Looking in: The Sheldon Orchestra
Natalie Barnett staff writer
The Sheldon orchestra qualified for state for the first time, this year and had hoped to go for feedback, meaning that instead of getting a score they will be told by judges how they can improve and what they did well at. Unfortunately Sheldon was not registered as a competing school, making them unable to actually go to state this year.
The Orchestra is fairly small in size with only fourteen people: four cellos, two bassist, one viola, and seven violins. For comparison, South Eugene has an orchestra of about 20 to 30 people divided into two orchestras.
Junior Reece Melton is one of the cellists here at Sheldon. She first started playing the cello when she was four years old after going to the John G. Shedd Institute for the Arts and trying some instruments. Melton now plays for both the Sheldon orchestra, and for the EugeneSpringfield Youth Orchestra (ESYO). She joined the Sheldon orchestra her freshman year and has been playing for ESYO for five years now.
There are many things that Melton loves about playing for an orchestra. Melton said, “I can make so many connections with people who love music just about the same amount as I do.”
Melton plans to go to a college or conservatory (music based school) to get a degree in performing arts and possibly teaching cello. For certain instruments there can be scholarships, like viola. Violas are not a very commonplayed instrument, so the demand for musicians who play them tends to be higher.
While being part of the orchestra is fun and a great experience, there are issues that the Sheldon orchestra faces. Over the last three years, the orchestra has had three different teachers. There is hope the teacher this year will stay, but the constant switch of instructors has proved to be difficult. Orchestra is a zero period class which has been
Trends in Tune
Ronan Sterling staff writer
Music plays a big role in high school. You might not realise it, but around almost every corner you turn, you’ll see someone with an earbud in! Each person plays from a different playlist, song, or album – but usually, it’s found that many students commonly enjoy the same genre. But which is the most played? What is the most popular music genre in Sheldon High School? Most students find that hip-hop or rap is the most widely heard. Mr. Mike Washburn, an AVID teacher here at Sheldon, said, “Even though it’s not my kind of music, I definitely think that rap is the most popular music genre these days.”
Freshman Bas Husling agrees with Washburn on the popularity of rap music across the school. “Honestly, everywhere I go, someone’s playing Drake or Travis Scott,” Husling said; “it’s kind of impossible to not hear rap at some point during the day.” Husling has the opinion that a lot of people find new music on TikTok or Spotify, and that rap
hard on both students and teachers. Finding a teacher to come and teach at 7:30 A.M. has been a large reason for the constant switches.
Another issue among the orchestra is lack of knowledge on the orchestral instruments. Often students will play other instruments more often taught in middle schools for bands like trumpets, saxophones, flutes, or clarinet. When these students get to high school and have already been learning an instrument for a few years, they don’t want to switch and do something different.
Junior Tyler Barham joined his freshman year after a former upperclassman, Jonah Shoemaker, convinced him to play the bass for the Sheldon orchestra. While Barham doesn’t plan to play the bass after high school, he does enjoy playing here at Sheldon.
Musicians for some instruments have been extremely hard to find for orchestras. Sheldon has one violist (viola player). Sophomore Daisy Summers has been playing the viola for about five months now. Summers started originally playing the violin in elementary school for ESYO. Eventually she stopped playing for ESYO in
middle school, but continued playing for fun at home. Sheldon has mostly violins and no viola. Summers decided to learn the viola and has ended up loving the viola more than violin. Summers would love to do something involving music later on in life, claiming she is, “definitely a music person.” For now she is happy playing the instrument she loves.
If there were more awareness about orchestra at an earlier age, like the teaching of orchestra instruments, there would be a higher possibility for more people wanting to play an instrument for an orchestra. In the South Eugene area, the middle schools have orchestras along with other band programs while the middle schools in the Sheldon area only have the typical band.
There is also little talk about the Sheldon orchestra here at Sheldon. Often the orchestra will play with the other Sheldon bands to have more people listening to them play. With this, they don’t often have stand alone concerts or performances.
If you would like to be a part of a great community, consider joining Sheldon orchestra.
always seems to be trending. For Husling, it’s pretty clear that rap isn’t just popular, it’s the go-to genre for most students at Sheldon.
Along with rap being at the forefront of Sheldon’s taste, other common popular genres are country, along with R&B. People who participate in Sheldon bands have differing opinions, however, such as freshman Dante Palma. Marching band students find that their own music is the majority of what they listen to. “I don’t really listen to music that much, I really only listen to what we play in band,” said Palma. Other students in the school band have diverse tastes in music ranging from songwriters Graphic by Summer Hime
like Mf Doom, a rapper who modeled himself after the Marvel Comics villain Doctor Doom, to artists like Billie Eilish, an alternative artist with a unique style of pop music who practices a common slow melody to her songs.
Although the most popular genre across the school is rap music, the second runner up is country: which could be due to the enormous set of artists in the genre. Statistically, male students listen to more of the rap genre than females do, with a common favorite being widely known names like Kanye West, Kendrick Lamar, and Drake. It’s clear that Sheldon students all share a wide range of musical taste.
