The Student Voice focus: urge to splurge page 14
Thursday, January 26, 2011
Issue 4, Volume XXVII | The Buckley School | 3900 Stansbury Avenue, Sherman Oaks, CA 91423
Pavilion gets surprise enhancements TylerMorad ‘14 assistant sports editor The gym floor in the Roy E. Disney Family Pavilion, previously made of rubber over cement, was torn out to make way for a new hardwood floor on December 21. The boys varsity basketball team inaugurated the $75,000 floor at a practice on January 13. “I can instantly feel the difference as soon as I step on the court. The new wood absorbs the heavy impact from landing after I jump; it relieves a lot of pressure from the knees,” said sophomore guard Andrew Schiantarelli. According to Dr. Larry Dougherty, head of school, the protective tarp to cover and protect the floor cost between $5,000 and $6,000. “We are committed to supporting all areas of the Four-Fold Plan, which includes athletics. We want all our athletic facilities to be the best they can be,” said Dougherty. The school community was notified about the new court after construction started because the family donors requested
that floor construction be started right away. “I had no idea that the floor was being put in. At first I thought the school was going to concentrate its efforts on completing the two new buildings, but it’s nice to see the gym being renovated,” said sophomore class representative Michael Sliskovich. Byrd Newman-Milic, athletic director, said that the floor was not meant to be a secret, but because the families stressed that the floor be completed over winter break, the school decided to start work the day after the last final exam. “We planned well in advance. Once we knew this process would happen, I met with Milic and [boys varsity head coach Mike] Hamilton to decide the home game situation,” said Dougherty. In order to give the gym floor enough time to dry, most of the January home games for were switched to away games. The games originally scheduled to be away will be played at home. Springs underneath the wood allow players to jump higher while at the same
see gym floor, page 3
ABOVE: Freshman Austin Butler receives a pass from sophomore Astin Beal on a fast break. LEFT: Freshman Leah Purvis shoots the game-winning three pointer against Viewpoint Patriots on January 19.
tapia | page 5 q and a with school counselor Mara Tapia
suck it up | page 8
ap art | page 12
concert | page 17 students harmonize at the winter concert
repeat | page 24
surviving the school’s extensive construction
the most subjective ap on campus
girls soccer having success story season
thursday, january 26, 2012 | JAMESBERNSTEIN ‘14
Interactive projectors to be installed fall 2012 JamesBernstein ‘14 features editor Next fall, all classrooms in the Academic and Performing Arts Building will be equipped with new interactive projectors featuring SMART technology that allows an entire wall to act as a dry-erase whiteboard from top to bottom and side to side and a smaller, painted sector (three-and-a-half foot by sixand-a-half foot) of the wall to act like the SMART Boards installed in classrooms now, although made by a different company. In other words, teachers can write on that portion of the wall with a stylus pen and save it to their documents or the school server system. Buckley’s introduction to SMART technology began at a National Council of Teachers of Mathematics (NCTM) conference in Anaheim in April 2005. There was one booth that stood out to the teachers of the math department, the SMART Board booth. The following school year at a California Association of Independent Schools (CAIS) workshop at Marlborough School, the members of the math department were once again struck by the potential of SMART Boards in math classrooms at Buckley, and Joanne Ryan, math department chair, was pressured to propose her idea for the boards to the administration and technology department. The first boards were installed in several math classrooms in the fall of 2006, and by fall of 2007 there were SMART boards in almost every classroom. In total, the school purchased 47 boards at an average cost of $1,300 apiece. Since their installation, the boards have drawn mixed reviews among teachers from different departments. “They’re unbelievable. I’m used to quick teaching in my AP Calculus class so I can put material online instead of waiting for my students to write down everything I say. I typically upload 10-20 pages of notes a day,” said
Ryan. Some upper level math teachers were concerned that their students were not fully engaged during lessons because they were forced to spend class time copying down notes and thus were not able to fully comprehend what the teacher was saying. The ability to save class notes to the school server system via SMART technology “liberates [math students] from the burden of writing notes in class and allows them to engage in classroom discussions,” said Ryan. “What’s so helpful about the SMART Boards is that I don’t have to take notes in class. I can just go on the Internet and look them up and it helps me pay attention in class to what my math teacher is saying more closely,” said sophomore and AP Calculus AB student Gian Ignacio. For math teacher Yvonne Fleury, who teaches Algebra II to sophomores, SMART software is useful because it allows her to pull up note handouts she made ahead time, or certain software features including graphing calculator and graph paper software, quickly. “I like being able to plan my notes out ahead of time and being able to display my note handouts on the SMART board and then I can scroll through them easily and then save them and email them to students who may have been absent. They’re interactive,” said Fleury. Teachers who use the SMART Boards to lecture can also pull class notes up each year after they create them, which saves them the time of writing notes in class on any given day. Still, some teachers say the SMART Boards are a detriment because they do not need them to teach the material while others say they do not want to or do not have the time to adjust to the new technology. One of the drawbacks of the current SMART Boards is that they take up space on the regular whiteboards and teachers who
don’t use the SMART Boards have less room to write on the regular whiteboards. Another complaint is that the SMART Boards are too small to be able to write class notes on. “While I can see their purpose for certain teachers, I have not found a way to use them to the best advantage in my class,” said English teacher James Evans. “I find that they limit my engagement with writing notes up on the board and I believe that there should be room for both a SMART Board and a regular board side-by-side. The SMART Board is just too small when it comes down to it.” The SMART Boards are compatible mostly with the curriculum of math classes, however, they provide little assistance to English teachers who write new notes each year and prefer more room to write class notes on the regular whiteboard. With the new technology, the “interactive” sector can still be used as a regular whiteboard, so it will not get in the way of teachers who don’t use SMART Boards now, so English teachers will not have to write around the interactive projector section of the wall. The new wall version of the SMART Board also features better image quality and a brighter bulb so that the screen can be easily seen when the lights in a classroom are on. Javier Martinez, director of educational technology, was in charge of surveying different styles and types of SMART Boards and selected the wall version that will likely be implemented and ready for use next fall. One of them is already being tested in the administration building. “Because of the size of our classrooms, writing space is very valuable for teachers. The new interactive projectors provide teachers with cutting-edge technology while making sure that the basic essentials they need to run a functioning class are available to them,” said Martinez.
