Salmagundy Winter 2024

SALMAGUNDY

The Official Student Newpaper of Miss Porter’s School NEWS

Winter 2024

INSIDE THE BUBBLE

Porter’s Celebrates Martin Luther King Jr. Day

By Rosa Yao ’25 Staff Writer

The 2024 Dr. Martin Luther King Jr. Day fell on Monday, January 15th. After months of planning, the Office of Equity and Inclusion and the Student MLK Planning Committee titled the community day “Black And…,” with themes emphasizing Dr. King’s mission to uplift the intersectionality, education, and endless beauty of Black identities. The day was kicked off in the Hacker Theatre, with an introduction by Katie Johnson ’27, a Journey Talk by Sophia Serile Yam ’27, a Poetry Performance by Yaya Blake ’24, and a dance performance by Princess Moore ’26, Genesis Lewis ’26, Summer-Zaire Bell ’26, Sophia Serile Yam ’27, Shannen Penn ’27, Katie Johnson ’27, and Ava Johnson ’27.

Throughout the day, student-led workshops delved into unique aspects of Black culture. For example, “Black And Behind the Scenes” explored Black filmmakers’ influence in the movie industry. “Black And Yum” displayed the importance of food, specifically cornbread, in bringing Black communities together. “Black And B.O.L.D. (Brave, Outreaching, Limitless, Diverse)” focused on the role of art in Black culture.

After the community day, Jamiah Bennett and ashley amoabeng, faculty members of the MLK Community Day Planning Community, shared their experience with the day as well as their appreciation to the student body and the Planning Committee.

Q: What are the visions of the MLK Community Day? -What is the purpose of having an MLK Day?

ashley: The theme of “Black And…” was curated by the student-led planning committee. The goal for MLK Community Day is to center MLK and provide flexibility in defining what it means to be capital B, “Black”. The inclusion of the ellipsis “Black And…” connects to MLK’s dream of having Black people being seen as more than just Black. The purpose of this community day is to celebrate and explore the multitude of intersectionality that is part of the Black experience.

Jamiah: There are two main purposes of having an MLK Community Day: one, to bring the community together; two, to honor the work of Dr. Martin Luther King Jr. We formalized our vision to honor those two purposes by having conversations with the student body [during which] we not only focused on his nonviolent pedagogy and practices, but also his emphasis on the intersectionality of Black identities.

Q: What is the most important aspect, in your opinion, about MLK Day? How did those aspects impact the MLK Day planning?

ashley: I think the most important part of the MLK community day is to come in with an open mind and an open heart. You have to be willing to learn and grow, have tough conversations, and cherish the moments of joy of Black culture. This day is about letting go of ignorance and prejudice to

Jamiah: I’ve heard that Black people are sharing our stories, we are just not being listened to. So I think one of the most important aspects of the MLK Community Day is highlighting and uplifting voices of Black people who often are marginalized for a variety of reasons. The Community Day provides an intentional dedicated time for people to listen to Black voices and the experiences that come with that identity.

Q: What do you think of the student body and the MLK committee’s performance that day?

ashley: The MLK Planning Committee truly put in a lot of hard work and effort in making sure this day was a success. From creating the schedule, planning the opening and conclusion, and creating the lunch menu with FLIK, students had a hand in each part of the decision-making process. I want to give a shoutout to all the members of the planning committee, as well as the members of OEI to see this day into fruition. Thank you to the members of the community for being engaged and having thoughtful discussions in the workshops and the advisory. I hope you enjoy this day as much as I did.

Jamiah: I was proud to witness their vision come to life. I’ve received a lot of positive feedback from students across the campus about their experiences and the day. Many have thought the student works were uplifting and empowering the joy of Black identity. Typically, hosting and engaging in activities and events like this could be heavy and intense. However, the student performances for our MLK Community Day this year showcased the positive and exciting aspects of Black identity and experience. I think they did a great job of focusing on the positives.

Day Students Say More Snow Days Needed to Ensure Safety

By Beatrice Kibler’26 & Annabelle Horst ’26 Staff Writer & Inside the Bubble News Editor

Snow is a beloved winter delight by the Porter’s community. Students take pictures around the snow-covered campus, throw snowballs around with their friends, sled at the Hillstead, and even make snow cones. However, the excitement of the snow often dies down with the realization that there would not be a snow day. There has been a snow day, and on many occasions, a snow day may have been permissible. Snow days benefit Porter’s by giving a needed day off as well as ensuring the safety of many valued community members. When school is still held in icy conditions, the priorities of the administration are questioned.

