Inklings May 2022 Issue

WHY CAN’T WE BE

FRIENDS?

MAY 2022

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Contents NEWS

04

OPINIONS

07

FEATURES

08

A Westport committee presented the NYU Metro Center’s equity report to the Board of Education.

Paige Tighe '24 reflects on sending harmful messages

Staples Sweets importance and

TikTok to

trends users.

members express why they enjoy

its it.

ARTS

11

SPORTS

13

Art teachers Tracy Wright and Camille Eskell bid Staples goodbye after years of hard work with the drawing, jewelry, and sculpting classes.

Social studies teacher Cathy Schager returns to the lacrosse field as a girls’ lacrosse coach.

Volume 89, Issue 9, May 2022

Inklings Staff Editors-In-Chief

Lucy Dockter, Julia Herlyn

Creative Directors

Maya Hruskar, Lily Klau, Lilly Weisz

Paper Managing Editors Mishael Gill, Ella Shi

Web Managing Editors Hannah Conn, Toby Goldfarb

Associate Managing Editors

Kiswa Khan, Phoebe Miller

Business Directors

Audience Engagement Manager Margot Richlin

Broadcast Directors

Anna Diorio, Abby Nevin

TV Show Producers

Zach Brody, Finnegan Courtney

Asst. Business Managers Indie Ahl, Julia Leitner, Michael Pontoriero

Breaking News Editor Audrey Kercher

News Editors

Meg Enquist, Allie Gillman, Mia Kirkorsky

Genevieve Frucht, Mia Bomback

Camille Vynerib

Addison Coughlin, Megan Kelly, Ava Cordella, Katherine Phelps

Photography Director

Asst. Creative Directors

Shivali Kanthan, Elle Vail

Public Relations Director Emily Goldstein

Social Media Manager Alix Glickman

Opinions Editors

Features Editors

Caitlin Jacob, Lily Hultgren, Nina Bowens, Paige Tighe

More About Us

Arts Editors

Ava Chun, Talia Varsano, Alexandra Gaines, Ruby Kantor

Sports Editors

Gabi Gerig, Matthew Stashower

Web News Editors Jolie Gefen, Siena Petrosinelli

Web Opinions Editors

Nina Jones, Aidan Sprouls

Web Features Editors Audrey Curtis, Samantha Sandrew

Web Arts Editors Liora Perkins, Matthew Saw

Web Sports Editors Talia Moskowitz, William Murray

Web Photostory Editors Karlie Saed

Advisors

Joseph DelGobbo, Mary Elizabeth Fulco

Inklings News is uncensored, unedited by administration, and does not allow for prior review.

Opinions

The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief.

Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication.

Advertisements

Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.

Membership

Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. ................................................................

The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex,religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.

EDITORIAL

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Have an opinion?

Write to inklingsnews@westportps.org

Graphic by Lilly Weisz ’23

District must bridge communication gap between students, administration

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rayish-brown sludge streamed through the cracks in the floor. The rancid odor of sewage drifted through the halls into humid classrooms, compelling teachers to open the windows in search of cleaner and cooler air.

On May 16, a morning announcement stated that the bathrooms on the second and third floors were closed, advising students to use bathrooms on the first floor only. No explanation as to why we couldn’t use the bathrooms on the higher floors was publicly offered.

However, students on the first floor in the world language wing reported smelling putrid odors emanating from the bathrooms, and some of the bathrooms on the first floor were unusable.

Parents were not notified by the school of these closures, and some members of the Editorial Board reported not knowing that the bathrooms on the second and third floors were closed at all, since there were no signs or tape indicating that students should not use them.

Overall, the Editorial Board

would have liked to receive more clear and explanatory information on the bathroom closures so that students could have reasonably avoided them.

Within the same week, on May 19, the building went into a shelter-inplace. Most people had no clue as to what was going on. Rumors began to spread instantly. Several students claimed there was a potentially dangerous person on campus, a bear or moose sighted near Wakeman or that we (as well as Bedford Middle School students) were going to leave school early.

Over two hours after the shelter-in-place had ceased, and after the rumors had already circulated throughout the community, an email was sent to parents and staff stating that the school was in a shelter-in-place due to a student who missed their bus and walked

to the Dattco bus yard to get a ride to Bedford Middle School.