• Take up board space • Weak bulb • Projection small (48”)
• Take up no space • Strong bulb • Projection large (100”)
insidenews Robotics | page 3 Robotics members prepare for Rebound Rumble competitions in San Diego and Las Vegas.
with TAPIA | page 5
Voice2Voice | page 5 Voice2Voice with Middle and Upper School counselor Mara Tapia on her work with students on campus. BREAK INS | page 6 Students’ cars were broken into at Fashion Square Mall in Sherman Oaks.
ROBOTICS | page 4
BREAK INS | page 6
brief Formal titles required for all employees
The administration is asking that all students refer to faculty, staff members, and all other employees with courtesy titles and last names. There will be no punishment for not referring to adults on campus by their full, formal names, but the administration believes doing so is a form of disrespect. “It is so weird that we would ever have to call ‘Mel’ and ‘Fran’ by any other name. It is a force of habit to say ‘Hi’ to Mel on my way up to the field or to greet Fran at her desk,” said sophomore Macaulay Aston-Nielsen. According to Deborah Monroe, Upper School principal, the administration is on the last round of meetings after a long period of debates over when to begin implementing the change. Many students have become accustomed to using nicknames for the maintenance staff including “Curtis” instead of “Mr. Covington,” in speaking to Curtis Covington and are disgruntled about having to change the way they address the employees. TaraBitran ‘14
Images 2010-2011 wins First Place Award from ASPA Images 2010-2011 has received a First Place Award and special recognition for outstanding division pages from the American Scholastic Press Association (ASPA). The yearbook received a total of 895 / 1000 points in the critique. It earned 285 / 360 for content presentation, 200 / 200 for general page design, 165 / 175 for general photography, 200 / 200 for publication structure, and 45 / 45 for creativity. Images earned Special Recognition for its 3-D division pages. “I feel like our hard work paid off but this award is a stepping-stone for us to work even harder this year,” said senior Roman Decca, coeditor-in-chief of Images. Decca said that the award is “a confidence booster” for the yearbook staff. Junior Madeline Baldi, co-editor in chief, said she is pleased with winning the award. “I’m so proud of our work on the “Scenes” book. I hope that we can [win an award] again this year,” said Baldi. ClaireSelvin ‘13
3 thursday, january 26, 2012
news opinion features focus arts & entertainment sports
Number of safety drills exceeds state standards
Voice 2010-2011 named Crown Finalist by CSPA
With a total of 17 safety drills this year, Buckley takes more safety precautions than most other independent private schools in the Los Angeles area, including Viewpoint, Oakwood, and Harvard-Westlake. The state government mandates that California schools administer earthquake drills and fire drills once a month. Lockdown drills are not a requirement but are helpful to practice in the event of an emergency, according to assistant head of school James Busby. “We want our students to be safe. We know it [17 drills] may be an outrageous amount, but you only have to go through one earthquake or fire to understand it,” said Busby. The school administers fire drills once a month, lock down drills twice a year, and earthquake drills six times a year. During full evacuation earthquake drills, sweep and rescue teams, comprised of selected students and teachers, practice searching the school for trapped or injured people. According to Busby, repetition is key. “If the drills become somewhat routine, they are going to be beneficial in the long run. You just don’t want anyone to get hurt because they don’t know where to go or what to do. That’s why it matters so much,” he said. Some students view the repetitive drills as a waste of time. “After four years of being at this school, I get the idea of what we’re supposed to do. Up to a point, it seems a little wasteful to me. I’m sure at the beginning of the year, it’s fine because there are new students. Perhaps we could do it just once a quarter or maybe two. There doesn’t need to be so many,” said sophomore Jason Freedman. According to Neal Roden, Middle School principal, each safety drill is scheduled at different times of the day to not disrupt the same classes every time. “We realize that you’re never going to know when it [an emergency] happens, so some of them get picked during a passing time or during lunch. We try to be cognizant about not putting it during G period every single time,” said Roden. Social science teacher Karen Drohan agrees that Buckley holds too many drills and are, in fact, disruptive. “I think we have a lot of drills. However, in the event of a fire, would I say I would be grateful to have this many of them? Probably,” said Drohan. With fewer drills per year, Viewpoint schedules two lockdown, five earthquake, and five fire drills, according to its director of campus safety and emergency preparedness, Carlos Sanchez. During each drill, Viewpoint closes its
campus, enabling the school to keep track of all people on campus in the event of an evacuation. “All drills are conducted as if it is a real emergency,” said Sanchez. Every year, Viewpoint conducts one real-life situation drill. Last year, the school participated in the Great Shake-Out drill and simulated trapped, injured and missing faculty and students. In this scenario, search and rescue and first aid teams administered first aid. “This simulation enables us to identify weaknesses in our emergency plan and make appropriate changes. We also used the L.A. County Sheriffs and L.A. County Fire Department for this simulation,” said Sanchez. With nine safety drills per year, Oakwood, unlike Buckley and Viewpoint, also holds evacuation drills. In case of a bomb threat or hazardous spill, Oakwood holds evacuation drills in which students leave campus to another designated area. Generally, Oakwood follows safety procedures identical to those of Buckley for fire, lockdown and earthquake drills. This year though, Oakwood plans to implement a major earthquake drill with injuries, collapsed buildings, and missing people, according to director of human resources and emergency preparedness Barbara Karsh. “We take our drills extremely seriously as all of the different types of emergencies are possible and we need to be prepared for all,” said Karsh. Additionally, in direct response to the 11-hour lockdown at El Camino Real High School last year, Oakwood will be updating classroom supplies to include food, water, and
Gym ﬂoor upgraded
school. Dougherty is also optimistic for the benefits of the floor for the future. “It is also great for recruiting future athletes. Athletes will tour [Buckley] and see that we have a true commitment to sports,” said Dougherty. Sophomore Astin Beal was anxious to play in the first basketball home game on the new floor. “I’m more than ecstatic about the new floor. It gives us [basketball team] a new and fresh environment to perform on,” said Beal.
