Issue 12

www.mvviewer.org | Friday, May 29, 2015 | Volume 62, Issue 12

illustration by Clare Carroll

Making space for progress

by Rebecca Nara editor ‘14-’15 photo illustration by Eva Hoffman

Seniors regularly gamble at the local casino, Running Aces.

Seniors play the odds

For all types of gambling in Minnesota, the minimum age is 18.

Students find a new pastime — gambling

by Clara Wang editor ‘14-’15 Over the weekend, several Mounds View seniors laid hundreds of dollars on the line in games of blackjack at the local casino, Running Aces.

This activity isn’t unusual among Mounds View students; at least 50 seniors gamble regularly. Minnesota is one of only 13 states to allow 18year-olds to gamble, making gambling a viable senior activity. Most Mounds View gamblers view it as a social activity, with winning money as a fun bonus.

“It’s just something to do on a rainy day to hang out with friends,” said Charlie Callahan, 12.

Others are more committed to gambling. Logan Maccani, 12, gambles every one or two weeks and has won about $1000 so far at Running Aces.

“I’ve won a little more than a grand, net total,” said Maccani. “I keep track on my phone, so if I’ve lost a lot of money, I’ll cut back a bit.”

Though he takes the activity more seriously, Maccani enjoys gambling and finds it fairly simple. He was initially drawn to blackjack due to the

IN THIS ISSUE

mechanics of the game.

“It’s easy to learn the basic strategy, it’s fun. The house doesn’t have that great of an advantage in it,” said Maccani. According to BBC, the house has a 1-20 percent advantage in blackjack, with the advantage depending on the skill level of the player.

While students may enjoy gambling, Mounds View doesn’t have an official stance on student gambling as long as the student is of legal age and it takes place outside of school hours.

“We don’t want that on school grounds… but if they’re legal, we don’t really have an opinion,” said Assistant Principal Mike Schwartz.

Schwartz thinks the popularity of gambling in high school students is due to the fact that many 18-year-olds have disposable income to burn off, as opposed to kids in college.

“It’s a little bit more of a fad for 18- and 19-year-olds. Most 20year-olds are in some form of postsecondary education and don’t have the money,” said Schwartz. “18-yearolds seem to have a little bit more money than 20-year-olds at times, so it’s probably a financial issue as much as anything else.”

IN FEATURES 4

ATHLETE TO DEAN

The only table games permitted are card games.

All Minnesota casinos are located on Indian reservations.

IN SPORTS 10

TAEKWONDO

What do Highview and Edgewood have that we don’t? A 3D printer and laser cutter. Mounds View plans to end this disparity by installing both next year.

The technology will be part of a new makerspace in the library.

Makerspaces provide practical design and building experience.

Science teacher Michael Cartwright anticipates the addition will be especially fruitful for Physics Fair.

“Students can combine that creative aspect of art with technology,” he said.

“They can create components that make [their project] unique.”

Some students, like Alex Nelson, 11, are already using their own 3D printers. Although he would like to see them in more school activities, Nelson thinks the drive to include them is premature.

“3D printers have most certainly not reached a point where everyday students and staff will know how to safely use and repair them – they break a lot!” said Nelson.

Another concern surrounding the printers is the cost, estimated to be $1500. “Some of my teachers still don’t even have SmartBoards, and I think funding can be used in other ways,” said Mari Ballinger, 12.

The district technology office is still researching specific models and prices. “I’d love to say... that the printers will be available the first day next fall,” said Technology Support and Webmaster Nancy Weinhagen, “but we don’t know yet.”

If all goes well, the makerspace will be set up in room 220D of the library early next fall.

IN GALLERY 12

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2 editorials TOP

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May 29, 2015

Dissection...

Things seniors just don’t care about anymore

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High school Joe Janey

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Finishing lists

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2 2015-2016 Viewer Editors

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Editor-in-Chief

Emily Ruan Managing Editor - Copy Persis Ke Managing Editor - Design

Eva Hoffman Managing Editor - Online

Alex Jiang Business Manager Jordan Counihan News Daniel Yong Editorials Kevin Sabeti-Oseid Furqan Syed Features Emily Moses Katrina Renacia Spread Samuel Kwong Katie Karjalahti Variety Aaron Voiovich Reviews Matthew Cooper Sports Jordan Counihan Persis Ke Gallery Amber Zhao Photographers/Artists Lily Sacay Hana Gulli Michaela Morse Clare Carroll Adviser

Martha Rush

Staff

Sarah Conrad, Nolan CarlsonStevermer, Taylor Graw, Namrata Gadela, Jackson Hoemann, Monica Kemp, Kofo Mustapha, Rebecca Nara, Olivia Schultz, Clara Wang, Ryan Yoch, Josh Yuan

infographic by Rebecca Nara

... progresses science The dissection of fetal pigs is one of the great milestones in the core science curriculum at Mounds View. Some students are excited by the unit while others are simply disgusted. Either way, the importance of dissection in high school biology, and science in general, cannot be understated. Dissection provides students with a way to learn about the complex inner workings of an organism, providing both a heightened understanding of life and a greater appreciation for it.

Biology is the detailed study of living organisms – creatures we see all around us on a daily basis. On the surface, these organisms are seamless from top to bottom; inside, there is so much more to them than what meets the eye. Dissection gives the opportunity to go deeper than the initial view – to go inside the network of miraculous parts working together to create life. A body is incredibly intricate, and that intricacy can’t be appreciated from the outside.

But high school biology is more than just marveling at the wonders of life. It’s about beginning to understand it. And what better way is there to understand something than to interact with it firsthand?

Mounds View’s biology program heavily relies on textbook-based learning. Much of biology is memorization of facts, and this method works for most of the units. However, when it comes to anatomy, words on a page can only go so far. The best and easiest way by far to learn anatomy is to see an organism up close and at all angles. This allows students to understand the layout and scale of a body’s organs in a way that can’t be portrayed in two dimensions.

The National Science Teachers Association (NSTA) provides guidelines for dissection in a classroom setting.

Mounds View observes these guidelines and provides alternative assignments to students who do not wish to perform dissection due to personal beliefs or discomfort. Proper safety and cleanup procedures are taught, and lab equipment is sanitary.

Dissection teaches students skills that can be applied to various careers. Responsible use of lab equipment is necessary in all branches of science, while the skill involved with the dissection itself is used by surgeons and veterinarians. Students considering pursuing science after high school can be thankful for the early experience.

Medical science would not be what it is today without dissection. It has helped pioneer medicine, saving the lives of millions and improving the quality of life for even more.

Dissection in schools gives students the tools to begin to understand the incredibly complex workings of life.