The Dr. Martin Luther King Jr. Planning Committee

Photo Credit: Stephen Wang via Miss Porter’s School appreciate a group of people and an honorable culture.

A student plays in the snow on a rare snow day at Miss Porter’s. Farmington received about 15 inches of snow on Feb. 13.

Photo Credit: Beatrice Kibler’26

The lack of snow days impacted all students and staff, specifically those who do not live on campus. Claire Orfitelli ‘26, the sophomore day student representative, highlighted the various struggles of being a day student during the snow storms. Orfitelli stated that “the lack of snow days creates an unfair disadvantage to day students,” as driving in these snowy and icy conditions can be dangerous. Orfitelli also said that younger students may be unable to come to school due to their “lack of transportation, especially if a parent refuses to drive.”

This disadvantage is also felt by students who drive. Day student Shreya Sudarsan ‘24 drives to school every day. “I actually almost died once,” she said, recounting a time when she had to make a sudden stop to avoid hitting a pedestrian on her way to school. Her car hit a pile of snow, pushing her into oncoming traffic. Though she was able to avoid a collision, the incident could have ended a lot differently, she said.

Sudarsan said her fellow day students sometimes travel an hour each day to get to campus. If day students decide to stay home, she said, there is a lack of support in these absences. For example, students may have to miss important lessons or assignments and in turn, double their workload. Sudarsan stated that “day students have to choose between potentially risking their life or risk missing an important lesson.”

Michael Bergin, chief financial and operating officer of Porter’s, received backlash from students regarding the lack of snow days. Bergin is known for being passionate about student safety, so many students were surprised that on Jan. 16, a day when many students felt unsafe coming to school, classes were still held. Bergin explained the variety of factors considered when deciding whether to call a snow day. “We review the weather forecast in detail with particular attention to the timing of any inclement weather,” he said. “If a storm is coming through late morning into the evening, that is different from one that starts at 2 a.m. and runs through the morning rush

hour. There is also a big difference between snow and sleet or ice.”

He said that he and Liz Schmitt, chief enrollment and student affairs officer, also consult with Rich Higley, director of facilities, as well as the Farmington Department of Public Works before making a decision.

“We are always concerned about the safety and welfare of all of our students,’ Bergin said. “For day students, we encourage all families to exercise caution and make their own decisions about the safety of travel to and from school based on their specific circumstances. When it is snowy out, our ground crew works extra hard to ensure the paths are salted and snow

GS HUB Pride Sit-Down Dinner Celebrates Diversity and Inclusion

By Sofia Garza ’26 Staff Writer

pride celebration due to graduation always being during the start of Pride Month.

To plan this dinner, the Gender and Sexuality student leaders worked closely with FLIK to decide what would best represent pride at the dinner. According to Shravya Sudarshan, a head of the GS Hub, many of their ideas could not be displayed in just one dinner, so in collaboration with FLIK, colorful and rainbow food was brought out all week to celebrate pride, including Fruit Loops and rainbow bagels The planning process for the sit-down included meetings with the leaders of the GS Hub to brainstorm the best way to celebrate pride with the student body.

Students made a presentation at the beginning of the sit-down to spread awareness of the history of the pride movement and some personal stories. The food included chicken nuggets, blue raspberry lemonade, tri-colored mac and cheese, rainbow pound cake, and colorful vegetables.

On Jan. 23, the Gender and Sexuality Hub organized its first pride sitdown dinner including a week celebrating pride at Porter’s.

Finn De Vries, a student leader of the Gender and Sexuality Hub, said this sit-down was significant because Porter’s has never had an all-school

De Vries said they hoped that events that celebrate pride can continue and will include more than just meetings. Sudarshan expressed similar feelings, noting that while discussions surrounding identity are confined to meetings, awareness was spread to the whole community with the sitdown. Both heads said they want to make students in the community feel included and supported with their identities, and this event was an important step in making this goal a reality.

Leaders Urge Students to Make Space for Difficult Conversations

By Lilia Coe ’27 and Goodluck Ogbonna ’27 Staff Writers

In a world full of diversity, different opinions, and ideas, people sometimes struggle to co-exist, creating a never-ending battle to prove whether their ideas are more right than others. At Porter’s, students come from many parts of the world with varying perspectives and beliefs that can sometimes clash. At times, community members say they notice an underlying feeling of division on campus.