from gym floor, page 1 time cushioning impact preventing injury. “Not only will the new floor help our present and future athletes, but it looks terrific as well,” said James Busby, assistant head of
a portable toilet. Harvard-Westlake, with fewer safety drills than Buckley, Viewpoint, or Oakwood, has five emergency drills per year: two fire, three lockdown, and no earthquake drills. “I think we don’t drill exclusively for earthquakes because we handle everything, including a fire drill, as a crisis situation. All our students know to drop, cover, and hold,” said Jim Crawford, director of security at Harvard-Westlake. During drills, Harvard-Westlake issues jobs to faculty, administration, and students who are Computer Emergency Response Team (CERT) trained. “On top of Alert Lockown Inform Counter Evacuate (ALICE) training, which addresses active shooters on campus, Harvard-Westlake has expanded its drills in an attempt to make us as a school run more efficiently and safely during a crisis,” said Crawford. Harvard-Westlake has not had to use this training yet. “If the time arises, Harvard-Westlake will be ready,” said Crawford. In spite of Buckley holding the most drills among Viewpoint, Oakwood, and HarvardWestlake, some students still do not take the drills seriously. “It seems so casual here. During drills, people walk and talk as if they’re going for a picnic. This stuff really matters. It’s about students’ lives, our lives, and safety,” said Busby. Roden sees improvement but believes students still lack seriousness. “The thing that freaks me out the most is when I see people casually walking around when we have an earthquake drill. As much as we practice, I hope we’re not at school when the next big one hits,” said Roden.
Do you think that the school has too many ﬁre, lockdown, drop, and earthquake drills?
57% of students
43% of students
No, they are important safety measures that we need to practice fequently.
Yes, they interrupt classes and if we practiced them less we would still be prepared.
89 responses collected on 1/24/12
According to Dougherty, the old floor was a transitional floor that was intended to be replaced eventually, but due to the donations they received, the time proved to be now. To protect the floor, the school purchased seven 10 foot rolls of protective tarp for assemblies and other non-athletic activities. Center court now features a Buckley “B” because CIF court regulations now require a line to be put though the center of the court. During the summer, gym renovation will be complete when the carpeted walls and bleachers are replaced.
The Student Voice 20102011 has attained Crown Finalist status from the Columbia Scholastic Press Association (CSPA), joining approximately 50 other high schools nationwide in receiving this award. The newspaper will win either a Gold or Silver Crown Award on March 16 at the CSPA convention in New York City. The Voice was submitted to CSPA in June 2011 for critique and the judges chose it as a Crown Finalist. “I cannot even begin to express the satisfaction I feel for having finally achieved this goal; however, our true objective was to be named Gold Crown winners,” said Ali Guthy ’11, co-editor-in-chief of The Student Voice 20102011. Jordan Bloch ’11, coeditor-in-chief, said his and Guthy’s goal from the beginning of the 2010-2011 school year was winning a Crown Award. “Our ultimate goal is and has always been to take home the top prize, and respectfully I feel that we submitted a publication that can do just that,” said Bloch. Bloch said that the staff ’s work ethic made winning the award possible. The Student Voice 20082009 won a Silver Crown Award from CSPA. ClaireSelvin ‘13
Jordan Weiss scholarship fund close to monetary goal The scholarship fund established by the school in the days following the death of senior Jordan Weiss has received donations from 318 people in the past year, and is closing in on its goal of raising enough money to award a full scholarship. The beneficiary of the Jordan Weiss Scholarship Fund will be a student on financial aid who exemplifies the traits of the Buckley Commitment and the fourfold plan, according to Lindsay Newlove, director of advancement. Potential recipients include students of the Lower, Middle, and Upper Schools. “Right now only one person will be receiving the award, but we would like to see the recipient list to grow over time as the scholarship grows,” said Newlove. Brandon Edmonds ‘15 and Tucker Higgins ‘13 contributed to this article
thursday, january 26, 2012 4
news opinion features focus arts & entertainment sports
Robotics team launches website, gears up for spring competition Headed for the April 5 Rebound Rumble competition in Las Vegas, the team has acquired a revamped website, beneficial sponsors, and over 30 Griffitrons. MichaelLen ‘14 staff reporter Boasting a new website, new sponsors, and a new H-period class, this year’s robotics team has made some serious tweaks, giving the team an edge in this year’s For Inspiration and Recognition in Science and Technology (FIRST) April 5 competition, Rebound Rumble, in Las Vegas. The Robotics class is a supplementary elective designed to teach students not only how to build a robot, but also how to design a website, use computer aided-design (CAD), and get sponsors. Physics teacher Dr. Bryan Smith teaches the seven students enrolled in the class. Over 30 students joined the team advised by science depart-
ment chair Dr. Kathy Griffis. “During our classes, we worked on creating a skeleton for the robot. We didn’t know what the competition was until January, so we built a chassis,” said team cocaptain, junior Jack Breen. Sophomore Anthony Romm is the website project leader. The site, www.team1661.org, launched in December. “One of our primary goals is to win the website award. When creating the website, we designed it to represent the FIRST vision, and to show who we are as a team. We use videos of the competition and slideshows to inform members, future members, and prospective sponsors,” said Romm. This year, the competition is a three-on-three robot basketball
game. The six robots spend a minute shooting into hoops autonomously, which means they run without the aid of a human. For the rest of the match, the robot is directly controlled by the team. A four inch high metal ridge goes across half court and limits the mobility of the robots.