... is flawed and unnecessary A common practice among high schools in America, animal dissection has become an accepted teaching tool in biology and anatomy classes, regarded as a necessary hands-on experience. With excuses ranging from scientific progress to the lauded firsthand look at anatomy, the acceptance of this deeplyrooted practice has steered many students and faculty away from noticing its multiple glaring flaws.

Mounds View spends $25 per cat and $9 per pig, funding an unnecessary practice that could easily be replaced with costeffective, non-animal options that produce the same results without the cruelty.

Oftentimes, students are taught to believe that the animals used are “ethically sourced.” Slaughterhouses and factory farms remove them from pregnant sows and sell their bodies to educational suppliers.

Justified by the idea that the animals used for dissection would have otherwise been thrown away, students continue to participate in dissection without understanding the meat industry’s full process. Although the fetal pigs may not have been produced solely for dissection, the basis behind their conception is still completely inhumane. Sows are kept in terrible conditions before slaughter, crammed into gestation crates. According to the Humane Society of the United States, factory farms account for 37 percent of methane emissions, a gas that has 20 times the global warming potential compared to carbon dioxide.

Along with animals sourced from factory farms, animals sourced from the wild also contribute to environmental damage. Frogs and aquatic animals like sharks or fish used in dissections are taken from their environments and killed for dissection. When large numbers of predatory animals like frogs are removed from their environment, insect prey populations skyrocket, destroying crops and in turn increasing the use of pesticides. For these reasons, places like Michigan, Wisconsin, and Canada have taken action and outlawed frogs’ commercial harvesting.

Furthermore, dissection is academically unnecessary. It can easily be replaced with more humane practices that allow students to learn the same concepts. The majority of medical schools in the U.S. and an increasing number of veterinary schools have put humane alternatives such as models, computer simulations, or even human cadavers in place of harmful animal tests and experiments. Ethologist Dr. Jonathan Balcombe’s book, The Use of Animals in Higher Education, shows that biology students who use these methods score as well and even higher than those who participate in animal dissection.

Cruel towards animals, economically wasteful, environmentally inefficient, and academically unnecessary, dissection remains in classrooms on the basis of its ability to teach students basic anatomy – a task that can be done just as well with more-humane options.

Read full editorial online

Viewer Mission Statement The Viewer is published by the student editors at: Mounds View High School 1900 Lake Valentine Rd Arden Hills, Minnesota Sauk Centre Publishing

1. To publish news, information and opinion articles for and about student, faculty and administration activities, interests and policies.

2. To maintain high ethical standards with regard to fairness, personal and legal rights, responsibilities and accuracy.

3. To provide a forum for free and responsible expression of student opinion and present well-balanced, locally researched coverage of issues of broader student interest.

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Articles and letters to the editor appearing on the editorials pages represent solely the opinions of the writers and do not represent in any way the viewpoint of Viewer, our advertisers, Mounds View High School or its staff.

The editors of the Viewer welcome and encourage the publication of all viewpoints.

editorials 3

May 29, 2015

The Abortion Question

Student VIEWS

As many states such as Ohio, Texas, and Mississippi are attempting to restrict the practice of abortion, the abortion question comes once again to the forefront of politics. It’s predicted that the Supreme Court will hear an abortion case in 2015. In these editorials, two different perspectives weigh in on whether or not abortion should remain legal.

Protect the value of life unplanned or unwanted pregnancies, and while many select abortion as a last resort option out of desperation, other ways like adoption and interim foster care can be alternatives.

When it comes to abortion, many question whether life exists within pregnant women’s bodies by the time abortion takes place. Some may argue that they are merely aborting “clumps of cells” instead of aborting a life. However, studies show that over 66 percent of all abortions take place after six weeks of pregnancy, which is the average time that a fetus’s heart begins to beat, as well as the time when preliminary development of the brain, spinal cord, and other organs begins.

Furthermore, many abortion studies show that after finding out between the 11th and 14th week of pregnancy that their child could have Down syndrome, 90 percent of parents chose to abort the baby. But by this time, the baby’s heart has already begun beating and every organ in his body has formed. Parents who choose to abort now are showing a lack of regard for life, not simply “clumps of cells.”

The phrase “my body, my choice” can often be used to support abortionist beliefs. Frankly, there’s nothing wrong

by Josh Yuan editor ‘14-’15 During Joseph Stalin’s 24-year reign over the Soviet Union, the world saw one of the largest mass killings ever.

Stalin’s murder of an estimated 40 million people is remembered as one of the darkest chapters in history, and it left an everlasting stain on Stalin’s legacy.

Today, a different wave of extermination of life in the form of abortion is spreading through the United States. In stark contrast to the 40 million murders led by Stalin, exterminations by abortion will never appear in any chapter of history textbooks, and the stains from all the terminated fetuses are all forever washed clean in secret.

Although Roe v. Wade legalized abortion in 1973, abortion has remained a controversial topic in the United States. As an increasing number of states are enacting restrictive legislation on abortion, many expect 2015 to be the year that one of these new laws reaches the Supreme Court. The Supreme Court needs to outlaw abortion for mothers six weeks after pregnancy when the baby’s heart begins to beat.

Many abortions are caused by

with the phrase. Everyone should have the choice to do whatever they want with their body while accepting the aftermath and consequences. However, when a woman is pregnant, her body is no longer totally her own. Food, water, and nutrients are all provided for the fetus through the mother, making it no longer just “my” body, but “our” body.

It is common knowledge to not consume alcohol or drugs during pregnancy because the effects are directly correlated to the well-being of the baby.

Shouldn’t the same concept apply to the idea of abortion? There is no “my body, my choice” when one is pregnant. Labeling someone as selfish and irresponsible for drinking during a pregnancy while allowing for the abortion of pregnancies is completely hypocritical.

How absurd is it that a mother’s womb, which should be a place of safety and refuge for a baby, can been turned into a place of death? And how preposterous is it to think that anyone has the given right to determine the life or death of someone other than oneself? Every life should be valued, no exceptions. No matter what race or sexual orientation the baby is born with, every life is a blessing.

Consider the impacts on society

by Furqan Syed editorials editor The conversation surrounding abortion is one marred by bias and misinformation. Recently, the Texas Senate gave preliminary approval to an ignorant anti-abortion bill that would make it harder for many teens to pursue an abortion. This trend of anti-abortion bills isn’t limited to just Texas; it’s growing in various states such as Ohio, Louisiana, and Tennessee.

The question remains: should women have the option to pursue abortion? Keeping economic and social circumstances in mind, it’s clear that abortion should continue to be legal.

Abortion should remain legal because it can decrease the number of babies born to irresponsible mothers.

