Art ’22 said. “Recently she’s gotten into her by Nina Lily’ around campus. I get lots of drawings and paintings a lot more. I compliments on the clothes, and I feel so proud when I tell think the account my friends that my is important to “I feel like such a positive thing is sister made them.” her because it’s coming out of what I am creating.” Not only does a way for her to - Nina Driscoll ‘22 Nina Driscoll show everyone take great pride in what she’s talented at and what [she] loves to do.” these products, but she is also supportive Throughout elementary and middle about giving back to the environment school, when Driscoll was first introduced and uses her platform to do so. Driscoll to art classes, she decided to start an helps advocate for the National Resource Etsy store with some of her art and Defense Council (NRDC), a noninternational environmental jewelry. While she only continued the profit account for a few years, her fascination advocacy group, by donating half of and interest in creating art progressed, her profits to raise funds for the group. fueling her current artistic enthusiasm. “I have always been passionate With her online store, encompassing about environmental issues, so donating many trendy products and wearable half of the profits to NRDC felt like clothing items, Driscoll’s art goes the right thing to do,” Driscoll said. beyond painting behind a canvas. She “I feel like such a positive thing is offers unisex sweatshirts, T-shirts and coming out of what I am creating.”
DRISCOLL DRAWS Driscoll promotes her art through her website and her Instagram page. On Driscoll’s Instagram account, she creates sharp borders for her pieces by surrounding them with tape and peeling it off the edges.
Throughout the process of creating and managing an Instagram account and a website filled with various art products, Driscoll admits that she has grown as a businesswoman. “I have learned a lot in regard to budgeting,” Driscoll said, “as well as the skills required to promote your business
Check out Driscoll’s website where she
Photo by Maria Krug ’22 Art contributed by Nina Driscoll ’22
inklingsnews.com • Staples High School