Along the metal ridge, there are three “seesaw” bridges that serve as an alternative method of crossing the court. At the end of the competition, the opposing sides can load their robots onto one bridge for bonus points, or get “cooperation” seed points by balancing on the center bridge with a robot from the other team. The seed points are equal in
MICHAEL LEN The Student Voice
BUILD: Co-captain, senior Ethan Hobel solves a mechanical drive issue.
value to a win. “Our goal is to make a robot that can score baskets in autonomous mode and feed balls to our teammates. We plan to make use of the balancing bridges, because they can help us score 20 points, while the highest hoop is only worth three,” said co-captain, senior Ethan Hobel. The team has also adopted a business model: fundraising, getting sponsors, and collaborating with other schools. So far, the team has five sponsors, including Panda Management, Dominoes Pizza, and Daylight Transportation. “Last year, we weren’t worried about fundraising. Now we have sponsors and parent donations. Since the top eight teams can pick another team to take with them to elimination rounds, we are trying to establish strong relationships,” said Hobel. Building on the business model, the team has been able to take a more “holistic” approach to robotics. The team has more members than ever, allowing even more flexibility. “We have, programmers, photographers, and even artists doing graphic design,” said Griffis. “We are a more complete package.”
Campus changes expected in 2012-2013 year
ollowing their decision to begin construction of the Science and Mathematics building a year early, administrators are now planning for scheduling and logistical changes that will set the course of the 2012-2013 school year. The first change that will affect students is an extended summer vacation, which, to accommodate for the demolition of the building that stretches from the faculty workroom to the sixth grade classrooms, will begin on June 8 and end on September 4. Summer school and other summer programs have not been cancelled, but because the academic and performing arts building won’t be available until the fall, classes will take place in downstairs classrooms of the administration building and in rooms 101-106. The rescheduling amounts to five fewer days spent in class for students next year, bringing the school closer to the state standard of 180 as well as, according to Dr. Larry Dougherty, head of school, to the standard of independent schools across the country. “We looked at shortening the [winter and spring] breaks, and in an unscientific survey we took of people, it was probably the least popular survey we’ve ever done,” said Neal Roden, Middle School principal, who has helped plan the changes. Construction of the 14,000 squarefoot building is expected to be much more inconvenient for faculty and students than it has been for the academic and performing arts building, largely because [the new building’s] central location will render the primary pathway through the campus unnavigable. “When you think about the social geography at Buckley, that’s kind of right here,” said James Busby, assistant head of school, indicating on a map the area that is
going to be shutdown next year. To compensate for the loss of the school’s central thoroughfare, temporary pathways will be built behind rooms 101-106 and behind the academic and performing arts building, allowing for access to the gym from the front of the school. Entrances to rooms 101-106 will be moved to the east side of the building, where the main pathway will be built. The summer of 2013 will be spent building permanent pathways, requiring a second extended summer because the pathways cannot be built while students are on campus. In addition, lockers will be placed behind rooms 101-106 of the same model as the school’s current lockers, and will also be located inside of the academic and performing arts building. A construction trailer will remain on the Lower School playground adjacent to the academic and performing arts building, where construction of a new hot lunch area will take place, to be finished by the fall of 2013. Administrators are working to ensure that there will be enough new rooms to compensate for the loss of, among others, rooms 107-113. Estimates indicate that the trade-off in rooms will be even, with 14 rooms added and 14 removed. Because not all rooms are fit to be classrooms, or may require significant renovations, the final tally of rooms is not available. Busby is leading the effort to assign classrooms, but he plans on working with advisory committees made up of trustees, faculty, and students before finalizing the assignments. “I don’t think it’s healthy for the organization for one person to make the decision,” he said. In addition to being approximately one-
Courtesy of Kim Kerscher
NEW BUILDINGS: Rendering of the fully renovated campus with two new buildings. and-a-half times the size of current class rooms, the new rooms will be equipped with smartboard-like technology that doesn’t necessitate a board, but instead projects onto an interactive wall. By standardizing the technology in every classroom, the school aims to make scheduling more flexible. Dougherty said that the new campus is designed to give students 21st century skills, and to closely adhere to the school’s fourfold plan. “If you think about the philosophical geography of the school, science feels like it’s in its own world and a little on the edge, [but] all of that is going to come right to the heart of the school,” said Busby. After the expected completion of the second phase of the CEP in 2013, Buckley must complete all remaining construction within 4 more years as specified in the school’s Conditional Use Permit (CUP). Future construction will rely on future donations, but the influx of donations that
occurred when the academic and performing arts building first went up suggests that with a completed building, the increasing reality of the CEP will inspire greater generosity. “I’m hoping that there will be another spike [in donations] this fall when people get to actually walk into a new space and see how exciting [it is], and see the potential that’s there, and realize, ‘Wow this really will benefit our program,’” said Roden. The administration also said that construction in the future--a phase three-depends on the school’s finances and the readiness of the community. Should both the money and the motivation come, there are vague plans in store for a new auditorium as well as a new complex that will house both a library and a theater. “There’s something in football called a hail Mary pass,” said Busby. “There’s always a possibility we score that game-winning touchdown at the end. But we have that window, and at the end, it will close.”