The Sheldon Orchestra plays in the school auditorium on May 28, 2025. photo by Greg Cantwell
Jessie Fitch page editor
For transgender and genderqueer individuals, one’s name is an important yet oft-overlooked issue when coming out to friends and family, and in navigating the world. A chosen name can have personal, familial, or religious significance; on the other hand, it could be a name that simply feels right, chosen from a baby name website or a list of names. It’s a big decision— choosing a symbol for a major change in one’s life and the new, more authentic self one would like to present to the world.
graphic by Ivy Marsden
Evolution of Art Making a (New) Name for Yourself
Ivy Marsden page editor
Since the beginning of time, the world has been adapting and changing—civilizations rising and falling, new discoveries being made daily. Throughout it all there has been one unifying constant: art. Art has evolved and changed along with the world around it, taking on new forms, ideas, muses, and artists every second. Each piece serves a different purpose, and reflects the artist behind it.
For freshman Basil Avila, creating art has always been about having an outlet for processing her emotions and experiences. “Art has always been about emotion. Even at my lowest points, I made art. It’s always been who I am,” Avila said. She believes that using art to convey feelings not only helps artists to cope, but to connect communities who have gone through similar things.
Sheldon art teacher Peter Saraceno shares a similar perspective. “Art gives you an avenue to express certain feelings and experiences that you can’t in other ways,” Saraceno said. The purpose of art, in his eyes, is vast—it can be for channeling emotions, conveying messages, empowering others, and numerous other things. And although art has changed greatly over the years, reflecting the times in which the pieces are made, for the most part it has always had similar feelings behind it.
“Someone making art today and a caveman painting on a cave wall, they’re probably doing it for the same reasons,” Saraceno said. In his opinion, art evolves as society evolves. New art is made constantly to express whatever is happening at the time, whether it be to suit modern tastes or to illustrate current political and
The decision process itself varies. Sophomore Emilo Florendo’s strategy was the following: “My name was chosen out of a list of names I liked that I had my friends [try calling] me at my summer camp years ago…There’s a character named ‘Emilio’ in a webcomic I really like, but I kept mistaking his name for ‘Emilo,’ so I’m pretty sure I got my name subconsciously from [there],” they said. It’s not always a completely serious name; characters from books, TV, movies, and comics are popular choices. After friends, family, peers, and acquaintances are caught up to speed on a new name, some continue to have trouble remembering—or in some cases, continue to use the wrong name on purpose as a sort of protest. The way Florendo sees it, “We’re all humans just trying to live our lives. Why do you care what someone wants to be called? Ask that question to yourself if you find yourself disliking someone simply because they corrected you on pronouns or a name.”
Sophomore Cypress Dickens feels similarly: “I [feel comfortable correcting people] now because I’ve had this name for so long, but I didn’t [before]. I felt like I was being a burden, and felt guilty about correcting people…Most people will just apologize and move on, but some act like it’s a personal attack.” This is a common misconception—that correcting someone is meant to be rude or confrontational. In reality, genderqueer people
social affairs.
In recent years, art has been an outlet for many to express political stances and to make subtle but effective efforts of protest. “Art can be a weapon, too,” Saraceno said. He believes that since art is an easy way to share ideas with others, it’s a good medium to get messages such as political opinions across. However, this also raises the problem of censorship in art, which is an issue that has increased greatly recently.
Freshman Amelie Holden is against art being censored. “Artists should be allowed to make art however they want,” she said. She believes that art should be everywhere, from hospitals to airports to schools. However, she doesn’t see any innate purpose in art other than pleasure, and to make people happy.
Another aspect of modern art that has arisen is the use of AI to make art. Avila said, “[Using AI] loses the human value. It loses what we want from art.” Avila and Holden share the belief that the rise of AI art has taken the attention away from artists who put so much of themselves into their work, and almost makes artists nervous to pursue their passion.
The world of art has seen millions of different ideas, mediums, and perspectives over the course of human life, and yet through all this time it has remained a vital part of society and a respected part of people’s lives. Whether it be a medium for emotional expression, a way to make a statement, or simply doodles in the margins of a student’s notes, art is everywhere. Avila said, “Art is human.”
would rather it not be a source of conflict, and simply go about their lives without hearing the name that reminds them of a less happy and less authentic part of their life. That’s not to gloss over the process of making everyone aware of one’s chosen name in the first place; it’s not an easy process by any stretch of the imagination. Dickens said, “My mom had wanted a daughter with my deadname since she was twelve years old, so she took it quite hard. For a while, she just called me C, because she had convinced herself it was just a shortening of my old name. The rest of my family was fine with it, though it took them a while to get used to it, and my mom came around eventually.” It’s natural to have some difficulty adjusting to this major of a change in a close family member, but as long as mutual respect and understanding are present, slipping up occasionally isn’t typically a source of conflict.