Breakdowns in communication have been a serious issue between students, parents and administration. Staples prides itself on instilling “critical thinking skills” within its students, yet fails to adequately inform them of relevant information, for events as large as the bathrooms overflowing with sewage for the second time this year or even for events as small but still significant as schools being closed for snow days (many times times this year, students came to school on snow days because they had not received a message regarding the closure).

While we understand that scenarios involving shelter-inplace or lockdown procedures are often of great gravity—and acknowledge that disclosing in-

Breakdowns in communication have been a serious issue between students, parents and administration.

formation to students during the procedure can lead to further panic and potential danger—after the situation has passed, students— not just their parents—have a right to be directly informed of what occurred on that day.

To remedy this lack of communication, administrators should send emails containing pertinent, consistent communications regarding disturbances to students, teachers and parents alike, rather than only to parents and/or teachers. As high schoolers, we should be trusted to act appropriately and responsibly when facing extraordinary circumstances. Additionally, some students may not be able to depend upon their parents to send them these emails. In order to become the “global citizens” that Staples envisions us to be, we must first become informed—not only of our surrounding world developments, but also of our school’s environment and events.

The Editorial Board voted unanimously in favor of this opinion.

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NEWS

Equity study report released, presented to BOE Allie Gillman ’23 Business Director

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faculty steering committee used the NYU Metro Center’s Innovations in Equity and Systematic Change (IESC) report to recommend four areas of development to the Westport Board of Education on April 25. The recommendations included developing welcoming and affirming school communities; increasing access to educational programming for every student; overhauling data systems by disaggregating data collection, analysis, and usage; and investing in ongoing professional learning and development.

The NYU Steinhardt Metropolitan Center for Research on Equity and the Transformation of Schools facilitated the equity study, convening a committee of about 30 WPS faculty, including administration and BOE members, as well as community members and parents.

IESC aims to eliminate disproportionality in school systems by providing educators with the necessary facilities to meet the needs of all students and families. The department found that existing inequities have a disproportionate impact on Black and Latinx students, while white and Asian students have

greater representation in rigor- plans based on the recommendaous instruction and curriculum tions. Faculty groups designated while being least impacted by to each recommendation will Westport’s disciplinary system. oversee the work, and the action “One of the most important steps will be presented to the considerations that I had going Board and community in the fall. into this was not just disparities There has been some critiin performance, but disparities in cism of the district for working the student experience,” Super- with NYU Metro Center. Some intendent Thomas Scarice said. people claim the Metro Center “By that, I mean how students is an “ideological” organization feel when it comes to a deep and the “study report establishes sense of discrimbelonginatory ing and intent” acaffiliation cording to with peers Westport and adults Parents in the 06880. building.”

AnonyT h e mous comstudy bemunity WPS Superintendent gan in members Thomas Scarice p o s t e d March 2021. The complaints g r o u p about the studied study, quantitative and qualitative ev- claiming it did not provide idence including benchmark “clarity in terms of how to assessments, enrollment in tangibly address perceived inAP and honors classes, disci- equities in Westport schools.” plinary actions and students Some parents spoke out who are referred for special ed- on the record against the creducation and gifted programs. ibility of NYU Metro CenMore information was gathered ter and the decision makthrough discussions with stu- ing process leading to the dent, family and faculty focus district’s engagement with NYU. groups, surveys and school visits.

“I believe NYU Metro’s The next steps of the equi- primary goals are to promote ty work will be creating action a radical political agenda and

“One of the most important considerations was [...] disparities in the student experience,” -

to increase revenue for themselves,” Westport parent David Kershner said, “and that they attempt to accomplish those goals by means that have resulted in worsening conditions within the very communities they profess to want to help.”

A few parents are even prepared to pursue litigation should the administration proceed with the study further.

“This study is going to be used to discriminate [against] my kids, and I’m not going to allow it,” Westport parent Camilo Riano said. “The American way to do it when we have disagreements in our system is the courts [...] And it’s going to happen if they continue with [the implementation of] this study.”

Alternatively, many parents are hopeful for what this study will mean for the future of their children. They believe if Westport incorporates and improves upon the faults identified by the study, students will be better prepared for life and work outside of Staples.

“When [my son] leaves Westport,” Staples parent Danielle Teplica said, “I would like for the rest of the world to make sense to him and for him to be able to participate without having to completely educate himself in the real world. [...] And I think the study can help [with this].”