5 thursday, january 26, 2012
news opinion features focus arts & entertainment sports
with ClaireSelvin ‘13 & ElleWisnicki ‘13
MARATAPIA MIDDLE AND UPPER School counselor
Over the past eight years, school counselor and Buckley alumna Mara Tapia has enjoyed getting to know the student body on a personal level. Tapia is a licensed clinical social worker with a bachelors in child development and family studies. She received her masters in social work from USC. She worked with both abused children and for the UCLA Rape Treatment Center, giving her a background in medical social work. Tapia believes her experience as a Buckley student from grades 7 through 12 adds to her strength as the school counselor.
voice: How would you describe your role on campus? tapia: I’m here to support the students, which can happen at different levels. I’m really a support person for them, like an ally.
voice: How do you set a boundary between friend and
who are in here because they’re having an issue or crisis necessarily. I think it’s pretty mixed between Upper School and Middle School. The Upper School students hang out in here more, but as far as whom I’m seeing because they’re having an issue, I’d say it’s pretty even.
voice: What type of situation would be the hardest to counsel and why?
voice: How do you balance the needs of the students, tapia: I don’t think there is one situation that is the
parents, and the school?
tapia: At the end of the day, I need to make sure that
tapia: That’s difficult because I think that everybody
voice: How do you think your experience as a Buckley student affects your counseling?
voice: What do you enjoy most about your job?
kids are safe. I have a different relationship with them than teachers do, but I also am a licensed professional and I have to make sure that they’re okay. If they’re not okay or they’re engaging in behaviors that put them in danger then I have to let somebody know.
going to hand that differently than someone who wants consequences for the person who’s bullying them.
kind of has different priorities and different agendas. I’m really here as an ally to the students so that’s my number one priority and that really trumps anybody else’s agenda. However, that sometimes means doing things that students are unhappy that I do, such as calling home and saying that there’s a problem or disclosing something that they didn’t want me to disclose.
hardest. Anything that’s life threatening is scary. Definitely drug addiction, not just substance use, but addiction where I have to break confidentiality. Kids feel betrayed, they get angry. Same with suicidality; there are definitely times on the weekends when I leave here worrying how this person’s going to make it through until Monday and if they’re going to be okay. I have an idea about how they could most effectively resolve something but sometimes their idea is different and you have to go with where they’re at. I can’t make them resolve it the way that I think is most effective, so sometimes it’s frustrating to watch them make the same mistake over and over but it is what it is.
voice: Are there times that you worry about students’ issues tapia: I don’t think that the culture is that different here tapia: I love hanging out with the students. The kids when you’re at home? [than when I was a student] and I think that in some ways I can relate to what goes on with the students in a way that maybe an outsider who’s not part of the community could not.
voice: Because you’re so involved with students and you
attended Buckley as a student, do you think you feel a special connection to the student body?
tapia: I don’t know if it’s because I went to school here
because the time I left Buckley I would have sworn that I would have never been back. Now being a part of the community in this way I definitely feel connected to the community. My husband works here, I work here, and definitely after the Jordan Weiss [incident] last year I just felt like this is my second family.
voice: What do you deal with on a daily basis? tapia: Relationship issues, problem solving, family issues, stress management; throughout the year we deal with mood disorders, depression and anxiety, eating disorders, suicidality, everything. Because Buckley is an affluent school, people always say ‘What kinds of problems do these kids have?’ But kids are kids and I think for the most part that the issues are the same across the board.
voice: Do you tend to see more Upper School students or Middle School students? Do the same students keep coming to you?
tapia: It’s just like the nurse, I would definitely say that I
have frequent flyers but, again, I don’t always have students
hang out [in my office] a lot, not always because they have a problem, sometimes they’re just hanging out. It’s just neat to hear their takes on situations and how they feel about different things and watching them grow over the years from sixth grade through twelfth grade and develop into the people that they leave here as.
voice: If you hear about a conflict, is it your job to reach out to students or do you wait for them to come to you?
tapia: It really depends on my relationship with the
student. If it’s a student I’ve never had any contact with, I am not going to go up to them unless I’m asked to. Sometimes a parent or a teacher will ask me to check in with a student and I will. However, it’s a student I have good rapport with I’ll send them an e-mail saying ‘Hey, I just wanted to check in. I heard things are stressful. Feel free to come by.’
voice: How do you remain impartial if you are dealing with a conflict between more than one student?
tapia: I don’t think it’s that hard. I know students here
think I have favorites; I’ve definitely heard that before, it’s definitely a rumor, but there are kids who come in [my office] and hang out, that doesn’t mean I’m going to take their side in a conflict. I’m human, but I definitely try to be as objective as possible in dealing with a conflict and it’s really not my job to take a side but to help them reach some sort of resolution.
voice: What tactics do you use in dealing with different situations involving students?
tapia: I think it depends on the student; it depends on what they want. If a kid is being bullied and they’re just venting and they don’t want to get the school involved, I’m
tapia: Absolutely. How can you not? There’s no question about that. Kids will communicate with me on the weekends if they’re having an issue that can’t wait and I try and respond. voice: At what point do you involve parents in a situation with a student?
tapia: You’re a mandated reporter, so if a student is a danger to themselves or a danger to others, if someone’s hurting them, I have to report that. There are school policies that we’re all part of an interdisciplinary team here and we work together. So, if a student is struggling academically and socially there is communication between me and the administration or me and the student’s parents. I think for students it’s a very difficult thing for them to deal with. I think they get angry and they feel like I’ve betrayed them. But it depends; it’s based on each situation. voice: What’s the most difficult part of being a school counselor?
tapia: I think there are different things that are hard. Your relationship and your connection to the students and then watching them graduate is very difficult. It’s painful to see classes that you’re very close with, that you’ve been involved with from sixth grade through twelfth grade leave here. It’s difficult when kids are going through something really difficult. Last year was probably one of the hardest experiences. The loss of a student was horrific on so many different levels. I would say, hands down, that that’s been the hardest thing that I’ve had to deal with since I’ve been here. voice: Thank you so much.