However, when there is conflict, queer people often don’t have the energy to be endlessly patient with a disrespectful peer—sometimes leading them to cut off contact with said person. “I had to distance myself from them for my sake. If they don’t support my transition, then they don’t support me as a person,” junior Solomon Noa said about an unsupportive childhood friend. It’s not an easy decision to make, but sometimes it is a necessary one.
art by Basil Avila
Is High School Really “Like the Movies?”
Khaya Ainis-MIchael page editor
Walking through the hallways of any high school, you hear a multitude of things. But by far the most common one is how excited students are to leave. Not just leave school, but graduate and leave forever—to pursue bigger and better things, away from homework and bell schedules. So, once they’ve earned their newfound freedom, why are some so eager to return to that time by watching their favorite high school movies?
Senior Nayely Hernandez thinks high school is a compelling movie topic because it’s such a pivotal moment in teenager’s lives. “It’s a very complicated time to figure out. You lose a lot of friends, you gain a lot of friends, you can drive, most people start working… the whole college process is insane,” said Hernandez. With this excess of materials, scriptwriters use the relatability of high school to their advantage, often marketing off of the high-stress environment of teenage years through their films.
Senior Jack Toomb agrees with Hernandez’s sentiment, “There’s so [many] biophysical changes happening. This is the most emotionally and physically intense part of our lives. It kind of does feel like a movie, in a way. It does feel like there’s some sort of narrative, because of the changes. There’s something new every day,” said Toomb. Movies about high school can practically write themselves with how much occurs in the day-to-day lives of a typical teenager. With so much material to work with, and so much constantly evolving, it’s a source that will never fully be run dry of material.
However, although the source material provides so much for films to base themselves off of, they are often inaccurate. “Everyone acts the same in the movies. I feel like the biggest single separating factor in high schools is class, and that is never an issue, I feel like, that is shown in movies,” said Toomb; “it’s always just between like ‘these are the popular kids, these are the cliques’ but no, it’s class.” Sheldon and high school in general have begun to see a shift away from clique culture in recent
Dress to Impress?
Claire Craig page editor
Walking into school, everyone is wearing clothes (and thank God). Every day we routinely, methodically, chaotically, disheveling-ly get dressed in our armor to head out to battle the turbulence of the day. As an integral aspect of day-to-day life, fashion is a converging ground for expression without spoken words; an outfit can be a representation of the wearer, a means to blend into the background, or an efficient tool to assist the body at work. Junior Dylan Ward agreed, “A good outfit embodies a person without them needing to say anything for themselves.” Luckily for personal freedom, students attending Sheldon have little restrictions regarding their manner of dress, allowing for a range of styles and diverse expression.
years. Everybody just kind of knows everybody, but movies are not very good at portraying this.
Even still, with movies like “High School Musical,” the divide that cliques create was large and a huge plot point. For some, that simply doesn’t exist much anymore in high schools. Terms like “popular” and “jock” feel outdated. Senior Julianna Laban agrees, “Sometimes in high school, there’s people who have really good experiences, and people who have really bad ones—like the kids who don’t fit into any cliques. But I think at Sheldon especially there’s not really that culture,” said Laban. If you get along with someone, you’re their friend. It’s that simple.
Of course, there are still separations. “The maturity levels that there are between different grades [are very
different]… you cannot compare a freshman and a sophomore to each other,” said Toomb. Oftentimes movies completely disregard grades. But in reality, they are a huge contributing factor to the way that people interact with each other. Movies are often unable to show the complexities of real human relationships. Although the format allows a lot of freedom, it’s something that is very tricky to portray due to how much it varies from person to person. What is relatable for someone might not be for someone else. However, the experience of going to high school is relatable for (nearly) everyone, and that broad view of the experience is something that is revisited again and again in movies every year.
Movie Titles Crossword
Since 2020, many teens have felt disenfranchised from their sense of urgency and expectations from school, resulting in a tired and “burnt out” generation of teens heading into adulthood. While they are still capable and resilient, the change in behavior manifests in what students can be seen wearing to school. Ward remembered the beginning of this comfy phenomenon, thinking back to, “2019, 2020, the cavalcade of people wearing red pajama pants with a grey pajama top.” Students want to
be comforted at school in an environment that they very frequently feel threatened or vilified in. COVID can’t be forgotten either; for two school years students and teachers could wear whatever they wanted, usually pajamas, while shifting gears working on school inside their homes.
In the digital age when schoolwork invades every device you take home, out, or on vacation, the educational environment pervades the minds of teens. The invading tactic of schools using online mediums—while convenient—results in the stressors of school and worries about emerging into an adult life following students around, draining their capacity for dedicated focus on academics. This often leaves little energy left to be put into appearances.
Social media plays no innocent role in framing teen’s perspectives. Our phones can project thousands of images and videos from all over the world onto a device available for view at any time, including when we’re emotionally vulnerable or stressed. According to the Child Mind Institute’s research and other studies, minors’ social media usage correlates with symptoms of depression and social anxiety. When teenagers receive so much visual and informational input in a day, they can begin to develop a false sense of expectations in an algorithmic echo chamber. These expectations are set in by influencers promoting certain products, driving engagement, thus setting a ‘standard’ of style for a particular corner of the internet.