Infographic by Lilly Weisz ’23

Student Submission: Voice4Change Winners

Photos by Elle Vail ’23

Cami Kolek ’23

Local Briefs

community. Asking people to discreetly check the back of their pants, hiding a pad or tampon up your sleeve, we as a community are embarrassed by it. We knew that even if we didn’t win, we would’ve changed the way Staples sees menstruation, just by getting people to talk about it openly. I mean, if you’d told us a year ago that there would be tampons on the walls of Staples, we’d laugh at you. We heard about classes talking about it, and people posting on their social media!

Even in the campaign process, the conversation had started, and it was far from over.

We almost don’t have the words to describe how great it feels to win Voice4Change.

After getting hate

Addie Purcell ’23

comments on our Instagram posts and various male students telling me they weren’t voting for us because “it doesn’t affect them”, winning proves that despite the loud resistance, there is a far larger group of students who care about improving the lives of people with periods. It means that even people who don’t have uteruses cared enough about their classmates to vote for an idea that wouldn’t directly impact them.

The real joy is not being able to say that we won something and that we did something great, and it’ll look great on our college applications in the fall, it's the fact that we were able to spark change in our school community, and that change will help students for years to come.

Mim Hurley ’23

Chris Tatusko ’22 Staff Writer

“Straight White Men”

Fine Arts Festival

On May 25, the Westport Country Playhouse will debut its take on the Broadway play “Straight White Men.” The Broadway production won the 2018 New York Times Critics Pick. The satire is based on the white male privilege being exposed in today’s culture.

The play will be performed through June 5. All patrons are required to be vaccinated.

The Westport Downtown Association is hosting its Fine Arts Festival on May 28 and 29 from 10 a.m. - 5 p.m. The event will take place on Main Street and will host clothing vendors, artists and musicians from the local area. Vendors may differ by day. Admission to the festival is free.

May 25-June 5

Visit the submissions tab at inklingsnews.com to view all student submissions or send in your own writing to inklingsnews@westportps.org

Memorial Day Parade

On Monday, May 30, join the Westport community in watching the annual Memorial Day Parade from 9 a.m. - 11 a.m.

The parade will showcase floats from local organizations including Builders Beyond Borders and Scouts of America.

The parade will begin at Saugatuck Elementary School and finish at Westport Town Hall.

May 30

I

n the campaigning process for Make Me Free, we wanted to shove the reality of periods in the faces of the entire school. We included images of unwrapped tampons on our flyers, avoided euphemistic language such as “sanitary products”, wrote openly about the process of bleeding, and even hot-glued pads to a poster. By unabashedly addressing periods in the school environment, we hoped to start the process of normalizing them here.

Now that Make Me Free has been voted as the winner of Voice4Change, this process of removing embarrassment and shame from menstruation will be amplified.

Having open

and easy access to period products enforces the notion that needing pads and tampons to deal with periods is just as normal as needing toilet paper to deal with going to the bathroom. Students will no longer have to deal with the skepticism of teachers when they bring a bag to the bathroom with them. They won’t have to face the inconvenience of walking down to the nurse to get a tampon while they’re still bleeding into their underwear.

Yes, we find the availability ofthese products to be absolutely essential. But, a big part of the reason we started this campaign was simply to start the conversation. There is so much stigma surrounding menstruation, and it was something we really did see in our own

May 28

Cami Kolek ’23 Addie Purcell ’23 Mim Hurley ’23

NEWS| 5

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OPINIONS

The Damaging Effects of: ‘I’m just teasing.’

Anna Diorio ’23 Broadcast Director

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Photo

by Kis wa Kh an

’23

here was a lot of teasing accompanying any conversations about boys and relationships in my household. It was clear to me that when my dad would jokingly warn, “There better not be any boys hiding under your bed,” or when my mom asked if I thought any of the boys in my grade were cute, that there was an assumption and expectation that I would be straight.

As it turns out, they were right, but that really isn’t the point.

When parents assume their children’s sexual orientations, or put pressure on making cross-gendered friendships develop into ro-

mantic relationships, they are reinforcing a damaging heteronormative practice that can be hurtful to both straight and queer children.

According to Pierre Bourdieu, a former French sociologist and author of “The Logic of Practice,” what parents say and do in reference to sexual identity and relationships has a psychological effect on all kids.