Some say this tension has been especially apparent since the Israel-Hamas war began last fall, prompting administrators to look for ways to encourage respectful dialogue and learning. Tim Quinn, chief academic officer and dean of faculty, recently announced plans to host conversations about the war in his home.

Salmagundy reporters sent a Google form survey to the entire school to find out how students and faculty viewed the community’s ability to tackle difficult issues.

Of the 19 who responded, some reported feeling uncomfortable expressing their opinions because they feared backlash for not supporting the majority’s opinion. Others said they did feel comfortable expressing themselves and some answered no when asked if people felt divided by political issues on campus. Still, some community members wonder if they feel united because they don’t really discuss pressing issues.

One faculty responder said they hesitate to publicly take a position on

Fae Hall ‘27 and Francie Graves ‘27 enjoying the snow and sledding

Photo Credits: Ruth Mendes

Sit-down dinners celebrate various cultures and identities at Miss Porter’s by displaying the history, food, and stories of members of the community.

Sofia Cepeda ‘25, Scarlett McMahon ‘25, Sid Macphee ‘24, Jaxon Praise Perez. ‘24, Suhaani Rao ‘24, Shravya Sudarshan ‘26 – Photo from Miss Porter’s Smug Mug account (missportersschool.smugmug.com)

global issues, afraid that it will be a dividing factor between them and their students. They acknowledged “cancel culture” on campus and said that when they experienced a “microaggression,” they attempted to understand the perspective of the person who made the offensive comment.

But tensions around the Israel-Hamas conflict have been particularly fraught at times. A group of Porter’s students planned a walk-out in December to call for a ceasefire. The school canceled the event because of outside threats. Since the incident, one student said she “feels surprised that people are so one-sided” and is “glad that spaces are being set up to talk about it.”

Another student said “Innocent people are dying however you look at it. … People are oppressed on both sides, and we should acknowledge it.” Quinn has created a space for students and staff at his home where people can have structured conversations and learn about the Israel-Hamas war. He encourages students to arrive with an open mind and questions.

“As a community, it’s OK to be divided on issues that we view differently,” Quinn said. “It allows us to learn and grow as a community. But we should be united in the search for truth, understanding, and justice even if we disagree on how to get there.” Quinn added that he views censorship as harmful. “I acknowledge that there are hateful ideas,” he said. “I do not

condone spreading them but I support free speech. Free speech is a tool used by those who have been oppressed and other marginalized communities. Without free speech, social change cannot happen, and once we start restricting speech we are moving toward fascism and authoritarianism. It is important to listen to each other even if we don’t agree.”

Susan Martell Jenkin, chief equity and inclusion officer, said the school is an “intentionally diverse community” and acknowledged that some topics of disagreement, such as the current events in Israel and Gaza, may increase tensions around campus. She attributed the increase in self-censorship among students to cancel culture.

“I wish students felt more empowered to host conversations, forums, or Q&As together,” Martell Jenkin said. “It is so important for young people to practice holding space for conversations on pressing issues so that they can gain the skills necessary to have these conversations when they leave MPS.”

For a community to grow, Quinn and Martell Jenkin say, it must be able to listen in times of difference. This is why they want to create safe spaces where people can freely discuss uncomfortable topics, and why they believe it’s important to understand what the other side is protesting for.

OUTSIDE THE BUBBLE

Ancient Provides Glimpse of College Life

By Maggie Maas ’25 Staff Writer

As Ancients graduate from Miss Porter’s, we often lose touch. We wonder what their new school is like and what they have been up to. We have hundreds of questions about how they like it, what they miss, and everything in between. How did Porter’s prepare them? Will we have a similar experience when we go off to college? What do we need to be ready for? Well, stop wondering because I caught up with Lucy Newmyer ‘23, who is attending the University of Virginia where she studies politics, psychology, and public policy.

Lucy walked me through her day-to-day life at UVA, where she has most of her classes in the morning and only has classes Monday through Thursday.

“I usually go to lectures in the morning, have afternoon discussion sections or seminars, go to the gym, and reconnect with friends for dinner.”