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thursday, january 26, 2012 6
Just Like You club supports special needs awareness Founded by club president and sophomore Tara Bitran, Just Like You club informs students about autism and other special-need conditions through presentations at meetings. MichaelLen ‘14 staff reporter Just Like You club, established by club president, sophomore Tara Bitran, aims to raise money towards the special needs research and charities, and to raise students’ awareness of individuals with special needs. Bitran, whose younger sister, Rachel, was diagnosed with Autism as a toddler, understands what it is like to live with and embrace someone with special needs.
“My sister is so smart, but people judge her. She always inspires me, so I started the club to raise awareness because it frustrates me when people automatically judge those different than them.” Tara Bitran Sophomore
“I started the club because I had always wanted to raise awareness. My sister is so smart, but people judge her. She always inspires me, so I started the club to raise awareness because it frustrates me when people automatically judge those different than them,” said Bitran. The club meets once a month, and at
every meeting the club’s 30 members learn about a different type of learning disability or special need. While some members of the club have siblings or other family members with special needs, most members have joined because they want to raise their awareness, according to Bitran. At a recent meeting club members learned about the needs of people who arehearing impaired. Bitran usually gives the presentation after researching the disability. “The most important thing to know is that they [those with special needs] aren’t that different. They just learn differently. They might lack in one area, but they can excel in another. My sister can do a puzzle in the blink of an eye,” said Bitran. Upon creating the club, Bitran learned that more people live or work with someone who has a special need condition than people are aware of. “Growing up with an autistic brother, I’m very used to his behavior. I think it is so important to spread the word about many different disorders and diseases,” said club vice president, senior Hadleigh Glist. The club is planning a fundraiser and a walk-a-thon to aid their charitable endeavors. Originally, a Gilley Field walk-a-thon was planned, but due to schedule conflicts, the club is exploring off campus sites to host the fundraiser in the near future. “Tara and I have discussed doing sales a school or selling pins or shirts. The members of our club are always open to new presentations and ideas. We’ll see what we do,” said Glist.
Just Like You presentation topics Aspergers Syndrome • • •
Spectrum disorder Repetition in behaviors Social difficulties
Dyslexia • • •
Impairs reading ability Can be hereditary Causes visual thinking
Courtesy of Leon Freyermuth
BREAK IN: Adrian Freyermuth’s VW Rabbit’s window was shattered by a thief at mall.
Thieves smash windows and steal items from students’ cars Students’ cars parked at Fashion Square Mall were broken into. DanielGabbay ‘12 staff reporter On January 9, two student cars were broken into at Fashion Square mall and had valuable belongings stolen from them. Senior Leon Freyermuth and junior Adrian Freyermuth, and junior Eli Given all returned to the mall to see that their car windows had been smashed. The administration is keeping an eye on the issue. Deborah Monroe, Upper School principal, said security at the mall cannot be enforced as strongly as it would be on campus. She confirmed that if instances of security breaches occur again, the administration will ask Fashion Square for either better security or will eventually look for other places to park. Students feel alarmed and uncomfortable leaving their cars unattended all day in a public parking lot, regardless of the mall’s security. “I feel unsafe parking at Fashion now that this has happened,” said Given. “My iPod, the auxiliary cord, and my Dennis pants were stolen.” Adrian Freyermuth also said he is concerned leaving his car in a public area and is afraid of getting his belongings stolen again. “The thief smashed the window of my car and stole my GPS, and my last piece of gum,” said Freyermuth.
As a result of this incident, Given and the Freyermuths are taking extra security precautions to prevent theft from occurring again. “We still park at Fashion, but further towards the middle area of the parking lot so that we’re in a more seen area. We hide our belongings while we’re away from the car now,” said Leon Freyermuth. Although the Freyermuths find more ease in parking in “a less seen area” and covering the articles in their car that are worth stealing, Given turned to Buckley administration for help. “I have not moved my parking spot [at Fashion Square]. I asked for a spot on campus but the administration said no and that there is nothing they can do besides adding security to the area we park in at the mall,” said Given. Administrators are unable to change Given’s parking spot to ensure complete safety; but Monroe said the break-ins are still on her radar. “This incident will definitely be factored in to future negotiations with Fashion. As of now, I have not heard any news about changing our space or not renewing our contract with them,” said Monroe. Dina Figueroa, Upper School assistant principal, was alarmed that the Fashion Square security is warning customers to take precautions. “I went to Fashion Square just a few days after the incident occurred and I saw a sign that was posted by the Fashion Square security that warned its customers to be aware of the belongings that they leave in their cars,” said Figueroa. “I had not previously seen the sign and presume that it is in response to the break-ins. It was scary.” Other students who park at Fashion Square say they are also more cautious of how they leave their cars as a result of the break-ins. “I am just more aware of what I leave visible in my car. I cover my valuable items with a blanket,” said senior Ella Marciano.