If a female doesn’t have the judgment skills to practice procreation responsibly, what makes her responsible enough to handle motherhood – one of the most important roles in the world? It’s only

a sign of double standards when we condemn irresponsible mothers while also condemning the action that can prevent this situation. We need responsible mothers if we want responsible children.

Society also benefits due to decreased crime rates when women who aren’t ready to be mothers abort their babies. John Donohue and Steven Levitt’s famous 2001 case study of falling crime rates in the ‘90s argued that the drop was due to the 1973 Roe v. Wade decision, which legalized abortion.The legalization of abortion caused the number of unwanted children to decrease, thus lessening teen crime in the ‘90s.

Some try to derail the abortion debate by arguing that life starts at conception.

However, this argument is merely a red herring. From a legal standpoint, a fetus has no legal rights. The constitution only grants rights such as free speech to humans after they’re born. It’s only emotive judgment to ban abortion based on ambiguous definitions of life.

The cortex, which neuroscientists agree is necessary for pain perception, doesn’t develop until at least the 26th week of fetal development. This shows that fetuses don’t experience pain in abortions. A 2010 review by the Britain’s Royal College of Obstetricians and Gynaecologists and a 2012 review by the American College of Obstetricians and Gynecologists confirmed this fact.

Another common argument against abortion is that it will incentivize teen pregnancy and lead to an increase in abortion rates. However, factual data from the CDC on teen pregnancy and abortion rates in the United States has shown a continual decrease in both in the past twenty years, despite abortion’s continued legalization.

Due to the numerous benefits that society gains from legalized abortion, it’s clear that abortion must remain legal.

While abortion may be a dark component of society, showing lack of appreciation to the benefits of abortion can only be detrimental.

Editor opinions

“Freshman year I tried to be cool, but they all told me I was just Daniel Yong.”

“Internet comment sections bring out the absolute worst in human beings.”

-Daniel Yong

What your Viewer editors think of various issues.

news editor

reviews editor

-Matthew Cooper,

“Playing cards against humanity MVSO version will make you lose your faith in humanity.”

-Amber Zhao

gallery editor

I think it really depends on if the mom really wants to have an abortion. If she really wanted one, she can have one. But I wouldn’t say I actively support the usage of abortion.

- Gabriel Lee, 10

It should be the mom’s decision to keep the baby or not.

- Sabrina Tang, 10

Student Poll The Roe v. Wade decision affirmed the legality of a woman’s right to have an abortion under the Fourteenth Amendment to the Constitution.

Do you support upholding this decision?

Didn’t Answer 23

No 16

Yes 73

112 students were polled

4 features

May 29, 2015

photos courtesy of Ryan Poepard

Left: Ryan Poepard playing collegiate baseball. Middle: Poepard with his daughters at Disney World.

Right: Todd (left) and Ryan Poepard (right) playing basketball for Forest Lake.

Poepard moves from athlete to dean

by Monica Kemp editor ‘14-’15

As a kid, Dean Ryan Poepard’s dream was to be a sports psychologist. He had a passion for sports, and he genuinely wanted to help people. Sports psychology seemed like the obvious route.

Following this dream, Poepard played football, basketball, and baseball in high school, and continued to play baseball at Valparaiso University in Indiana. As he pursued his major in college, it became clear to him that sports was less interesting for him and helping people, especially students, was a far greater concern.

“For most kids, high school is an extremely difficult time and, I believe, [a time when] some of the most critical and life-changing work can be done. This work is largely unnoticed, yet can make all the difference in a student’s life,” he said.

Before becoming a dean at Mounds View, Poepard taught at White Bear Lake for 11 years. This experience would later illuminate the advantages Mounds View students receive.

“When [Mounds View students] go to college,

they will be so ahead of their peers, and have such a huge competitive advantage,” he said. “I wish students would stop living up to their friends or [pushing] themselves to be something they’re not, because I think everyone here is very special and unique.”

When he became a dean at Mounds View, Poepard faced a unique new challenge. With 300 students to support, connecting to each one can be difficult.

“Every kid comes from a different and unique path,” said Poepard. “Just being able to relate to a kid, no matter who they are or where they come from, being accepting and tolerant, and helping them, whether it’s to go to Harvard or to find a place for them to live and eat, is really great.”

Like most deans, Poepard uses his experiences to connect to students.

As a high schooler, Poepard never identified with a single group. “I was athletic and shy in high school.

I did not party or care about being in the ‘cool crowd.’

I hung out with all types of friends who shared my values,” he said.

Poepard’s friend group included people he met through his involvement in choir and sports. He

also kept himself busy with a variety of jobs he held throughout his high school years, including a job in construction and working at a waterpark.

In addition, as a high schooler, Poepard visited the dean’s office for reasons other than awards and positive feedback. “As an immature sophomore, I was dared to stand on the top of a desk and sing a specific song, so I did. I took that bet, and I started singing,” he said. Poepard’s decision won him the bet but landed him in detention.

Looking back, Poepard sees his high school years in a different light. “High school is about making mistakes, but it was also about being held accountable and learning from them. I love being in a mentoring role because it is such an important job,” he said.

Today, all of these experiences help Poepard relate to students. He believes that one of the greatest perks of being a dean is having old students visit him and tell him he had a meaningful impact in their lives.

“When kids come back after high school and say, ‘You made a difference at a really hard time in my life’... that makes me really happy to be at my job,” he said.

Poetry contest recognizes May Li ing more about poetry in her English class. “I was in CIS Literature, and we had a unit on poetry,” Li said. “I really enjoyed it because it was a creative method to communicate Beating multiple budding poets from the Class of 2015, my experiences and ideas to others.”

May Li, 12, won the annual Franklin E. Brainard Poetry The judges enjoyed the sophistication of Li’s poetry.

Award with her poems Empathy, Home, and Clay Smile.

“What we do ask them to look for is a range of topics, a The award was implemented by Mounds View’s sense of maturity, and uniqueness of voice. May’s poems English teachers in the late 1970s in honor of monumental had these things,” said Burback. english teacher Franklin Brainard.

Li’s winning poems, EmpaBrainard was very humorthy, Home, and Clay Smile, all ous and could easily captivate an touched upon previous memorable audience. “He would go into the experiences. “It is easier to write library during lunch and stand on if you know what you are writthe table tops to recite his poetry ing about,” Li said. Her favorite to the congregated students and poem, Empathy, was inspired by whoever else happened to be the widespread homelessness she there,” said English teacher encountered on a recent trip to Las Shawn Burback.

Vegas.