I remember when I started middle school and had developed a crush on a boy. In getting to know him from a distance, I saw that his friend group was co-ed; I was shocked. It was so unusual to me to see a group of girls and boys who were all “just friends.”

As a result of my upbringing, and the lessons I absorbed from my parents, the only explanation that made sense to me at the time was that they all subconsciously like-liked each other.

“How do boys and girls even become friends?” I questioned. I assumed their differences in gender would prevent them from having much in common and their friendships could o n l y

end as a romantic relationship.

When I got to high school, I began to recognize this mentality as a legitimate issue. I realized how the years of “playful” jokes and “harmless” inquiries about everything boy-related at home had affected my ability to comfortably socialize with half the student body. It didn’t matter if I liked them or not; I was burdened with immense anxiety just because of the fact that they were a specific gender.

Emphasizing gendered friendships, or rather failing to normalize cross-gender friendships, isolates kids in same-gender peer cultures, which can lead to romantic difficulties in future relationships, as suggested by Marion K. Underwood and Lisa H. Rosen in their manuscript “Gender, Peer Relations, and Challenges for Girlfriends and Boyfriends Coming Together in Adolescence.”

“Children spend substantial time in these contexts and socializing mostly with peers of their own gender may lead to challenges for forming other-gender relationships,” the manuscript states.

In the past few years I’ve learned to resist this heternormative culture, but my frustration with it has only grown. It’s embarassing when my family or other adults constantly ask if I am dating a male-friend of mine.

It’s disheartning to separate people by their gender instead of the unique, individual traits they have as people. It is frustrating that, in a time where I am still discovering my own identity in a daunting world, there are restrictions on my freedom to do so.

For closeted LGBTQIA+ adolescents, especially, the assumptions

of being heteronormative may be even more difficult to deal with, given the increased fear of not being accepted or understood by their family. While I cannot directly speak for LGBTQIA+ adolescents, research shows that it internalizes negative perceptions of “non-heterosexuality” in these individuals, specifically.

The romantic comments I endured that magnified every relationship or reference to a boy I know has put a strain on my relationship with my parents.

When I actually am attracted to someone, I won’t want to turn to people who, in the past, made me feel uncomfortable about having relationships. I wouldn’t want to be teased. I would likely be nervous and want to seek comfort and guidance in navigating such a new experience from someone who would be supportive and non judgemental.

I understand that I am sharing personal information about myself—and I admit that I was apprehensive about doing so. But when I brought up this idea of parents teasing and romanticizing every reference to the opposite sex to many of my peers, I quickly realized that this issue stretched far beyond the front steps of my house and demanded to be heard.

Scan the QR code to read the full article.

OPINIONS| 7

TikTok Fashion Trends spread subliminal negative messages to users

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Paige Tighe ’24 Features Editor

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ates unrealistic expectations, further amplifying the insecurities of impressionable TikTok users.

Companies and influencers who advertise the “Clean Girl” makeup and Y2K trends are exploiting the insecurities of young girls by making them believe that they need to partake in these trends to be beautiful. TikTok users need to be conscious of how they perceive the trends they see being promoted on the platform.

I have not seen influencers with acne scars, pimples and pigmentation trying the “Clean Girl” look.

Considering the trend is encouraging the mentality that blemishes are beautiful, “Clean Girl” makeup should be embraced by those that have imperfect skin. While I agree with the moral behind the trend, I think that for the trend to be more effective, the representatives for the “Clean Girl” makeup trend need to represent a variety of skin types.

ic by 3

lau ’2

Lily K al hiv

S by an nth

i Ka ’24

through TikTok influencers.

These influencers have been promoting the femininity behind the Y2K aesthetic, as opposed to the body type that was a significant part of the trend 20 years ago. With the continued rise in popularity in this trend, TikTok influencers need to be conscious of how they are fostering and encouraging it on their platforms.

cs phi

faces on TikTok, I have found that trying to conform to unrealistic body standards can take a toll on self-esteem.

Nevertheless, lowrise jeans, Juicy Couture items and other products with bright colors, sparkle and other traditionally girly attributes have regained their popularity

Gra

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ccording to an “In The Know” article by Kelsey Weekman, early 2000’s fashion consisted of “low riding and skin-tight outfits,” triggering fatphobia among that generation of teenagers due to the pressures of wanting to fit into that aesthetic of clothing. As Y2K fashion resur-

life. Regardless of trends being overhyped, TikTok users often become obsessed with what is trending. This allows for trends with subliminal negative messages to be spread despite their seemingly harmless exterior.