As we spend more of our time on our devices, we become detached to our peers and what’s important in our local social sphere. “There’s definitely a little bit of a difference [between school and online] just because a lot of people are trying to be comfy and aren’t really dressing to express themselves,” said senior Ahniah Wormsley; “I think social media just shows… outfits that they want you to see… I think online it can look like, oh, they wear clothes like that everyday, but they don’t.”
Fashion can be carefully crafted labor-intensive runway pieces, a lazy outfit, a uniform, whatever! With such range of stylistic opportunities in the information age, the only true inspiration one should take is from themselves. As senior Ivy Davis put it, “A good outfit reflects the person they are. Staying true to yourself in your outfits [is important to me]. That’s another reason why I don’t take a lot of inspiration from social media or certain fashion influencers. I’m like, what do I want?
photo by Summer Hime
shows off her outfit.
photo by Claire Craig
Outfit details w/ Danica Bonham (Fr.) and Adrian Ontiveros (Fr.)
graphic by Khaya Ainis-Michael
Sheldon Fashion Trends
Summer Hime page editor
With over one thousand four hundred students attending Sheldon, a big part of diversifying crowds is fashion. A wide range of personal expression across the school has been found to help connect students who share a similar look, and relate to the stylistic choices of their peers. But when it comes to popularity, some find comfort in staying with the crowd, while others couldn’t care less about the thoughts of others regarding what they wear.
Junior Marshall Allen has stayed consistent with his style across the three years he’s attended the school. Intentionally, he’s sported a put-together appearance daily, emphasizing the importance of hygiene, and
clothes that portray who he is as a person. Allen believes that the purpose of following a specific style is to showcase the personality of the wearer, and the persona it creates to the individual. “Some people don’t care at all, and it represents the type of person they are. You might assume they’ll go into other things with the same attitude as they have with their style,” said Allen.
Even as more students begin to express themselves through fashion, many others lean toward a common look. One that’s branded and easy to recognize, through names like Essentials, Denim Tears, Nike, and Hollister.
Senior Arman Seetodeh carries himself with a similar look to Allen. Intentionally clean and consistent, looking toward a structured appearance with his own sense of balance and detail. “I like to keep it balanced with mainly three colors…Black, white, and grey. I wear more comfortable clothes to school though, with beanies, and gold jewelry… like bracelets,” Seetodeh said. His outfits, while minimal in color, standout through statement pieces,
such as the gold jewelry, or a four hundred fifty dollar Ferragamo belt he bought recently.
Seetodeh’s style isn’t just based around the ideas of others, but is rooted in personal meaning as well. “I base a lot off the style of my brother. It started when I was probably fifteen, and he was seventeen. I still do,” Seetodeh said.
Along with the correlation to his brother’s style, he adds other subtle nods to his personal identity as well. “I try to do my own thing a lot… With my culture too. I used to wear a Turban, as an Iranian,” Seetodeh said. Even with a more minimal aesthetic, his style reflects intention and pride for his family and culture.
While both Seetodeh and Allen lean toward clean and curated looks, other students take a more adventurous approach. Freshmen Adrian Ontiveros and Danica Bonham both lean into thrifted fashion, choosing pieces that stand out stylistically rather than blend in. Ontiveros keeps his outfits fairly simple, but adds interest with texture. He leans into the subtle details of an outfit through fabrics, silhouettes, rings, shoes, and standout belts. “I wish people would try and explore a little more,” said Ontiveros; “everybody just sorta wears whatever.” His clothes come a lot from thrift stores like Goodwill or St. Vinnies, and online websites like Depop.
Bonham, on the other hand, builds her unique look around color and accessories. Her style is layered and intentionally lively; often mixing chunky and dainty jewelry together, or adding her pair of custom converse worth around one hundred fifty dollars. “I stay away from leggings or sweats. Definitely no loungewear,” Bonham said.
For Bonham, style is about intention. Putting something together outside the default mold. Instead, she hunts for pieces that feel unique, as she shops at Buffalo Exchange, St. Vinnies, and Urban Outfitters–spicing up her jewelry with spots like Retro Rejuvenation.
For some students it’s not just about keeping up, but standing out. While popular brands still carry stock around campus, the increase of personal expression is clear. Whether through thrifted accessories, color-coordinated basics, or a statement belt, students this year are continuing to learn how to dress in ways that reflect on themselves more and more.
A New Chapter: Senior Destinations After High School
Chloe Battin editor-in-chief
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Is it “Intelligent” to use A.I.?
Ethan Cottle staff writer
Some claim AI is the future of learning, while others say it is the end of learning as we know it. AI has become many students’ new tool for completing assignments quickly and efficiently. Many teachers have raised concerns about AI in the classroom and it taking the place of much of the critical learning that happens. Should AI be banned in schools? Or should educators find ways to use it beneficially and responsibly— methods that help students learn without AI doing the work for them?
Junior Gwyneth Seilo said, “I’ve noticed that other people have stopped being able to come up with answers of their own and they can only function when they have AI.” Many people at Sheldon have been abusing AI rather than using it as a tool.