She said that most weekends have a different agenda but that some of her favorite activities include listening to evening guest speakers, attending basketball games, and going for hikes in the Charlottesville area. Lucy said that students are generally very independent in college; however, she felt well prepared for that as she was a boarder at MPS. She said there is much more freedom on her campus, which she enjoys, but there is also much more responsibility. One of Lucy’s biggest worries about the move from MPS to UVA was having five classes to manage rather than just three, but she feels that the classes are nicely spread out throughout her week, making them more manageable. Lucy is still getting used to exams.

One of the biggest shocks to Lucy was the size of the classes at UVA. She said that one of her lectures was almost 500 people. Although she heard coming into college that professors were not as accommodating as Porter’s

While Lucy has adapted to the UVA community and learning experience smoothly, she said she misses the camaraderie of school traditions and the tight-knit bond that the MPS community shares. We miss her too but are happy to know that she is flourishing in her new environment, just as MPS ancients do.

ART & TRAVEL

INSIDE THE BUBBLE

Senior Trades Spotlight for Music Director Role

By Clara De La O ’27 Staff Writer

From constantly being onstage as Constance Ledbelly in the fall trimester play “Goodnight Desdemona (Good Morning Juliet),” to sitting in the front row of the Hacker Theater taking notes, hands raised as they conduct the actors for the winter musical “Into the Woods,” senior Finn De Vries, has had quite the journey: from the lead of the show to assistant musical director.

Patrick Reardon, the show’s musical director, has been mentoring Finn, who has led many rehearsals, played backing tracks, cued actors for singing entrances, and ensured the music and performers lined up. It

was a role Finn, a senior and PMPT (Players/Mandolin Performance Troupe) head, wanted to “step into.”

“It’s very difficult, but it’s really fun, and I’m learning a lot,” Finn said. It was a unique leadership position for Finn, where suddenly students looked to them for answers and where Finn’s little mistakes could throw off a whole song.

“It’s weird that I’m sort of a director and kinda on a different level than a lot of my peers and I’m directing them,” Finn said “It’s a hard balance

Lucy Newmyer ‘23 at UVA – Photo from Lucy teachers, she said, “ I have been pleasantly surprised by how understanding the teaching assistants are and the bonds I can form in my smaller discussion groups.”

SALMAGUNDY

to have.”

Finn also faced logistical challenges in their role.

“A lot of what makes it difficult is there’s a lot of instruments not playing what the singers are singing, so the singers kinda have to just do it on their own. And this show has a lot of what we call underscoring, so the pit orchestra will be playing music under all the acting in the scenes. And I think there’s about 10 minutes in the show where there’s no underscoring. So even if there isn’t singing, there’s music the entire time.” Finn also had to ensure the music aligned with the blocking. “We are changing a few moments of what the pit orchestra is playing because ‘Oh Little Red needs 10 more seconds to go all the way over to the door to knock.’”

Finn said their favorite part was “getting the music and the blocking together, pressing play on the rehearsal track, and getting to learn how to conduct.”

Finn was already familiar with the play. They played Cinderella in a middle school production of “Into the Woods” where their father was the musical director and mother was the stage director. (The love and talent for musical theater runs in the blood.) That encounter with the Stephen Sondheim musical empowered Finn to come into the Porter’s production knowledgeable and prepared.

Finn participated in the Porter’s and Avon Old Farms musical “Theory of Relativity” and a student-directed version of “Annie” their sophomore year, and they played Spongebob in “Spongebob Squarepants: The Musical” last year. Finn has also gained experience in arranging music as a Perilhette, taking piano lessons, and being a member of Sarah Porter Singers. Finn said they have been singing their whole life.

Due to Finn’s talent on stage, they were cast as the understudy for five characters and had to be ready to step in for ensemble members if needed.

“I don’t think I have fully wrapped my brain around the fact that if someone was sick I would need to go on as the role. But I love the show, and I know it really well so that doesn’t feel like a big thing to me.”

While Finn said their offstage role was fulfilling, they missed the thrill of performing.

“I just want to be on stage,” they said. “ I miss acting.”

Now showing: EthiopiAset’s “Into the Woods”

Documentary

By Dodo Bi ’27 Staff Writer

Something new is in the theater today: a black Canon camera topped by a noise-reducing microphone targets the stage, and its owner is no other person than our beloved head of school EthiopiAset Garvey. Her eyes were on the camera’s display screen, scavenging any potential scene for her documentary–a project showcasing the theater program.