It is used as a way to en“Las Vegas isn’t all the glimcourage appreciation for poetry mer and glitz that people typically among seniors. Each student associate with it,” Li said. “I was who enters is required to submit surprised at the juxtaposition of a three to five poems to be judged. culture focused on spending and a These teachers receive the poems culture focused on survival.” photo by Hana Gulli anonymously and pick the poems Li also took inspiration from May Li, 12, scribbles her thoughts. they think are the best. “We will more personal experiences. Home, bring together three to five English the judges’ favorite, deals with Li’s teachers who all like something mixed cultural background. “Home different and are looking for something different,” said Bur- is essentially about being part of two cultures – the Ameriback. “Some like classic sounding [poetry], some modern, can and Chinese cultures,” said Li. “At the end of the day, some consider the use of poetic devices important, some I will always return to a home that is built in America but don’t.” intertwined with the Chinese culture.”

The winner of the poetry competition receives a Li plans on pursuing an English major and looks certificate, a collection of Franklin E. Brainard’s works, a forward to hearing other people’s opinions on her future pogift card to Barnes and Noble, and their name on a plaque etry. “It would be interesting to see what other people think displayed in the library. about what I write,” she said.

Li was motivated to enter the competition after learnby Katie Karjalahti spread editor

Home Land of the Brave Freedom saved Born from a thousand lakes A child of snowflakes The Red Land Tradition takes a stand Born from white rice A child of the year - mice Roots mix with leaves Different yarn make the sleeves Dumplings and soy sauce Black vinegar and broccoli toss Homemade pizza with the soggy crust Environment and home separate Languages must integrate Only from endless possibilities Do disadvantages turn into capabilities From the flight of a plane Born with two different names Learned not to waste a single crumb Come see the land I’m from

May 29, 2015

features 5

Profound passion for programming

by Persis Ke managing copy editor Nickhil Gupta, 11, types furiously in front of his computer. No, he’s not playing Hearthstone or League of Legends. He’s programming codes for the Robotics Team robot.

Gupta is the main computer programmer for the Mounds View Robotics Team, spending most of his time designing simple commands such as 90 degree turns or raising and lowering forklifts.

Gupta first joined a robotics club when he was a freshman at Bemidji High School.

“I’ve always been interested in computers and math, and like electrical and programming stuff,” he said. “So once I saw [the club], I’m like, ‘I need in on this.’”

The moment Gupta begins talking about Robotics, his enthusiasm is apparent; he frequently mentions the words “love,” “enjoy,” and “fun” in relation to the club.

Being a part of the team has not only fueled Gupta’s enthusiasm for technology, but it has also taught him practical skills.

“I’ve actually learned a lot,” Gupta said.

“Programming, building, electric work, welding.

Teamwork is just one of those – it sounds cliché, but it just has to happen if you want to be in that group.”

In addition to gaining technical skills, Gupta also had his first taste of finance through Robotics.

“In my freshman year, when I was in my old school, I learned a whole bunch of financial management because I was doing all the financial planning for my team,” he said.

Although Gupta is a new transfer to Mounds View this year, he quickly impressed teammates with his dedication and was recently named a captain for next year’s team.

Gupta is passionate about advocating Robotics’ benefits for everyone. Whether a student has skills in drawing, welding, building, programming, finance, or really anything, he said, “Robotics needs you.”

“I just want more people to join Robotics because I’m sure once they join it, I’m sure they’ll love it,” he said. “People are always skeptical about joining. But after that, it’s like, ‘This is awesome.’”

photo by Emily Moses

Nick Gupta, 11, programs while sporting his pirates hat.

Junior Alex Nelson remodels his world

By Jackson Hoemann staff writer While most teenagers might go home, finish their homework, and spend the rest of the night browsing the internet or playing video games, Alex Nelson, 11, spends his time doing something more unique.

Nelson’s hobbies include restoring cars, building computers, and constructing 3D printers.

He believes one of the most amazing things he has built is a custom 3D printer using parts from his first 3D printer to create a larger and stronger model.

“These hobbies help me greatly in [gaining] general knowledge through experience,” said Nelson. Working on these projects help keep Nelson challenged and motivated in his mechanical pursuits.

In addition to personal projects, Nelson also finds a way to pursue his passion through his involvement on the Robotics Team, which programs and builds robots for competitions. He has been a dedicated member of Robotics for the past two years.

“I have been striving to help the team in [as] many ways as possible and provide new ideas for the team’s operation and use of tools,” he said.

Nelson has used his personal experiences with technological pursuits to improve the design and creation of the team’s robot.

Although the team didn’t place well in the competitions this season, Nelson believes they succeeded in other ways.

“For a team with a couple mentors and sub-par funding… we did pretty well in my mind,” said Nelson. “The most important thing is that everyone involved had a great time and most were inspired to continue with Robotics and further the team.”

Nelson believes that with a team as closely bonded as this year’s, the Robotics Team will have a bright future.

As one of next year’s captains, Nelson is developing ideas to further the team’s success.

“We hope to improve the quality of the robot by searching for new and well-proven methods of fabrication as well as involve the underclassmen as much as possible in order to ensure a great team for the future,” he said.

photo courtesy of Alex Nelson

Alex Nelson, 11, works on the inside of his car.

Behind th Stitching up a show

by Kevin Sabeti-Oseid editorials editor When many people think of Theatre, the first thing that comes to their mind is the cast. However, Theatre goes far beyond the actors on stage. Costumes provide audience members with active visuals that can represent a lot more than just clothes. Costuming includes students who design and craft a majority of the outfits seen during shows. From first designs to the finished product, costumers cut, pin, sew, iron, and fit fabric into costumes used by the cast on stage.

Costuming translates the characters, their personality, and their traits into each and every outfit. “We [create] costumes that fit the person’s character,” said costuming co-captain Nina Bertelsen, 12. “Whether that be they’re old, that they change throughout the show, we try to display personality traits and emotional pieces through clothing.”

Kristina Quanbeck, 10, agrees. “You are basically figuring out what characters are like and trying to create a personality for them so the audience can [have a better understanding].”

Most of the costumes are designed and created by costumers. Co-captain Sabrina Batiz, 12, helps plan what each character will wear.

After finishing the designs, costuming moves on to the actual creation of costumes. “I sew a lot of things and I teach a lot of sewing basics to students that are costumers,” said Batiz.

An avid sewing enthusiast, Batiz enjoys helping others to better understand the process.

Each costumer has his or her own part to contribute. “I usually do the sewing aspect. That includes cutting and pinning,” said Quanbeck. “It’s really fun, you get to be creative and come up with a bunch of ideas.”

Designers are often resourceful when creating costumes for the cast. “We oftentimes take things we already have, edit them, and fit them to people to make what we have work,” said Bertelsen.

On show dates, fabric and sewing machines are replaced with makeup and hair styling products. “We normally start out with getting all of cast in their costumes,” said Ryanna Buganski, 9. “Then if the cast needs help with makeup or hair, we do that for them.”