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PE requirement tops all others Second in a three-part series
As they attempt to keep students in shape, schools’ PE requirements vary widely in both what is required and how much is required. JonathanFriedman ‘12 design and production editor Harvard-Westlake, Brentwood, Viewpoint, Campbell Hall, Oakwood, Wildwood, Loyola, Archer, and Marlborough all have one thing in common: they require fewer PE classes than Buckley’s current 11 trimesters. The state of California mandates two years of physical activity for high school, a mandate that forces schools to fit PE into curriculums no matter the type of class schedule. Many schools distinctly separate physical education classes from physical activity in general. While Buckley’s requirement is for any physical education activity, including credit for regular PE classes as well as sports, many surrounding schools offer only limited credit for playing a sport. Athletic director and physical education chair at Harvard-Westlake, Terry Barnum, said his school’s requirement of six trimesters of PE for non-athletes is more than sufficient. Athletes can play one sport per year and complete the school’s athletic requirement. “Sixty-six percent of our kids play sports. We’re talking about a third of our kids [having to take a standard PE class],” said Barnum. For non-athletes, the school believes the opportunities to take more academic classes or extracurricular activities are beneficial. Brentwood, Campbell Hall, and Wildwood all require four semesters of some physical activity, with standard PE classes, health classes, dance, and sports allowed to fulfill the requirement. At Brentwood, students get a semester’s worth of credit for playing a sport. Patrick Brown, former Brentwood athletic director and
current PE teacher, said the school’s sports requirement does cause scheduling problems for students. Brentwood has few problems with students missing academic periods for sporting events because of the school’s rotating track schedule that allows athletes to position sports and PE at day’s end. According to Brown, students frequently are unable to fit certain classes into schedules because of PE classes, however. Although Brentwood requires only two years of athletics, four total semesters, around 70 percent of students participate in sports, with the bulk of non-athletes being freshmen, who are required to take one PE semester. Loyola High School requires the fewest number of semesters, mandating only one semester of physical education during freshman year. Over two thirds of Loyola’s 1200 boys participate in athletics, according to Chris O’Donnell, athletic director, despite having only a one semester PE requirement and a one semester Health requirement. In August 2011, Loyola won its third consecutive CIF Southern Commission’s Cup for Excellence in boys sports, beating out second place, Oaks Christian, which requires four semesters of P.E. and one of Health. O’Donnell said that the requirement allows students to take more classes in which they are interested and creates scheduling flexibility. Viewpoint and Oakwood both require students to take and participate in some sort of physical activity during their freshman, sophomore, and junior years. Viewpoint requires eight trimesters; Oakwood requires participation every semester until senior year. Eric Walters, athletic director and director of physical
PE Requirements of Los Angeles Independent High Schools Loyola High School: 1 semester Harvard-Westlake: 6 trimesters Brentwood: 4 semesters Campbell Hall: 4 semesters Viewpoint: 6 semesters Oakwood: 6 semesters Buckley: 9 trimesters (2012-13) education at Oakwood, stressed that students must play a sport or take a PE class every quarter until senior year. PE classes at Oakwood are split up on the quarter while sports seasons are on the standard trimester. Thus athletes do have a few off weeks in between seasons. Walters said that athletes frequently miss academic periods because of games, an issue that Oakwood is frequently trying to address by looking into different school schedules. Buckley is similarly looking into this problem. Deborah Monroe, Upper School principal, a former Viewpoint principal, said Buckley’s policy and Viewpoint’s are similarly demanding, but Viewpoint’s policy made scheduling classes less challenging. Buckley’s policy will shift from 11 required trimesters to nine next year. Despite this shift, the school will still require more PE than neighboring schools.
thursday, january 26, 2012 | STAFF Editorial
Courtesy, respect, formality The Student Voice supports the new school-wide policy that ensures all employees, regardless of their job, are addressed respectfully by students. Specifically, students must now address all adults — faculty, coaches, guards, and other support staff members — using courtesy titles and surnames. Learning from those we respect, and respecting those from whom we learn, are both fundamental tenets of an institution that has always had a reputation for rigor,
in a respectful while also nourishing community. The Voice supports and defends the school’s decision, because not only does a formal introduction equalize every adult member of this campus, the introduction also provides each individual with a much deserved sense of respect and value. Consider how you would feel if you were an adult on campus, yet students addressed you as one of their peers. Every staff member on this campus
deserves your courtesy and respect, and it is the school’s mission to turn out students well-versed not just in arithmetic or English, but in good manners, young adults who respect the dignity of all people. The school has recognized that if among its scholars, artists, and athletes there are no ladies and gentleman, then the school has failed in well-rounded development. There are lots of good people who have failed academically, but there are no good people who have failed in courtesy.
the student newspaper of The Buckley School Contact The Voice at: 3900 Stansbury Avenue, Sherman Oaks, CA 91423 818.783.1610 ext. 461 email@example.com voice.buckley.org faculty advisor Ellen Samsell Salas, Ph.D. editor-in-chief Andrew Davis ‘12
LETTER TO THE EDITOR
assistant editors Claire Selvin ‘13 Elle Wisnicki ‘13
Success deserves praise, not penalization
design and production editor Jonathan Friedman ‘12 news editor Claire Selvin ‘13
ear Editor, Two years ago, Buckley’s chapter of the Junior State of America shattered records. For one, we encompassed more than a third of the school’s population. But beyond that, our members held two out of the three most powerful positions in the state, a fact which in addition to our community service operation entitled us to the coveted, statewide, ‘Chapter of the Year’ award. I want to thank The Voice for recognizing JSA for being a positive moral and intellectual force--we got front-page and indepth coverage. But the school responded differently. Buckley praised our efforts, and then cut our funds. The school raised our convention fees nearly $100 per student when it stopped paying for the cost of transportation and chaperones. As you’d expect, though our membership remains constant, fewer students are coming to conventions. Worse, the students most likely to be positively affected by the program--those who want to become involved but aren’t already invested in the system-are the ones who we are losing,
because an extra $100 (or more, depending on the convention) makes for a costly intellectual experiment. I get it: budget cuts need to be made. But I don’t see the value of slashing the legs off the most successful extra-curricular club on campus, especially when other programs saw funds increase. The school subsidizes the cost of the Student Diversity Leadership Conference and The People of Color Conference for more and more students and faculty each year. The school just installed new phone systems around the entire campus (the old ones did, in fact, work). Students attracted to JSA and similar academic and political organizations are smart, motivated, and committed. The JSA program pays for itself by attracting those strong students who should be attending Buckley and bettering those students who already do. Our JSA successes are just as equally Buckley successes. I don’t think the school’s intent was to harm JSA or hinder our ability to succeed, but my message to Buckley is simple: help us help you. Sincerely, Jonathan Friedman ’12 Buckley JSA President
“The school raised our convention fees nearly $100 per student when it stopped paying for the cost of transportation and chaperones.”