The documentary was first launched when the theater program director Alexandra London-Thompson learned about Garvey’s short documentary on last year’s French Global Intensive trip. Coincidentally, Garvey had been involved in theater in one way or another: she used to be both an actor and a technician. Although she no longer directly engages in theater, Garvey remains passionate about musicals and enjoys watching members of Porter’s theater program put up amazing performances. On her 17th birthday, Garvey picked up the camera her uncle gifted her to capture life and apply her passion for filmmaking. She used the same camera to record the winter musical production “Into the Woods.”

While filming her documentary, Garvey aimed to reveal “the process of making a theater production happen.” This is nothing simple considering the complexity of production, which includes more than 20 characters, 50 songs, 70 sound effects and hundreds of light cues. She values both the theatrical aspect and the filmmaking aspect, all of which need to be planned out beforehand. Moreover, incorporating filmmaking into theater practices also means grabbing every opportunity to film and dealing with accidents. With music rehearsals, acting rehearsals, and tech going on simultaneously, Garvey often travels from front to backstage for filming. In her words, there are truly “a million things going on daily.”

Filming a documentary on theater is indeed challenging, but pleasant surprises always emerge in the filmmaking process. Garvey saw the filming process as capturing “the journey of expression through music,” and seeing how characters are brought to life through acting and singing is simply wonderful. Even the theater itself is a mystery: Garvey has always loved to explore the hidden rooms in the basement, such as the dressing room.

In the end, the product is punctually released, displaying the making of “Into the Woods” through all its rehearsals and tech adjustments. In Garvey’s words, the documentary reveals the “countless hours, effort, and work that goes into making [the product] what [it is].” Preparing for a musical is not easy. Even a short opening can require hours of repetitive blocking, lighting, orchestral performances, and costume evaluation.... Thus, Garvey believes that “crafting a narrative about this work process allows people to have a window into a world they might not think about very often.”

Trying out all sorts of sports, and taking various leadership positions, Garvey has never stopped exploring. The documentary, she said, “allows me entry into a world that I haven’t ventured into yet during my time at Porter’s, and gives me the chance to learn more about the extensive and wonderful process that goes into making it happen.”

Finn De Vries tackled the role of assistant music director for the school’s production of “Into the Woods.” Photo by Eileen Flynn DeLaO

EthiopAset Garvey created a documentary about the winter musical “Into the Woods.” Photo courtesy of Garvey.

ART & TRAVEL

Project Aims to Connect People through Art

By Audrey McDaniel ’24 Staff Writer

Everybody has the ability to create art. Sid Macphee, a senior at Miss Porter’s School wants to encourage this message by giving individuals the opportunity to explore their artistic endeavors and share it among the Porter’s community. Their art installation, Porter’s Art Exchange Box (PAX Box), strives to connect the community by recognizing everyone’s artistic abilities and allowing them to share them with others.

Throughout their time at Porter’s, Sid has been able to use art as a way to express themselves and to visualize their emotions and experiences. The restrictions of the pandemic fueled their craving to connect with others through art, a goal they have been able to achieve throughout the years. They were able to take art classes, participate in the art club, and take art enrichment as an afternoon activity.

Before they venture off to college, Sid wanted to give back to the community and leave the message that influenced their time at Porter’s: Art is necessary for human connection. The PAX Box is meant to motivate the Porter’s community to create art and share it with others. Sid said they were inspired by the Free Little Library on Main Street next to the Firestation, where they always found themselves coming back throughout their time at Porter’s. The PAX Box encourages the cycle of a Free Little Library, to give and take with hopes of inspiring others.

To create an emphasis on community, Sid used the exterior of the box to showcase their idea of what it means to them. One side displays two people holding hands to show how “art connects us.” The backside was made by various handprints of the community to convey the idea that “art is a connector” and necessary in human relationships. The third side provides more background on why Sid chose to create this installation along with directions for its usage.

The installation will feature art pieces created by both students and faculty in the community. Any form of art is welcomed and can range

from friendship bracelets to sculptured ceramic pieces and paintings to non-functional pieces.

Sid said they hope the community will gain connection from their PAX Box. During their first two years at Porter’s, Sid craved connection because it was limited due to the pandemic. With this loss, Sid wanted to allow the students and faculty to connect and invoke discussion among one another.

The PAX Box installation is located in the butterfly garden outside the bottom entrance of Olin with the expectation that the box will be available to the community before the start of spring break.

“Though this box is not forced upon the community” as Sid stated, “It is there to encourage everyone to create art for the sake of creating.”