Besides their interest in designing and creating, many costumers enjoy costuming’s atmosphere. “Costuming is a big friend group. It’s a place where people can have fun, be friends, and learn something different,” said Bertelsen.

Costuming provides students interested in sewing, designing, and styling hair and makeup with a range of different benefits. For those just joining, it can be a great learning experience, and eventually, a fun and enjoyable activity to feel comfortable in.

“It’s a place where everyone is accepted and you never feel out of place. Everyone loves who you truly are,” said Sam Neary, 10. “No one expects you to be something you’re not. Most importantly, it’s a place to call home.”

Although often unrecognized, the Mounds View Theatre consists of much more than just acting. Multiple groups play a major role in creating a show’s final product. Complementing the cast, crew works with sound, light, construction and costumes. These different categories are separated into groups consisting of tech crew, construction and stage crew, and costuming.

1

Crew-cial to the

by Kofo Mustapha staff reporter As costuming is busy sewing away, construction crew is bustling to build an extravagant set.

Construction and stage crew are two fundamental roles.

Students in construction and stage crew are responsible for many important components of Theatre. Construction builds the entire set, while stage crew arranges the set pieces during the shows.

This year, construction crew built set pieces, from trampolines, slides and a train.The crew captains plan a majority of the set design with minimal help from the show directors.

Crew members are not required to have knowledge of power tools or building; many members are responsible for painting the set.

“Painting the set is very important because without [the paint] the set would just be boring and it won’t captivate the audience,” said Jessica Eveland, 10.

Not only does construction crew have to make the entire set look presentable for the show, they also need to make it safe. When in construction crew, safety is of utmost importance. The first day for crew is the safety procedure day, which everyone is required to attend.

“Safety day is really important,” said Jordan Counihan, 11. “When you have a lot of young kids and people who haven’t been on [construction] crew or around power tools, it’s really important that they know how to use them safely or else it could be really tragic.”

Students lacking previous experience in using power tools are also able to learn the basics of building a set while in construction crew. “Before crew I had no idea how to use a power saw,” said Hannah Mulholland, 11. Now Mulholland can be

he scenes 2

Technically gifted

by Clare Carroll cartoonist

3

Photos by Clare Carroll

1) Paige Lasota, 10, and Jacqui Bertelsen, 10, use a pattern to cut fabric for a character’s vest. 2) Sara Anderson, 11, cuts a piece of lumber for the set. 3) Connor Hagen, 11, works to perfect the sound.

eatrical success seen assisting people in building large set pieces.

Everything on stage during the shows is crafted by the students in construction crew. Sometimes crew members find old set pieces from previous shows that they are able to reuse for the current production, but most set pieces are built from scratch, giving the students more flexibility for each set design.

After the construction of the set is finished, stage crew takes over. The members of stage crew are responsible for moving set pieces during the show.

Each person who wants to be a part of stage crew is required to wear all black during the show so they are unnoticeable to the audience.

Stage crew also has separate managers who are responsible for coordination during each performance. Managers are in charge of communication with tech and crew members.

Similar to other sections of the Theater community, the atmosphere is described as homelike.

There’s even a handmade family tree hanging in their workshop, a sign of how close all crew members are.

“They’re my second family and everyone is so loving and caring. I feel like I can always be myself here,” said Maddy Bodnar, 11.

Members of crew agree that crew is out of the ordinary compared to other school activities.

“It’s a fun place where you can be yourself. It’s not like sports; there is nobody pushing you, it’s just a friendly place,” said Michael Masters, 11.

Catie Ray, 12, also prefers crew over being a part of a sports team. She claims that in sports, you have to be really good at one thing, but in crew, you can be good at anything and still play a large role in the production of the play.

Crew allows people with different talents to have somewhere to go after school every day. It’s somewhere where nobody is pressured and everyone can feel at home.

The cast is shining up on stage, their costumes perfectly complementing the set. In the wings, stage crew is busily moving the set pieces around, preparing for the next act.

At first glance, it may seem like that’s all there is to the production. However, many people forget that those who create and control the atmosphere of the production aren’t on stage at all.

Perhaps the most overlooked department of Theatre, the tech crew can only be found behind or above the audience. During the play, tech crew is busy working the lighting and controlling the sound system, taking care of everything the actors can’t.

Tech captains Connor Hagen, 11, and Trygve Eggen, 11, both believe that the work their department does with light, sound, and special effects is critical to Mounds View’s productions. Each member of tech is very passionate about their work.

“The reason I do tech is the problem solving of it,” said Hagen. “I deal with sound a lot more. It’s easier to set a goal and the work is very satisfying.”

Eggen, whom some refer to as the “sound guy,” agreed. “I’m also more of an audio person because I’ve been working with sound in plays for over five years,” he said.

However, Eggen also understands the importance of good lighting. “Lights are so important because they make the atmosphere for the scene,” he said. “Recently, we’ve been working on cutting gels, which is what gives the lights different colors. If a stage only had white lights shining on it, it would look really boring.”

The lights, sounds and controls can be very difficult to use unless you’re familiar with the tools. Since most lights are stationary during the performances, almost all lighting has to be planned a few weeks prior to the show.

Even with prior planning, difficulties sometimes arise in the tech department. One frequent tech issue is having more microphones than controls on the sound board.

“Sometimes you’ve got twenty microphones and only ten dials to control them with,” said Eggen. “It can be difficult, but that’s the fun part.”

Hagen agrees. “It’s not just pressing buttons. If you don’t know what you’re doing, you can really mess everything up. In the time right before the shows, it can be a lot of pressure.”

Since tech works with electronics, it easily can go out of date.

“With crew, you’ve got your boards and nails. With costuming, you’ve got your fabric and thread,” said Andy Glischinski, 12.

“But with technology, because it’s intangible and is always changing, you have to keep up with it. But even this year we have gotten access to newer technology, and it’s great that we have that.”

The Mounds View auditorium was built in 2001, and the sound systems used then are still being used in the auditorium today. While most of the technology used in tech is up to date, sometimes older machinery can be a challenge.

Although these hurdles can sometimes be frustrating, they bring the members of tech crew closer together.

They have fun working together to solve issues that arise and learning to appreciate each others’ different personalities.

“The stereotype about tech people is that we’re all very quiet and actually that’s sort of true,” said Eggen. “But for the first ten minutes of rehearsal we all just sit and talk in the booth, and I guess we’re kind of our own species of people because we all get each other. I really enjoy working with the people here.”

Members of the tech crew easily bond over their similar, yet unparalleled personalities. “Theatre is so unique in itself, but tech is even more so,” says Glischinski.

“We’re like the unique part of an already wonderfully unique group.”