Young girls are taught on TikTok that they need to have certain clothes or use specific products in order to a look like the influencers they see every time they open their phone. This cre-

Graph

he TikTok “Clean Girl” makeup trend flooding my “For You” page is completely misrepresented on the app. This trend attempts to express that makeup doesn’t make up beauty. Embracing one’s natural beauty through the use of liquid blushes, minimal use of mascara and concealer, sheds light on the importance of how TikTok users advocate for trends.

However, this message is relayed to TikTok users by influencers that have blemish-free skin, voluminous eyelashes and full lips.

n my TikTok “For You” page, all I see are influencers telling me to “Try this new makeup look,” or “You have to check out this store,” or, my personal favorite, “This will change your life.” I highly doubt that a pair of “Real Me High Waisted Crossover Flare Leggings” from Aerie for $49.95 are going to change my

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FEATURES

Staples Sweets offers independence, real life exp Staff Writer

W

hile the Staples cafeteria is home to countless types of treats—from ice cream to fruit snacks and even sometimes chocolate cake – one food group it lacks is one that we could all use every now and then: candy.

Regardless of age, a sweet pickme-up in the middle of the day is difficult to turn down and sometimes hard to come across.

Luckily for the Staples community, the Consumer Math class fills this void.

Staples Sweets, open for business during the second and third lunch waves on C days, is run by the Consumer Math class of six students with the help of teacher Liz Dellavolpe.

“Staples Sweets allows my students to actually apply the math skills that we’re learning in Consumer Math,” Dellavolpe said. “It gives them the ability to follow written directions independently and to tell other students the price of items.”

The store mimics a real life working experience, with various roles and duties to uphold. Will Pepin ’22 is the manager of the store, while other members work as cashiers and help organize

Graphic by Alex Gaines ’25

Karina Murray ’22

and order the candy to be sold. dent in Consumer Math, said. “[Will] is in charge of openAt the end of the year, the ing and closing, so he tells the Consumer Math class takes a field other workers what candy to put trip with all of the money they out, where to put it and how to earned, which can accumulate close up,” Dellavolpe said. “[The significantly throughout the year. other students] have to pull “In one day’s worth, we down the shades, lock up the cash might make $60, sometimes we register and pull out the money, make $20, it really depends,” so they’re Maddie Carusone ’22, a student learning in Consumer o v e r Math, said. all store “In the safety.” past, the D e class has spite the taken their various earnings interesting and gone duties the and had students a celeare tasked bration. w i t h , Bowling, -Math teacher Liz Dellavolpe many of Sports the workCenter, ers expressed that their favorite Medieval Times in New Jerpart about working at the store is sey,” Dellavolpe said. “I don’t running the beloved cash register. know where we’re going to “My favorite part about go this year, but we will make working at Staples Sweets is sure that the seniors are able working the cash register so I to join us even though they can give customers the food and will be going on internships.” change they need,” Pepin said.

Though the field trip will be Some of the other duties a nice reward for the students’ for students include laying work, the day-to-day rewards out the candy in an appeal- they experience from working ing way and even helping their at the store are just as beneficial. teacher order candy invento“‘[It] allows them to have ry from a vendor in Milford independence and let them when they are running low. use what they’re learning “My favorite part is the setup [when] looking for future job because we take out all the candy skills,” Dellavolpe said. “It’s all and we put it all on the count- about just building indepener,” Avaani Kale ’24, another stu- dence as much as possible.”

“[It] allows them to have independence and let them use what they’re learning [when] looking for future job skills.”

Graphic by Shivali Kanthan ’24

FEATURES| 9

Open during the second and third lunch waves on C days!

periences to its workers REAL-LIFE APPLICATION Student Christopher Koutsoukos ’22 and paraprofessional Donnie Smith in the Consumer Math class are given the opportunity to acquire real life skills through practicing transactions.

Photos by Karina Murray ’22

COLLABORATION [Front left to right] Kate Kornfeld ’24, Avaani Kale ’24, Will Pepin ’22, special education teacher Liz Dellavolpe, [back left to right] paraprofessional Donnie Smith, Madeline Carusone ’22 and Christopher Koutsoukos ’22 bond over their shared responsibilities and management of the store.