Student Reflects on Memorable Art Center During France Trip

By Elaine Ruan ’25 Staff Writer

Our journey through France over the past 14 days has been truly remarkable. I can still feel the excitement blending with nervousness as we made our way to the Marseille airport, and the reluctance to leave at the end of our trip. It was an incredible and unique experience for us all. One of the most memorable highlights for me was visiting Luma, an art center located in Arles.

After a 20-minute train ride from Avignon to Arles, we stepped into Luma and were immediately struck by the vastness and the huge double slides intertwining together. This art piece created by Carsten Höller silently invites visitors to embark on a journey of both trepidation and exhilaration. All of us eagerly awaited our turn to experience this unique installation. Even though it looked intimidating, my heart raced with nervousness and anticipation as I went down. Though a hint of dizziness hit me at the end, I felt relieved, and it was less daunting than expected.

Other fascinating projects are located in Luma, such as the spiral stairs, iron curtains, and an exhibition combining AI and modern technologies. But Karlijn Sibbel and Atelier Luma created one particularly captivating project, with walls layered with salt. Stretching across the walls of the lift lobbies, this piece consisted of thousands of layered salt panels. As our guide introduced us to the sustainability of the salt wall, which is to keep the building cool and to minimize the possibility of fire, I found myself drawn closer to the wall. I remember feeling a sensation both prickly and exhilarating as my palm grazed the textured surface. Each salt crystal shimmered in the gentle glow of the light, I was still shocked by the creativity and the astonishment it gave me.

Reflecting on the experiences, the blend of innovation and art in Luma will continue to inspire me long after the trip. Visiting Luma not only expanded my appreciation of different art forms but also recognize how art can be boundlessly intertwined with technology and sustainability. Art isn’t limited to certain ways, instead, we should continue to explore new perspectives of art, pushing the boundaries of traditional art.

Front and side view of the box.

Photo from McDaniel

Luma Art Center Exterior Photo from Luma official website “Isometric Slides” made in 2021 by Carsten Höller

Photo from Luma Carsten Höller Website

ART & TRAVEL

AIS Global Experience: France Travels to Avignon

By Charlotte Kronholm ’25 Staff Writer

The AIS Global Experience: France class recently traveled to Avignon, France. The trip was filled with beautiful sights, delicious food, and incredible art. The course focuses on “the development of ancient, medieval, and modern cities.” The class not only dove deeply into these concepts in both Avignon and Marseille but also created everlasting memories.

The

Avignon and Marseille was at the heart of the trip. The class participated in a series of engaging activities outdoors – despite the sometimes poor weather – from sketching landmarks throughout the city to hiking through the woods to take in beautiful and ancient sights. While in Marseille the class also joined the Clean My Calanques team (a non-profit organization based in Marseille) and helped pick up trash on the beach of the city.

In addition to the cities’ beautiful sights, the food was another notable experience for the travelers. The class was able to try many different (and delicious) foods while in Avignon. From Pizzerias to amazing Vietnamese food, they learned how food reflects and impacts cultures within a city. The class was even able to learn from a renowned chef in Avignon – Chef Jonathan! The Chef instructed students in the class to make a variety of foods: squash soup, cauliflower cassoulet au gratin, tapenade, and a lavender honey cake. The students then shared their food with local customers at a market, an amazing hands-on experience that provided even more insight into food and culture!

Of course, the investigation into French culture and cultural preservation extended far beyond good food. As Katherine T. recalled in the class’s blog, “I realized that such an important part of culture is art and history.” The class explored photography, architecture, museums, and street art, learning how art and history affect the cities, and the people who live in them.

Participating in a series of classes, having discussions throughout the trip, sightseeing, eating, and visiting museums all provided the class with unforgettable experiences and a plethora of thoughts and ideas about the connections between cities and cultures around the world. The trip ended with a “mini DoL,” memories of new and wonderful experiences and laughter over their final dinner in France. And as Meredith L. stated in the trip’s blog “I learned not only about Avignon, Arles, Aix, Marseille, and Provence as a whole, but also about myself.”

OUTSIDE THE BUBBLE

Do the Oscars Understand What the Barbie Movie Was Made For?

By Lauren Hannigan ’25 Staff Writer

The Barbie movie, directed by Greta Gerwig, has been facing an uproar of support and attention from people around the nation. The movie features familiar moments of girlhood and creates a sense of community between a multitude of individuals. It seems as though this support for feminism would be recognized by all people, right? Wrong.