8variety

May 29, 2015

Start The Sweet Taste of Victory With the school year over, it’s time to relax and indulge your sweet tooth.

Study for Finals

Candyland

by Namrata Gadela staff reporter Walk into Candyland and you’re immediately transported back in time to a classic store lined with shelves of colorful treats and chocolate tile ceilings.

The joyful surroundings and tasty desserts are a perfect way to relax after finals. A favorite since 1932, Candyland has stood the test of time and offers a variety of candy that is sure to satisfy anyone’s sweet tooth.

Candyland’s walls are lined with tins of decorated popcorn tins that pay homage to Minnesota sports teams such as the Gophers, Twins and Vikings. A homey atmosphere and old time trinkets create a nostalgic feel.

The store is a sweet lover’s paradise with chocolate, candy and popcorn all around. Customers can fill their bags with unique creations such as Toxic Waste (a sour candy) and juju fruits from the worn barrels on display.

Senior Skip Day!

Candyland’s rich chocolate truffles melt in your mouth, and an assortment of mouth-watering lollipops are displayed like a rainbow.

One of Candyland’s most popular items is their popcorn. Each kind of popcorn, from their caramel corn to cheese popcorn, is crunchy and buttery. They are most famous for their Chicago Mix, which includes decadent caramel corn mixed with their extra cheesy popcorn a perfect mix of salty and sweet. The popcorn is priced affordably with half gallon tins of their flavored popcorn at $12.25.

Candyland is a fun place to visit with delicious candy, popcorn and chocolate that brings joy to the mind, the soul, and the stomach.

photo by Namrata Gadela

AP Testing AP Testing AP Testing AP Testing

Makeup Work

Patti’s Ice Cream

by Taylor Graw staff reporter Patti’s Ice Cream and Sweet Shoppe in Roseville hails as one of the best local ice cream shops in the Twin Cities. Offering over 40 flavors of ice cream, a variety of sweets, a patio space, and a convenient location close to the Rosedale Mall, Patti’s is a great place to relax after finals.

Patti’s is uniquely Minnesota-themed, with classic, cabin-style paneling and cash registers resting on a large fireplace-like stone wall. The decor features classic records from Minnesotan musicians and fake snow embodying everything classic Minnesota.

Even the ice cream shares the Minnesota theme, with ice cream cup sizes ranging from “Minnow” to “Walleye.” Patti’s also offers a wide variety of candies, including a one-pound gummy

bear, loon-shaped chocolates, and taffy. Many of their candies are made in Minnesota or owned by Minnesota companies.

Patti’s several ice cream flavors to choose from include birthday cake, cotton candy, caramel collision, moose tracks, key lime pie, zanzibar and coffee. The flavors change daily, and Patti’s often has specials on seasonal flavors like pumpkin pie. The shop can make all flavors into soda floats, shakes and malts upon request.

With such a wide variety of ice cream flavors, candies and a comfortable atmosphere, Patti’s is the perfect place to visit for a post-finals treat.

photo by Taylor Graw

Study for Finals

Study for Finals

Finals

Finals

Finish

May 29, 2015

reviews 9

Age of Ultron: Flawed but fun

photo fair use from geeksofdoom.com

by Matthew Cooper reviews editor

Marvel’s The Avengers was a cinematic event unlike any other before.

The team-up of six characters from four smaller franchises was a massive risk, and it paid off. Not only was The Avengers the third highest grossing movie of all time, it was a masterpiece of popcorn entertainment.

With that in mind, it would be an understatement to say that its sequel, Avengers: Age of Ultron, had a lot to live up to when it came out. Did it deliver? For the most part, yes. Age of Ultron may not quite be on the same level as its predecessor, but that doesn’t stop it from being a ton of fun.

Age of Ultron wastes no time getting into the action. The film opens with the team raiding one of the last remaining Hydra bases and retrieving Loki’s scepter from the first film. After studying the mysterious alien device, Tony Stark (Robert Downey Jr.) and Bruce Banner (Mark Ruffalo) develop Ultron, an artificial

intelligence designed to protect the world. Immediately after birth, he gains sentience and, of course, wants nothing more than human extinction. The only obstacles standing in Ultron’s way are Earth’s mightiest heroes.

The lineup of superheroes is larger than in the previous film. Captain America (Chris Evans), Thor (Chris Hemsworth), Black Widow (Scarlett Johansson), and Hawkeye (Jeremy Renner) are all back and as great as ever. Newcomers Quicksilver (Aaron Taylor-Johnson) and Scarlet Witch (Elizabeth Olsen) aren’t given quite enough screentime or development to stand out, but are, at least, adequate.

Nearly every supporting character in the Marvel Cinematic Universe also appears in the film. Including so many faces is a dangerous game, and Age of Ultron almost crumbles under the weight. Luckily, the screenplay is just strong enough to tie everything together and make things appear coherent.

Marvel Studios has always had difficulties creating compelling villains.

Fortunately, Ultron is an exception.

Voiced by James Spader, the towering robot is intimidating, sarcastic, and imposing. He is a worthy foe despite his clichéd origin.

Sadly, Ultron’s introduction to the film feels rushed, with only a montage of lab work to explain it. Director Joss Whedon claims that there were many scenes cut from the film, and it’s noticeable. The pacing is too fast at times and too slow at others. Sometimes scenes feel missing and certain subplots only exist to set up later sequels.

There are also several technical issues with the film, despite the $250 million budget. While the action scenes are mostly spectacular, a few are edited with too many cuts, making them difficult to follow.

In addition, composers Brian Tyler and Danny Elfman copied most of the score from Alan Silvestri’s excellent work on The Avengers without implementing any noteworthy changes.

In that film, the music was a driving force during the action scenes. In Age of Ultron, the sound mixing is so poor that the themes can barely be heard.

Despite these flaws, Age of Ultron does what it sets out to do – be a fun time at the movies. Whedon is able to recreate the fantastic chemistry between characters that made the first film so special. There’s a sense of collaboration between team members that works very well. Two or more heroes fighting side by side, combining abilities is pure comic book joy and the best part of the movie.

Phase two of the Marvel Cinematic Universe has had its ups and downs. It has shown the best and the worst that this franchise has to offer. Avengers: Age of Ultron is not a perfect movie. It isn’t as good as its predecessor or last year’s Captain America: The Winter Soldier and Guardians of the Galaxy.

But that’s OK, because it’s still a blast to watch and a great way to kick off the summer movie season.

The Verdict Age of Ultron is still a lot of fun, despite some narrative and technical flaws.