10 |FEATURES

Preserving history, serving good: Old Mill Grocery & Deli aims to save Elvira’s Katie Simons ’22 Staff Writer

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ven in May, sand sticks to the floors of the former Elvira Mae’s location.

Pictures of students who grew up in the Compo area line the walls. The baby blue trim of the beachy exterior slowly peels next to the umbrellas, which stand crooked against the still sky. If the Elvira Mae’s location is anything, it is beloved.

It’s this love that has kept the market open for nearly 100 years despite various owners. Located minutes from Compo Beach, it has been the go-to spot for coffee, french fries and sandwiches for community members across generations. Now, as the current owners retire, a group of Westporters have come together to prevent the store from being turned into a house.

The Old Mill Grocery and Deli team has used crowdfunding to

purchase the location of Elvira neighbors, the group was able to Mae’s. While the market will go raise an initial $975,000 with just by a different name and be run roughly 100 donors, and accordby different owners, the team ing to their GoFundMe, raised hopes to provide the same style an additional $212,520 through of food and community conve- about 450 donors. They have nience that Elivra’s has provided. now bought the building and “We didn’t want to see this are in the process of obtaining a place be lost, because it’s real- 510(c)(3) nonprofit status because of their plans ly the last to employ place in the those with beach area disabilities where you and provide can walk to job-training meet friends and life-skills. and people “We’re prevalue that,” serving history Jim Hood, preserva founding -Ian Warburg by ing the [...] member of Save the Old Mill Deli Founder experience Save the Old that people Mill Grocery have enjoyed and Deli, said. “We took a leap of faith for generations,” Ian Warburg, [..] and started to talk in ear- another founding member of nest with folks about what Save the Old Mill Grocery and would you really invest or do- Deli, said. “And this added nate to this kind of an effort.” component would be to proThrough reaching out to vide people who might other-

“This is part of the fabric of peoples’ lives day in and day out year round,”

wise struggle to get job training and employment with an opportunity to do just that here, with the idea being we’re also educating the community.”

If one thing is clear, it is that this is a community-focused organization. Members of the Save the Old Mill Grocery and Deli all expressed a similar sentiment: they want Westporters to experience the market just as they did.

In a time where Westport has seen an influx of new families, the Old Mill Market and Deli hopes to continue to serve generations to come.

“This is part of the fabric of peoples’ lives day in and day out year round,” Warburg said.

“It’s a place for the laborers in the community to come and get refreshments. It’s a place for visitors to the community to come and get what they need. This place is for all of us.”

Scan the QR code to read the full article.

Photo by Katie Simons ’22 COMMUNITY Founders [left to right] Ian Warburg, Emily Asken Zobl and Jim Hood pose after successfully organizing to save the Old Mill Deli.

Photo by Emily Goldstein ’23

FUNDRAISER After a successful campaign, the Save the Old Mill Deli organization was able to raise over $200,000 through their GoFundMe.

ARTS

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Wright & wave goodbye to Staples Eskell

Just a step from the school’s entrance or a short walk from the cafe are the unmistakable walls of the art department showcasing an eclectic blend of student works, informative decorations and promotional posters. These halls house a family of seven art teachers, but now two long-standing art education teachers are waving goodbye: art teacher Tracy Wright and drawing teacher Camille Eskell.

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skell has taught at Staples AP Drawing. Her students apenergy to her students, workfor 21 years: one of the first preciate how Eskell’s unique ing to provide the resourcCreative Director two art teachers to move character colors each class. es her students need to ful“I think she’s very iconic,” fill their creative visions. into the new art wing built, she Sophie Fridland ’22, a current AP “She allows me to have a lot has had the unique opportuniDrawing stuof creative freedom,” Zoe Finger ty to teach dent, said. “Ev’23, a student of Wright’s, said. her students right describes herself “She lets me try out some new from fresh- “The students eryone that has as a “low-key” person, techniques as well as work with man to se- always do recently graduated Staples year, extremely well techniques nior but her presand that have that I don’t w a t c h i n g coming out of her ence resonates “She just [has] a even graduatusually use, them grow t h r o u g h o u t can-do type of ed college, they artists class,” and it has as the art departknow who she helped me and people.