Although Seilo has been tempted and pressured by classmates, she has never used AI. For many people who don’t use AI, they feel that they have to use it to keep up. “I’ve seen a lot of people use [AI]. A lot of my friends use it all the time, and whenever they get better grades on assignments than me, it really bothers me,” Selio said. According to a recent study by Campustechnogoly.com, 86% of students use AI, which means Seilo’s stance is uncommon among her peers.
Junior Elliot Sinclair has a differing perspective on AI compared to Seilo. “I think that it’s honestly really helpful. There’s nothing else to say. If I need an article for my Extended Essay and I don’t wanna read all 100 pages of it, I just plug it into Chat GPT and boom, I get a summary of it,” said Sinclair. However, that convenience can create concerns over integrity and academic honesty.
Senior Jonathan Minney said, “AI is a useful tool, especially when you’re stuck on a problem and your teacher or peers aren’t able to help. I think when people use it to, for example, write their English paper, that’s wrong. Properly using it would be to get help, create ideas, or give sources, and then you write it.” Many see AI as a powerful tool that, if used correctly, can be a huge help in learning, especially when one doesn’t have people around to help. AI won’t be going away anytime soon. Finding a balance is key before the useful tool becomes a crutch.
ANSWER KEY:
Struggles and concerns of IB students: Isolation, Lack of Info, Exams, Workload
Things generative AI can produce: Text, Video, Audio, Images
IB acronyms: EE, IA, TOK, CAS
Companies with AI divisions: Apple, OpenAI, Meta, Google
Make four connections!
Commentary: is IB Worth it?
Chloe Battin editor-in-chief
Over the last four years, International Baccalaureate Diploma Program (IBDP) students have poured their heart and soul into preparing for the rigorous exams that stand as a culmination of their efforts and the gateway to future academic endeavors. From late-night study sessions to endless internal assessments (IA) meant to test students on course material, IB students never seem to catch a break. I, too, have been a victim of sleepless nights, procrastination, and overall burnout. Being an IBDP student is no easy task; it takes continuous dedication and perseverance to make it through the program. I wanted to take challenging courses that would make me feel fulfilled. However, many of my classmates’ motivation lay in the ability to receive college credit.
Senior Kenna Higgins felt motivated to pursue the full IB diploma after learning she could get enough college credit to fulfill virtually all of her freshman college requirements. “I feel like [IBDP] is worth it because even if you’re just aiming for the college credit, you still get the experience,” said Higgins.
The IBDP/IHS programs center around the idea of
“global citizenship” and actively encourage students to consider different perspectives and thought processes.
“[For example], I like that the literature that [we] read is relayed in history, so [we] might cover areas in [literature] where [we] don’t get in history class,” said Verga.
Being an IB student is not for the faint of heart. There are many extra requirements that other students simply don’t have to worry about. From writing a 4,000-word Extended Essay to constantly keeping up with hours of homework, I felt I would never catch a break. Senior Agnes Verga has a love-hate relationship with the IB program, but ultimately feels “it made me a better student.”
IBDP candidates are often praised for their perseverance and ability to maintain a social life during a tense exam season. However, this is not entirely true. One issue that is not often told to would-be IB juniors is the all-consuming nature of the IBDP. We’re with the same people for all four years, preventing us from meeting other students outside the IHS bubble. It can be very isolating. Senior Nevaeh Bahler expressed how IB forced her to sacrifice a traditional high school experience. “I was trying to think of high school memories, and I realized a lot of them [are] filled with hours of cramming and studying…I essentially
sacrificed my entire traditional high school life…for a college lifestyle,” Bahler said. Many IHS students who choose to become IB students don’t realize the amount of time it takes to be an IB student. Much of our work is done outside of class, which leaves little time for extracurriculars or spontaneous outings.
It takes a particular type of person to make it through IB. You must have the mental fortitude to balance a large workload and still make time for social experiences. The content itself in most IB classes isn’t the hardest part, but rather the amount of work that is expected of you. My hardest IB classes were the ones I had the most work in, like IB Math or IB Biology. The best way to determine if IB is worth it for you is to ask yourself if you’re willing to sacrifice some or all of your free time for the sake of your future.
As I look back on all the memories from the last two years, I can’t help but feel joy in the many meaningful connections I made. Despite its hardship, IB has taught me compassion and openness to people different from me. I think this is what makes the IB program so worthwhile, and I highly encourage learners to be a part of that experience.
graphic by Jessica Fitch
To Beard, or Not to Beard
Micah White staff writer
Many people at Sheldon have facial hair. Whether it be mustaches, full beards, side burns, or even just a little peach fuzz, it certainly seems each class has at least one person with some stubble. And it is certainly most prevalent in the senior class, where maturity grows, as does facial hair.
Senior Collin Dwyer has had a certain stubble to his face since he was a freshman, and he models it after many different people. “A lot of famous people have had facial hair. Santa, Abraham Lincoln, God usually has a beard in most stained glass things. Jesus had one too. Legitski,” said Dwyer.