76

‘Pitch’ almost perfect

by Nolan Carlson-Stevermer and Ryan Yoch editor ‘14-‘15 and staff reporter

Pitch Perfect 2 is not a movie; it’s an experience. From the opening scene, where the legendary Barden Bellas “show their stuff” to President Obama, to the dramatic conclusion at the a cappella world tournament, the audience is swept up in the drama of this first-class comedy.

The film follows the girls as they struggle to “find their sound” and defeat the reigning world champs, German singing group “Das Sound Machine.” If they fail, they face being cut from Barden University altogether and marring the good name of the Bellas forever.

The dynamic personalities of the original cast, including the artistic Anna Kendrick and the hilarious Rebel Wilson, mesh well with new lead cast member, 18-year-old Hailee Steinfeld.

Steinfeld heightens the film by showcasing her creative range and providing a relatable point of view for audiences to enjoy.

The film balances formal performances with fan-favorite “riff offs,” allowing us to hear

the Bellas in many different lights. The music itself is catchy, creative, and undeniably fun, pushing the boundaries of a cappella and leaving audiences wanting more.

With its blend of raunchy comedy and deeper meaning, there is something for everyone to love in Pitch Perfect 2. Though some might consider the movie to be a “chick flick,” we were still able to relate to the characters and the humor. The numerous cameo appearances, ranging from the Green Bay Packers to Snoop Dogg, helped to bring us in and add to the comedic gold.

While the movie exceeded our expectations, a few storylines fall through the cracks. For example, it never became clear as to what happened to some of the Bellas after graduation, which is surprising because discussion of the future occupies much of the movie.

All in all, Pitch Perfect 2 was a great film.

Since another sequel has not been announced, we’ll just have to get our a cappella fix by watching this movie on repeat. In other words, “We’re going to miss them when they’re gone.”

The Verdict Pitch Perfect 2 is a guaranteed good time, if you don’t think too much

87

photos fair use from usmagazine.com and hitfix.com

10 sports

May 29, 2015

Students kickin’ it at State

by Sarah Conrad staff reporter Taekwondo: a Korean form of self-defense that emphasizes kicks and manpower. This form of martial art has been practiced since the 1300s, and is still an important part of many Asian cultures.

Many immigrants to the United States open up taekwondo studios to uphold their cultural heritage. Junior Brandon Lee’s parents own Lee’s Champion Taekwondo in Shoreview.

On May 9, Lee’s Champion Taekwondo held the annual State Grand Championship, open to

martial arts students of all ages.

The championship is split into four separate competitions: weapons, forms, breaking, and sparring. From there, participants are placed into groups of four based on similar ages and rankings.

The competitors are judged based on their technique, talent, ability, and power of their moves, and the first place finisher in each group wins the grand championship.

Every year, many Mounds View students take part in the competition. Lee acted as a judge while others, including Jeziel De Jesús Vega, 11, competed.

Vega placed first in the black belt male category, something he had been working towards for a long time. “I had set a goal, and I had reached my goal,” he said.

Traditionally, only two taekwondo studios participate in the tournaments in Minnesota. According to Lee, there are no coaches present at most of these competitions – just competitors, parents, and master instructors. This produces a more laid-back and supportive atmosphere at the competition. “[The competition] offers students a feeling of great accomplishment and the opportunity to meet new

people and get better,” said Lee. Matthew Cooper, 11, who also competed, said, “It went very smoothly compared to previous years. It was very well organized. Everyone had fun and everyone had a great time.”

Lee’s Champion taekwondo has made a large effort to continue the large heritage of Taekwondo and is continually opening up its doors for competitions and new members.

Faces of Mounds View Taekwondo Brandon Lee Q: What belt are you?

I’m a fourth degree black belt.

Q: How long have you been practicing taekwondo?

I’ve been doing taekwondo since I was three years old officially. But, I started kicking since I can remember. My parents have pictures of me kicking before I could walk.

Q: What is your greatest accomplishment in taekwondo?

My greatest accomplishment is probably when I got a gold medal at the 2013 World Taekwondo Expo.

Q: What do you like about taekwondo?

What I like about taekwondo most is that there is no skill limit. You can always get better, no matter how good you are.

Q: How often do you practice?

During the school year I practice about two to three days a week, in the summer about four to five.

Q:How often do you compete?

I used to compete at least twice a year at tournaments in Minnesota. But, competitions are based on belt rank and age. Right now there are no other fourth degree black belts in my age group, so I usually compete at national and international tournaments about once a year.

Q:Favorite color?

Favorite color has got to be either hot pink or red. Tough choice.

photos by Eva Hoffman

Alex Robertson Q: What belt are you?

I am a second degree black belt.

Q: How long have you been practicing taekwondo?

I’ve been practicing taekwondo for about four and a half years now. I started just after my birthday when I was twelve.

Q: What is your greatest accomplishment in taekwondo?

My greatest accomplishment was getting my first degree black belt, because it showed me that my hard work paid off and rewarded me in the end.

Q: What do you like about taekwondo?

I like the activity. I like the morals that they teach you. I like how we create leaders out of students so they may teach lower belts and turn them into leaders themselves.

Q: How often do you practice?

I practice maybe three to four times a week. I used to go every day during the week, but eventually I had to reduce my attendance because of other activities and school.

Lauren Wolkerstorfer Q: What belt are you?

I’m a third degree black belt.

Q: How long have you been practicing taekwondo?

I’ve been practicing taekwondo for eight years.

Q: What is your greatest accomplishment in taekwondo?

My greatest accomplishment is winning state three times and one gold medal in nationals and one bronze medal in nationals.

Q: What do you like about taekwondo?

I like that it’s different, and kicking while spinning in the air is kinda fun.

Q: How often do you practice?

I practice four hours a day, four days a week.

Q: How often do you compete?

I compete twice a year.

Q: Favorite color?

Pink!

Q: How often do you compete?

I compete about once every year but there is the opportunity to compete up to I believe three times a year.

Q: Favorite color?

Ummm, my favorite color is red. I don’t know how that applies but yeah.

information compiled by Jordan Counihan

sports 11

May 29, 2015

Devon McDonald Cross Country Track and Field

Q: What are your future plans?

A: I want to be the Tony Stark of running across continents, just see how far I am willing to go and be amazing.

Q: Which college will you be attending, and do you plan on running there?

A: I am going to Madison, and I will [probably] join a running club.

Q: What’s your favorite memory from this year?

A: Night crawling with the team really brought us together.

Q: Has being a senior affected your attitude and style this season?

A: Being a senior made me super aggressive. I run like a wolf and take no prisoners.

Q: If you could have any superpower, what would it be and why?

A: Elasta-boy. [I want to] have the ability to make anyone stretch as far as I will them to.

Claire Chen Tennis Table Tennis

Q: What are your future plans?

A: I’m attending the University of MadisonWisconsin, and I’m hoping to try out for their club tennis team.