-Steve Zimmerman ment. She tru- attitude with “I see Staples Coordinator of Music and is if they’ve takgrow as ly is a teacher everything,” Visual Arts en drawing, and rean artist.” them for all art, takthey always have blos-Steve Zimmerman Z i m - ally ing on classStaples Coordinator of Music and m e r m a n som from, I call them bubble good things to say about her.”

Visual Arts es across the Staples Coordinator of Music says it will heads, from Drawing I,” Eskell board from and Visual Arts Steve Zimmerbe hard to said with a laugh, referring to Watercolor and Painting Big, to replace Wright, not only for the circular heads many new man observed how Eskell keeps Ceramics and Jewelry-Making. her flexibility and her wide- artists draw when sketching her curricula from going stale Despite the difficulty of spread presence through the art people, “to incredible draw- despite teaching for longer than teaching various mediums department, but for her warm ings in junior and senior year.” her students have been alive, and throughout the day, during her and adventurous personality.

Over her time at Staples, how her personal brand of humor 14 years at Staples, Wright has “I wish everyone in the Eskell developed the drawing can lighten stressful situations. carried on with her quiet, steady Staples community the very program from an introduc“The students always do skill. When there were more sec- best,” Wright wrote, “and I tory and advanced drawing extremely well coming out of tions of Graphic Design I than will miss being a part of it!” course to include Honors and her class,” Zimmerman said. teachers, she stepped up to the “I think it’s a testament to plate to take on the job. Wright the fact that she sees every to by Lilly learned the material in the graphstudent as a capable artist.”

P ho ic design class taught by her coOnce she retires, Eskell anworker, Carla Eichler, the day beticipates the increase in free time fore, planned her lesson at night she’ll have for her own personal and came into school ready to art, such as a series of pieces exteach her students the next day. ploring her cultural backgrounds “She just [has] a can-do type as an Iraqi Jew from India. Howof attitude with everything,” ever, Eskell will miss the warm Staples Coordinator of Muenvironment of the art room sic and Visual Arts Steve Zimshe’s taught in for two decades. merman said. “That’s a huge “The interaction with the thing when you’re trying to FOND FAREWELL Art teachers Tracy Wright (left) and students, that’s probably the reach every child and every stu- Camille Eskell (right) will be retiring after years of leading most important thing,” Eskell dent who comes through here.” several art classes, including Graphic Design, Drawing, said, “because that’s what we Wright brings this same Jewelry and many others. [art teachers] really are here for.”

Lilly Weisz ’23

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SUM A MER style 12 |ARTS

Mia Bomback ’25 News Editor

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Photos by Mia Bomback ’25 & Talia Varsano ’24

s temperatures rise and students grow restless, one thing is made clear—it is finally time we bid adieu to our puffer coats and Ugg boots. It is time to embrace our summer style. Whether beach-bound or poolside, dress to impress with the help of some of Westport’s trendiest retailers.

Elevate any outfit with a classy gold chain.

Youthful yet sophisticated, gold jewlery is the perfect accessory. For a sleek look, layer your necklaces and pair them with a set of rings and a statement bracelet.

Classy, timeless and sophisticated. Gold hoops are the perfect accessory no matter the season. “Gold hoop earrings can compliment an outfit really well and they are appropriate for any occasion,” Dagny Dahl ’24 said. These hoops, from Middlemarch, are mature, stylish and durable.

This summer tank top is sleek, chic and casual. It can easily be dressed up or down for any occasion. Expect to see a lot of this gorgeous orange color as the weather gets warmer. “While [Channel orange] has been relevant for a few seasons,” Assistant Marketing Editor Yusra Siddiqui said for Who What Wear, “it is not shock[ing] that it’s turned up again for 2022.”

Easy on the Slides - Bobbles and Lace - $44

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This season, bring your outfits to new heights.

Literally. Platform sandals are stylish, comfortable and they compliment any outfit.

“This comfort-meets-style [trend] gives some serious extra height—with a [fashionable] twist,” explains freelance fashion editor Lauren Caruso, who writes for Harper’s Bazaar.

Scan here to view the full results from 301 students who completed the survey

1) Nylon Woven Shoulder Bag - Urban Outfiters - $49 2) Gourmand Eau De Parfum Fragrance - Urban Outfiters -$18

SPORTS

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Schager returns: girls’ lacrosse pushed to be their best

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“I worked really hard on helping women, young women, see where their strength was.”