A lot of people use their facial hair to help define who they are. Dwyer is no stranger to using it to define himself. “I think it’s a statement of one’s sense of whimsy and just overall tenacity for life,” stated Dwyer.
For a lot of seniors, facial hair is nothing new. It’s something that they have learned to tame and to live with. This is especially true for senior Mason Leon. “I started getting the mustache faded when I was probably like ten years old if we’re being real. But the Goatee didn’t start coming in until I was around sixteen,” said Leon.
Inspiration for one’s look can also be quite important. It gives someone something to work towards and look forward to. “I want to get mutton chops. I was a big fan of Jschlatt back in the eighth grade, and I think it would be kind of cool. I think I could pull off some mutton chops,” stated Leon.
Senior Charlie Box has been rocking facial hair for about a year now. Inspiration can be a big part of facial hair, but some just do it for the love of the game. “I don’t really have inspiration; I just sorta do it out of creativity. It feels good, and I like how it looks,” said Box.
Sheldon students have always found good ways to express themselves, beards just being one of them. It has been a part of student life since the creation of Sheldon High School, and it will continue to be a staple in our school until the end of time.
Regrets, Schoolwide
Bo Solomon staff writer
Throughout the years of high school, some kids do many mischievous things. Some may find joy in committing cold-hearted actions, but many face regret. Everybody has something they regret, looking back on it and wishing they did something differently. It can plague someone’s whole life. Learning to let go and live life freely will make life easier and more worryfree. It’s always great to forget one’s shadowed past and look back at the good memories.
Senior Ryan McCondochie loves living in the past and looks back to his favorite memories. “Last year’s district track meet down in Roseburg was my favorite and only good memory the last four years! Crossing the finish line, obliterating my PR, and falling on my face were all great memories that I will cherish from these four years. Nothing else could have made me happier,” said McCondochie.
Along with good moments, comes the bad. The regrets, the guilt, the grief, and maybe even the mourning. Throughout the four years of high school, there are many instances where kids can make mistakes and wrong decisions. McCondochie said, “The
worst decision I ever made and something I still regret to this day, was ordering Smoked Brisket instead of Carnitas at my dear Chipotle. Having to pay extra, having my dinner ruined, and almost throwing up, made me infuriated.”
Having such agonizing regrets can cause stress and a loss of focus. Learning how to let go is a big deal, as regrets are a part of life. Having a good support system is important in getting through these prickly times. Senior John Rhode expressed that he has a great support system. “My dogs are what get me through tough times, cuddling up with my wieners [dogs] at night makes me feel safe, blocking me from the dangerous outside world,” said Rhode.
Dwelling on regrets too much isn’t a good thing, so finding something to do that one loves can help take one’s mind off things. “I had many regrets, but then I turned
“People should live more freely, because making mistakes helps you learn things to be better at in the future.”
- senior Kailynn Wright
to golf, my new love. It made me feel so special inside,” said Rhode.
Moving forward and knowing how to make better decisions will benefit one’s life. Every situation someone goes through can be a learning experience, and using that to be better will help. Senior Kailynn Wright said, “In college I will do things differently and find cooler people to surround myself with.”
“People should live more freely, because making mistakes helps you learn things to be better at in the future,” said Wright, explaining how people should not be so hung up on the little things, and to live your short life to the fullest.
graphic by Summer Hime
Planting their Flag at Sheldon
Addison Spriestersbach staff writer
In an amazing display of athleticism and teamwork, the Sheldon girls’ flag football team ended the spring season being even more pumped for the future seasons to come. Throughout the season the team showcased their skills and determination, coming out with a few wins!
From the first whistle to the last, the Irish never showed signs of giving up, and definitely showed their teamwork, positive attitudes, and sharp plays. One of the team’s assistant coaches, transition coordinator Jackie Owens, expressed how much she enjoyed being a part of the girls’ flag. “I just had such a fun time. It was wonderful to see everybody grow and develop, and just how positive the vibes were on the team. I loved watching certain plays and watching girls get interceptions. It was great.” Owens remarked. If the team keeps this up, it will undoubtedly carry them to new heights.
Many of the girls on the team were already playing many sports, whether it was soccer, cheer, basketball, or track. There were many different reasons why everyone decided to give flag football a try. Sophomore Aya Monrean said, “What made me want to start playing flag was because I was doing track and it wasn’t fitting me at all. I wasn’t very good at it and I thought it would be fun to do more of a team sport.”
The Sheldon team had a later start than most teams, and still came out to prove what they were capable of this season. Freshman Running Back Emersyn Parrish said, “I feel like since our team was new, people didn’t take us as seriously. We need a chance to prove ourselves, and show people that we can grow as a team since many of us just started.” It wasn’t easy for these girls to start from scratch coming into this sport not knowing everything, but they definitely made the best of it.