Along with Barbie’s initial success in theaters, the movie was nominated for six Oscars; Best Picture, Best Supporting Actor (Ryan Gosling), Best Supporting Actress (America Ferreira), Best Adapted Screenplay, Best Production Design, and Best Costume Design. However, the Oscars seemingly misunderstood the movie’s true focus, highlighting women’s achievements and abilities. The nominations left both the Barbie movie’s director and leading actress (Barbie herself) out of the picture. As Ryan Gosling (Ken) states best,

“But there is no Ken without Barbie, and there is no Barbie movie without Greta Gerwig and Margot Robbie” (The Washington Post).

Many people believe the recent snub further reaffirms the movie’s patriarchal criticisms, adding to the irony of this year’s Oscar nominations. Others feel this miss is not the fault of the Oscars, but rather the result of the Oscars highlighting other nominees for these categories, such as Emma Stone for Best Female Lead (Lady Bird) and Justine Triet for Best Directing (Anatomy of a Fall). Nonetheless, despite neither Robbie nor Gerwig receiving nominations, America Ferreira’s incredible performance in the Barbie Movie is still being highlighted via her nomination for Best Supporting Actress. The Oscars will be premiering on March 10th, 2024, when all winners will be announced. No matter what, the Barbie movie’s unification of women of all ages will never be forgotten. Stay tuned!

Students on the France trip during their hike

Photo from Miss Porter’s School

exploration of

Students during their “urban sketching workshop”

Photo from Miss Porter’s School

Students cooking at the demonstration with Chef Johnathan Photo from Miss Porter’s School

The Grading System is Hurting Grades

By Liv Minnehan ’26 Staff Writer

Miss Porter’s school prides itself on its unique approach to education, including its grading system. Intended to alleviate anxiety and prioritize learning for the sake of learning, this grading system can be beneficial in certain situations, especially when it comes to making formatives and homework less stressful. However, the pros of the grading system are heavily outweighed by the cons. Alphabetical grades are vital when applying to colleges, as they are one of the first and most important criteria viewed on a college application. The highest marks are far too difficult to obtain, between the unrealistic standards and the limited number of assignments that actually contribute to a student’s grade. Students find that it’s incredibly difficult to check and understand the grades that they receive, and GPAs aren’t even given until it’s too late to change them. In an idyllic world, many students would love to abandon traditional grading and enjoy the learning process, but when our future education depends on these numbers, this system only serves to add stress to an already stressful topic.

The impossibly high requirements to get an A only serve to increase students’ anxiety. An Advanced rating directly translates to an A or A+, or a 95 - 100%, and a proficient rating gravitates more towards the B to A- range. Many Porter’s students aspire to go on to top colleges after high school, which expect mostly A to A+. The average GPA of a student admitted into an Ivy League school is a 3.9 on a 4.0 scale. The grading system currently employed at Porter’s seems to set students up to receive mostly proficient ratings with a few advanced ones, which might translate to something more towards 3.5. This is incredibly harmful for students, forcing them to bend over

backwards and try to consistently get grades designed to be given out occasionally.

A student’s grade should be a reflection of their performance in a class, not just in final assessments; it should be a combination of all their efforts throughout the trimester. By only considering grades from final assignments, a single mistake in students’ work can have a huge impact on the final score they receive. If a student performs well in class discussions, on homework, and during formative assessments, this is not reflected in their grade. With a traditional grading system, a student can compensate for a shortcoming in one area by putting in extra work in other aspects. By putting all the weight on final assessments, the grading system harms a student’s official performance and surrounds Demonstrations of Learning with anxiety, dread, and other negative emotions. And with the decaying average, finals have much more weight than initial assessments, meaning a single project essentially decides the grade of the entire trimester

Regardless of the efforts to deemphasize the importance of grades, grades are incredibly important while in high school. They are measures of academic aptitude, can act as important motivators, and play a vital role in getting a student into college. Because of this, they also influence many students’ emotions and mental well-being. The grading system aims to fix the effects that grades have without addressing the root issues of the problem. In the end, students, teachers, and administrators all want to see the highest possible performance in school, both academically and emotionally. Is this grading system really the best way to achieve that?