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any reading this article may know of Staples’ neighborhood-friendly Cathy Schager.

Like Spiderman, she seems to do it all. You may have seen her smiling brightly in the hallways, installing new exhibits in the library, organizing events for awareness towards humanitarian causes, teaching in her social studies classroom or, most recently, coaching on the lacrosse field. Schager’s newest appearance as one of the coaches for Staples girls’ lacrosse team shines light upon 23 her past successes on the field ter ’ k c o in addition to the positive imD ucy pact she leaves on the players.

L by Many know Schager as the to o activist of the social studies de- Ph partment; however, few know the extent of her lacrosse coaching experience. As a former student athlete at Johns Hopkins University, Schager graduated college and, like many others, traveled to New York to try what she calls a “normal person job.”

If you know Schager, you could probably predict that she did not enjoy this experience.

“I hated it,” Schager said.

It was within months that she decided to coach Division 1 girls’ lacrosse at Vanderbilt. Having a degree of success there, she ultimately

athlete within her classroom.

She describes her desire for constant improvement as a result of being a coach and an athlete, leading to her engaging and evolving teaching strategies.

“I need criticism, so I know what to do,” Schager said. “And so that’s when I started realizing that’s what being an athlete was.”

In coaching younger girls, Schager noticed gender inequity in a “blaring” form. Instead of approaching this with a dismal attitude, Schager used this to empower her players.

“I worked really hard on helping women, young women, see where their strength was,” Schager said. “I try to really develop their self-confidence and very, very strictly to develop boundaries.”

Schager’s return has caused a reaction of nothing but positivity, specifically among players whom she previously coached.

“Having her as a teacher and a coach has been impactful to our team with the positive relationship we are able to build with her as a result,” Maddie Hill ’22 said.

Schager’s return is celebrated by the Staples girls’ lacrosse community.

“She’s brought a whole new energy to our team that I 3 have never seen be’2 ig fore,” Mackenzie Dir Ge i dio ’22 said.

“She’s conab G stantly there to push us to y sb c i be the best players we can be.” ph

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Creative Team

moved back to New England Schager said. “So when I got after one year to find a young- here, I said, ‘I would like to please er age group. Amidst trials and take over the lacrosse team.’” tribulations of taking the LSAT, Schager became head of girls’ working at a law firm, coaching lacrosse and spent nine years in New York and interviewing building the program. She deas a girls’ lascribes the crosse coach steady imthroughout provement Connectiof her team, cut, Schager as they lost ended up 14 games at Staples the first and began season, but as both a reached- Cathy Schager teacher and s t a t e s Social Studies Teacher a coach imby year sevmediately. en. Coin“I didn’t want to go to a place ing involvment in sports as “inthat already had a good program. dispensable” Schager uses her I wanted to build a program,” experience as an

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Elle Vail ’23

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Student athletes balance academics with athletics Mia Kirkorsky ’24

Assistant Business Manager

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taples students juggle rigorous academic loads with extracurriculars and athletics while still managing to hold their heads above the water. Managing both schoolwork andwith outside activities could hinder anyone’s performance, but students remain focused on their goals of success to stay positive and motivated.

Mia Guster ’23

Photo by Abby Nevin ’23

Q: How do you manage to find a healthy balance between athletes and academics?

(Guster): “Because I’ve been an athlete all my life, I’ve learned to

understand academics are my number one priority, and athletics come [second]. I definitely struggled my freshman year of high school because the workload increased so much, so I decided to develop a schedule or routine that I could follow everyday that ensured I would get all my school work done and also go to bed at a reasonable time.”

Kira Obsitnik ’22

Q: How did you stay motivated academicially as a student-athlete throughout high school?

(Obsitnik): “Honestly it helped me with time management. I

was forced to structure my day and be productive once I got home from practice. I found, when I had a break from practice, I would procrastinate with my work a lot versus when having practice.”

Charlie Bowman ’25

Photo by Mia Bomback ’25

Photo by Mia Kirkorsky ’24

Q: What is your favorite part about being an athlete in the Staples sports community?

(Bowman): “Probably just meeting everyone, and building

connections with people that I wouldn’t have known otherwise.

Also, getting to play sports and go to games with all my friends.”

Graphics by Kiswa Khan ’23

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