Hall Walkers
Channy No staff writer
School is where students can gather and collectively learn more and get smarter. However, some students find school boring or overwhelming and take to the halls to escape from their scholarly duty during class time. These types of students can be named hall walkers and they live in infamy around Sheldon High School. These notorious students seek freedom in the quiet halls of Sheldon High School and stray from their classes. One such student is senior Holly Kovacevic. Kovacevic said she roams the halls because “it’s just freeing. Sometimes I just need to take time to escape from school and clear my mind by walking around the halls.”
To some students, roaming the halls is an escape from the monotony of school and it can be a temporary vacation from school. It can also be a good way to improve your cardiovascular health. Getting your steps in is just another added benefit. However, there is still the risk of getting in trouble. “I’ve never gotten into trouble, but I sure have been close a couple of times!” said Kovacevic. This highlights the dangers that hall walkers may potentially face and their escapades could be cut short.
The team is hoping to be able to find enough girls to possibly have both varsity and a jv team in the future. Junior Lola Falconer is one of the oldest players on the
girls tried it out this year even though they didn’t know what it was like, and none of them even knew what to expect. In the end, everyone ended up having an amazing time.” With the spring season concluded, the Sheldon girls look forward to an even more successful future. The team has demonstrated amazing attitudes and sportsmanship, leaving a lasting positive impact on the school and community.
Seniors’ Sport Sentiments
Wyatt Michaels staff writer
As the school year comes to a close, many of the seniors have mixed feelings about it. Some are feeling bittersweet, some glad and happy, many sad. Every senior has a favorite memory: seeing friends, going to lunch, etc. What are athletes’ favorite moments, though?
Having played lacrosse and football all four years, senior Collin Dwyer’s favorite memories come from his teammates. Dwyer said, “My favorite memory is getting to get to know my friends and teammates all these years.” Another core memory of Dwyers, is having his friends show up not only for home games but away games! Dwyer said, “It’s nice that they come out and support.” Dwyer is heading to college and excited for his academic career to begin.
Dedication is a huge part of being a good teammate, and many seniors have played for plenty of years showing their dedication. Whether that be doing field work or putting in extra work, seniors lead by example. Senior baseball player
Elliot Baldwin said, “One of my favorite moments is helping out the young guys and showing them the standard of the Sheldon Irish.”
Baldwin also recalls being an underclassman and having the upperclassmen guide him, “I remember moving here from Wisconsin and being greeted by all the guys, and the thing I take away the most is how the seniors carried themselves and set the standard for the team.”
Senior year shows up quick and sneaks up on you. Senior Andy Stoddard said, “It felt like yesterday dipping my toes in that pool for the first time. I’ll miss the warmth of the pool at dawn.” Stoddard has swam for all four years and has even swam in the junior olympics, where he placed fifth.
Stoddard has become a very well known and respected swimmer. “I’m glad about what I accomplished in my years here at Sheldon and can’t wait for the future,” said Stoddard.
Sheldon seniors are excited to either continue their athletic journey in college or hang up the cleats and put their energy into other pursuits.
Another student who roams the halls during class time is senior Madie McCarthy. McCarthy is a self-proclaimed hall walker and she has gotten in trouble with hall enforcement before. McCarthy said, “One time I was just walking around and one of the hall monitors started to talk to me. He was just doing his job. He was very kind, but it made me rethink my hall walking adventures,” said McCarthy. The hall monitors are placed to make sure that no funny business is going down in the hallways and they may dissuade future hall walkers. Hall monitors are essential to Sheldon High School and the halls would be a frenzy without them.
Some students simply walk around the halls, but others are up to different things. McCarthy said that, “When I walk around the halls I try to be productive. I pick up trash around the school and make sure that the halls are clean. I just try to do my part!” Although the hall walkers live in infamy, McCarthy highlights all the good that hall walkers can do. They’re often stigmatized, but some provide benefits.
Another such student is senior Pierce Edwards. Edwards explores the halls during his free time and he is an experienced hall walker. Edwards said, “I just enjoy the experience. Sometimes it’s not about the destination, but about the journey.” Although people assume that hall walkers have no true purpose, there may be a deeper meaning to their walking. Although the hall walkers may just be walking, there is something beautiful about their carefree but wild nature.
graphic by Claire Craig
Senior Impact
Andrew Brown staff writer
The senior class of 2025 is undoubtedly filled with a multitude of people who have made a deep impact on the community of Sheldon High School, whether it be mentoring younger students through clubs and sports, or organizing schoolwide activites. Their hard work and commitment have set a strong example for future students, leaving behind a legacy that will be remembered for years to come.
Junior Lucas White said, “I really think that senior Ryan McCondochie has done so much for me, from teaching me how to properly run, to showing me how to properly be a sportsman.” Ryan McCondochie is a four year track and field athlete, along with cross country.
Sophomore Sheldon Van Enk said, “I believe that
Summer Spots
Bianca Brownlee staff writer
Summer can be a season with many mixed feelings; the freedom of not being in school, the longing for friendships, and furthering one’s education can oftentimes conflict with thoughts about summer.