Porter’s Needs to Face The Music

By Zayba Ali ‘25 Staff Writer

The music department at Porter’s faces several significant obstacles that challenge its vitality and impact within the school community. Among these challenges, several recurrent themes emerge, encompassing physical accessibility, scheduling conflicts, and societal stigmas. In dialogue with Patrick Reardon, music director at Porter’s, and students Hannah Satran ‘25 and Finn De Vries ‘24, it becomes evident that these challenges not only impede the department’s operations, but also hinder its ability to thrive and receive recognition.

One of the most pressing issues facing the department is the physical distance of the music building from campus. Some find the steep climb up Mountain Road to be a barrier. Reardon noted this can reduce the visibility of the department.

“The building is undoubtedly far away from all other academic buildings and meeting spaces on campus,” he said. “Quite a few faculty members and students have never been inside the music building. Unless they have taken a class, taken lessons, attended a music lesson workshop or recital, then they may be missing out on seeing it.”

Satran, a member of the choir, agreed. “I had a DOL for the Sarah Porter Singers, and I was telling my friends that they should come. And they’re like, ‘But I don’t want to walk all the way up the hill.’”

In addition to the location challenge, scheduling conflicts often arise when events are planned concurrently with music performances and classes. De Vries spoke to the necessity of prioritizing music classes with the same seriousness afforded to other academic disciplines. “Choir and orchestra are classes, and they need to be taken seriously like any other class,” De Vries said. “Stop expecting that we as students can cut class for meetings.”

Last year, the Dig Pink Volleyball Game was scheduled during the

choir and orchestra performances, which significantly detracted from the attendance and support for our musicians.

“It could help if they don’t schedule so many important events on the same nights as music performances,” Satran said. “We do it once a trimester, and there are games every Wednesday and Saturday.”

By implementing a more coordinated approach to event planning and prioritizing the scheduling of music performances, we can ensure that our musicians receive the recognition and audience they deserve.

Perhaps the most concerning issue is the persistent stigma surrounding music at Porter’s. Despite the undeniable talent and dedication of our student musicians, persistent misconceptions perpetuate biases against music as a legitimate pursuit. De Vries and Satran highlighted the derogatory attitudes towards “music kids,” reflecting a broader reluctance to embrace the arts within the school community. “I feel like there’s a stigma around it. … I feel like people are very against the idea of music here,” Satran said. It is time to challenge these misconceptions and recognize the immense value that music brings to our community.

The challenges facing the music department at Porter’s are multifaceted but not insurmountable. Even in the past few years, the department has made strides toward improvement. “My sophomore year, there was one trimester where there were four people in choir,” De Vries said. Today, the music program includes roughly one-third of the school population in some capacity, according to Reardon. Through collaborative efforts and a commitment to change, we can cultivate a culture where the arts are celebrated and valued. How can we do this? In the words of Satran, “If there’s a music performance and you can go, go. Just suck it up and walk up the hill.”

Snow Days Allow Students to Embrace Joys of Winter

By Arianna Vasson ’26 Staff Writer

On Feb. 12, eagerness for a snow day due to an expected 8 to 12 inches of snow spread across campus. Taking into consideration the amount of snow Farmington had received over the previous weeks, the long-anticipated snow day finally arrived. During the initial significant snowfall, students were outside more than before it snowed. As students received text messages announcing a snow day was indeed happening, screams of excitement flooded the dorms and people sprinted outside to enjoy the snow. Luckily enough, the snow fell on a Monday night which granted students an entire day to sled at the Hill-Stead Museum, build snowmen, and make snow cones, with some students even bringing out skis.

Being able to appreciate the outdoors on a snowy day is what makes it feel so magical, whereas having to attend classes while it snows outside takes away from the enjoyment. In January, many day students faced difficulties as they were obliged to drive through the snow, or find a place to stay on campus in order to attend class the next day

This presents a particular challenge for Fiona Foulois, a day student who lives about an hour from campus. “Having snow days relieves stress around driving and figuring out how to get to and from school, and having to sleep at school occasionally because we don’t have a snow day the next day is an inconvenience for me and my family,” Foulois said.

During anticipated snowstorms, we should consider increasing the amount of snow days. Being able to truly enjoy a snow day instead of being told how to manage the snow— as seen in an email teaching us how to walk on ice, was especially appreciated because snow storms only occur a few times a year. All in all, having a day off to enjoy outdoor activities brought tremendous joy throughout campus.

ART

Fading

By Melissa Ma ’26 Staff Artist

Snow on Feb. 13

Photo from Beatrice Kibler’26

Oil Painting on Canvas