Q: What was your favorite memory?

A: My favorite memory from this year is probably winning Sections and making it to State.

Q: What did you learn as a captain?

A: I learned about being a team player.

Q: What was it like being a senior on the team?

A: It was a lot different from my first year on the team because the younger kids look up to you.

Q: Has being a senior affected your attitude and style this season?

A: Yes. You can’t just get down on yourself; other people are looking to you. If you start being really negative, then other people are going to think that it’s okay to be negative too.

Saying goodbye

illustration by Michaela Morse

As graduation approaches, some of our most memorable athletes reflect on their journeys.

Sarah Nelson Swim and Dive Nordic Skiing Track and Field

Q: What are your future plans?

A: Next year I will be attending the University of Minnesota-Twin Cities. However, I will not be swimming for the Gophers.

Q: What’s your favorite memory from this year?

A: My favorite memory would have to be when the team did a ropes course during our annual retreat.

Q: How did being a senior and captain affected your attitude and style this season?

A: I feel like I focused a lot more on the team as a whole rather than how I did individually.

I learned that it’s only a sport, but the friends you make while doing that sport are what really matter.

Q: If you could have any superpower, what would it be, and why?

A: I think it would be cool to be able to heal people.

Ryan Kaczynski Football Basketball Track and Field

Q: What are your future plans?

I’m going up to Minnesota-Duluth next year to play basketball, Division II. Q: What’s your favorite memory from this year?

A: All the practices, bus rides, and teammates – fun times like that – and beating Cretin.

Q: What was it like being a senior on the team?

It was a big year, a lot of fun and kind of bittersweet at the same time. It’s really fun, but there’s a lot of pressure in your last few games.

Q: Has being a senior affected your attitude and style this season?

[My style] was a little more aggressive, a bit more urgent to get things done, I guess, because it’s my last chance.

Q: If you could have any superpower, what would it be and why?

A: Probably flying. It’d be cool to go to high heights and dunking would be a lot easier. information compiled by Daniel Yong

12 gallery So you think you can perform?

May 29, 2015

Nothing but Brill iant

by Sarah Dhols-Graf and Emma Blume editors ‘14-’15 At first glance, Selena Brills seems like any other freshman at Mounds View. But one thing sets her apart – at the age of 14, she’s already an accomplished singer.

Singing has always been a big part of Selena’s life; she started singing at age five. “One day, I was singing along to one of my favorite country songs, ‘I Wanna Be A Cowboy’s Sweetheart,’ said Selena.

“My mom turned down the radio and asked if I wanted to be a singer, and I proudly said ‘Yes!’” So far, Selena has had a hugely successful career. She was an X Factor contestant in 2013 and auditioned for The Voice in February 2015, getting through many rounds before being turned down.

“It was a really cool experience for her, and I really think it helped her grow as a performer,” said Selena’s sister, Summer Brills. “To get feedback from professionals was neat for her.”

Selena has also sung at countless Minnesota Gopher games and a few professional sporting events.

“She sings at all of the sports for the U of M,” said Summer. [games] “She has gotten to sing for the [Minnesota] Twins, Vikings, and Timberwolves.”

Her singing comes with a lot of practice. “My voice coach, Fred Steele, has been a really big part of my life,” said Selena. “He’s basically like my second dad, and we have a great relationship.”

Selena works with Steele for an hour each week. “Usually what we do to prepare for a singing event is to break down every song, making sure I’m confident with them before I perform.” With the help of her voice coach, Selena is able to perfect her songs before stepping onto the stage.

To complement her songs, Selena also taught herself how to play guitar and piano. “She will sit in the basement for hours looking at Youtube tutorials to teach herself,” said Summer.

Singing isn’t always easy, but Selena finds support from her friends and family. “I don’t feel any pressure from [them],” she said.

“They support my decisions, and I make sure the pressure I put on myself is just enough to meet my goals.”

When she isn’t singing or playing instruments, Selena enjoys a normal teenage life. “I love dancing, riding my bike, and hanging out with my friends and family,” said Brills. “I also write poetry, which is a really big part of my songwriting process.”

Selena plans to continue singing and dancing long into her future. “My hope is to keep enjoying performing and to travel the world to see where it’ll take me,” she said.

photos courtesy of Selena Brills

Top: Selena sings the national anthem at a Timberwolves game in 2013. Left: Selena poses at a dance competition.

Artists face challenges getting discovered

by Samuel Kwong spread editor As college nears, many talented students find themselves facing one of the most important decisions of their lives – whether or not their talent becomes their profession.

Increasingly, more people are choosing to pursue a college degree along with their talent as a backup plan. Others attend conservatories or specialized arts schools such as Juilliard, The New England Conservatory of Music, and the Curtis Institute of Music.

How can a young artist know whether they are good enough to make it professionally?

Five years ago, Orchestra Director Lucas Shogren started his own band, Clocks and Clouds. Originally, he played for groups that hired him, but as he became more experienced with the business, he began to write his own songs and help others compose theirs. In hopes of getting discovered, Shogren first published his music online.

“SoundCloud is a great way to preview your work,” he said. After getting discovered by publishers In the Groove and CD Baby, Clocks and Clouds

produced three albums, all available on iTunes and Spotify.

Shogren is among the lucky ones in the professional world. According to the New York Times, while 80 percent of musicians graduating from Juilliard continue to play professionally, they don’t make enough to support themselves. In fact, many graduates end up having to find different jobs, jobs for which their musical training at Juilliard did not adequately prepare them.

While Shogren is able to use his majors in cello and music performance as Orchestra Director, many of Julliard’s graduates are not so lucky. They become bookkeepers, engineers, financiers – all jobs that have next to nothing to do with their talents. Their musical training becomes a secondary hobby, perhaps something that motivates them to play a gig here and there.

Still, others lose the drive to practice and end their musical involvement altogether as they struggle to make their talent their main profession. Even Shogren had a lot of help getting discovered – a friend of his had existing music production contracts.

These challenges exist for all sorts of

artists waiting for their big break. Artist Gemma Schlotthauer, 12, plans to go to art school to train to become a graphic designer. She sold her first work of art to her neighbor a year ago, and has since sold two more works, spending about 50 hours on each piece.

After posting pictures of her artwork on Facebook, she has gotten requests from parents, friends, and teachers for custom works.

For artists like Gemma, Clara Lieu, visual artist and adjunct professor at Rhode Island School of Design, has some advice for improvement.

“You need to seek out the opinions of industry professionals and other art students to help you figure this out,” Lieu suggested in her Huffington Post column.

Hearing the objective opinions of those around you and those better than you is one of the most valuable things you can do to improve – and find out whether you have what it takes to make it as an artist.