Sophomore Allycin Bishop is obsessed with summer as both a season, and as a vibe. Bishop believes summertime helps to improve many aspects of both mental and physical health. Summer camp has always been an important part of Bishop’s summertime life. “My favorite summertime song is ‘Tongue Tied ‘by
a good senior in this class is Will Kokkeler; he’s been a very supportive member of the tennis team and I have been honored to play doubles five in the lineup with him throughout the season.” Despite the age gap in Van Enk and Kokkeler, his statements show the impact of the Sheldon seniors through sports and their immense leadership.
Junior Malachi Schoenherr said, “Eli Forsha has got a huge influence on me and he’s very committed to his craft, which I also aspire to be like him one day.” Forsha, a basketball and track athlete for the Irish, put all of his effort into defending the track and field title from last year’s victory alongside Schoenherr. Schoenherr’s admiration highlights the strong bond and mutual respect the two students share through their dedication and passion.
The class of 2025 has clearly left an impact on Sheldon High School, not only through their achievements but through the lasting relationships and mentorships they’ve built along the way. From the track to the tennis courts, and
through their leadership in clubs and school events, these seniors have set a high standard for what it means to lead. As they prepare to expand their lives past high school, their legacy will continue to inspire underclassmen to strive for excellence.
GROUPLOVE because of the association it holds with me to summer camp,” said Bishop. Staying cool on hot days can be a challenge, but Bishop believes getting cold or refreshing drinks from Starbucks can always lift the spirits.
Senior Tayah Kelley is all about positive, fun, and outgoing perspectives. A favorite memory of Kelley’s is going to Horn Lake for her friend’s birthday party. “It is really secluded and nice and it’s definitely a fun little spot,” said Kelley. Summer can be filled with many activities, but the one Kelley sticks to the most is obviously the lake, because of the swimming, tanning and constant good vibes.
Senior Lilly Young is the go-to sunshine person. She loves the warm and bright summer days with a fresh breeze
and a smile on her face. Young believes “The Thrill” by Wiz Khalifa, and “Empire Of The Sun” are by far the best tone setting songs for long summer days because of the beat, the energy, and because they are overall perfect.
The sunshine is an easy lean on for a mood, and Young agrees that the sun and warmth definitely contribute to her fun and joyous mood all summer long. “I love making plans with friends over the summer, because it helps us to stay connected and maintain our friendships, along with meeting new people,” said Young. Young has an extremely big step ahead of her, and is looking forward to her upcoming college career, and to moving out in summer along with her best friend, Tayah Kelley.
Teacher Farewells: M. Washburn and Cedarlund
Ashton Cryns staff writer
The end of the school year means a lot of goodbyes, to all the seniors and the teachers. Mike Washburn, a long time teacher at Sheldon High School, is retiring this year after a long and impactful career. Washburn said he originally got into teaching for “June, July, and August,” but soon found out how much fun the job is
and recommends it to anyone thinking about becoming a teacher. Washburn said the hardest part of teaching is keeping students engaged, but over the years he overcame this by introducing more group work and reading and writing strategies. His students taught him how to overcome adversity.
Washburn taught many classes during his career but his favorites were law studies and AVID. Some of his most memorable experiences have been being a part of AVID, where he watched students grow and succeed with a lot of jokes and laughs along the way. After retirement Washburn plans to become a court appointed special advocate for foster youth, help out at Lane Community College, and spend a lot more time fishing, which he’s excited about. Though he’s excited for retirement, he says he’ll miss his AVID students the most. “I love them dearly,” Washburn said.
AVID senior Jaxon Alexander said saying goodbye to Mr. Washburn won’t be easy. “When I first met him I thought he was a grumpy old man and was gonna be super strict,” said Alexander, “but he’s honestly changed my life. I don’t think I’d be the same person or student without him; he’s like a second dad to me.” Alexander said Washburn has changed his life in many ways.
After Washburn leaves, what Alexander will miss most is having someone he can talk to about anything and knowing he wouldn’t be judged. Alexander said, “He’s given me a lot of advice, but the one that stuck with me is
that your future is in your hands and if you put in the effort you’ll achieve a lot.” Alexander also believes that Washburn made a huge impact at Sheldon bringing teachers together and being someone others could count on.
Another teacher that’s saying goodbye this year is math teacher Vern Cedarlund, who is retiring after 37 years in the classroom, including 25 at Sheldon. Cedarlund didn’t start out as a teacher, but as a civil engineer, but he eventually realized he wanted to do something he truly loved. “I felt the challenge and creativity of teaching would give me that,” Cedarlund said.
Throughout his career he has taught in international schools in the Dominican Republic, Saudi Arabia and Poland and says some of his most memorable moments came from those experiences, like the time he unexpectedly met Muhammad Ali in a school hallway in Saudi Arabia. Like many teachers, Cedarlund has faced challenges like managing technology in the classroom. After retirement Cedarlund plans to travel, play golf, hike, and take a drawing class. He says what he’ll miss most is the Sheldon community, the kind students, and the dedicated staff who make it feel like home.
graphic by Ivy Marsden
Mike Washburn outside the H hall.
graphic by Ivy Marsden
photo by Ivy Marsden
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