What we talk about when we talk about construction
Last year, when we talked about construction, we talked a lot about the sacrifice it entailed. I readied myself, booted-up, and prepared for the worst—something that hasn’t come yet. Up until now, we’ve been basically unaffected; our daily lives have continued without much regard, besides the occasional praise, for the triangular building ascending quietly beside us. Even so, I’m keeping my boots on. With the exception of our graduating seniors, we’re all going to need them next year. That year, the real “year of change,” will include all the inconvenience and sacrifice we could possibly want. Losing our most centrally located building will be like our campus is getting a stomach-ectomy—a tummytuck from hell. And that’s going to be messy. The administration has been diligent in preparing the campus, but there’s only so much damage-control you can do for an evisceration—not to mention that they’ve been working with a year less than expected for planning. With refreshing candor, assistant head of school James Busby assured me that next year is going to be “icky.” As it stands, everyone across the board is going to have to toughen up. The school’s primary thoroughfare is expected to be shut down, and classrooms will be
relocated so that some teachers will have to make do with less. If the complaints ignited by the closure of the gym as a transportation route suggest anything, it is that the citizens of our campus will not rest easily having to walk further to get to where they need to go. My advice, in advance of this summer, next year, and beyond, is simple: we all need to suck it up. If in addition to our campus’s stomach we lose the hearts of our community, then we will not be able to introduce a third phase, in effect selfishly robbing a generation of students of at least one world-class building. On April 13 last year, student body president Wes Haas told the school to embrace construction, reminding us that “somewhere down the line, some other group of students made a similar sacrifice for us.” It’s true; if not for the construction of the early 70s, our Lower School would be eons behind and we would not have an administration building. If you are still unable to find fairness in renovation, then go study or teach at a college that has recently finished a major construction project—they’re everywhere. Alternatively, consider this fair warning and leave. If you enjoy the modern campus you transfer to though, remember to thank the students and faculty who came before you.
What are your views on the formal introduction policy? “I don’t have a problem with addressing people in a more formal manner. I like how they are taking the initiative to make it more polite.” Emily Irani, Junior “I feel it is not going to work because people have been calling them by their first names for a long time and it is nearly automatic. Respect shouldn’t be measured by what you are called but who you are.” John Kim, Sophomore
assistant news editor Salim Chamoun ‘14 opinion editor Andrew Davis ‘12 features editor James Bernstein ‘14 assistant features editor Meher Singh ‘14 focus editor Shilpa Mantri ‘13 assistant focus editor Nika Shahery ‘13 arts and entertainment editors Alice Breidenbach ‘12 Mark Cook ‘12 assistant arts and entertainment editor Tara Bitran ‘14 sports editors Jack Rose ‘13 Elle Wisnicki ‘13 assistant sports editor Tyler Morad ‘14 chief photographer Olivia Perez ‘12 business manager Kathrine Herzer-Hansel ‘15 staff reporters Daniel Gabbay, Tucker Higgins, Michael Len, Billy Wilson, Brandon Edmonds, Grace McKagen, Natalya Sands
EDITORIALS Unsigned editorials reflect the majority opinion of the Board of Editors of The Student Voice and not necessarily the student body’s. Signed editorials and columns reflect only the writer’s opinion. GRAPHICS Illustrations, graphics and artistic renderings may or may not represent the opinions of the artist. ADVERTISING Publication of an advertisement does not imply endorsement of the product or service by the newspaper or by the school. We reserve the right to refuse any advertisement. READER INPUT The Voice values reader input via letters, guest columns and story ideas. The Online Voice Visit The Online Voice at voice.buckley.org for more up-to-date content, and archives of print issues. Printed on recycled paper.
9 thursday, january 26, 2012
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In our hearts now, forever, and always
We will never forget the shock of learning of the loss of our fellow classmate, friend, and brother, Jordan Weiss, nor of the sorrow that followed. The loss of a life,
especially one so young, and ﬁlled with both accomplishment and promise, was beyond comprehension. Yet we will also never forget how in our time of grief, we, the
individual members of Buckley, parents and students, teachers and administrators, irrespective of age or generational diﬀerences, came together as a group and showed that this
truly is a community. Now, one year later, our community remains strong and supportive. JTW, your spirit will always remain with us. We love and miss you.
What happened to substance?
Nika Shahery The Student Voice
ClaireSelvin ‘13 assistant editor In our modern age, everyone is plugged in. Texting, instant messaging, social networking, emailing, and countless other means of communication seem to occupy us constantly. It’s time to analyze just how much our use of technology is affecting our personal
relationships negatively, rather than positively. Despite non-stop communication, our ability to communicate with one another is diminishing. LOL, OMG, TTYL, are just a few terms that have gained popularity in the wireless age. Our new vernacular of Internet terms prompts laziness in most conversations, and probably in our writing as well. Writing and vocabulary skills are
plunging as the use of non-words increases in everyday conversations that we have with our peers. However, this Orwellian disintegration of language isn’t the main problem behind our technological interactions today. When was the last time you called someone instead of texted? Or wrote a “thank you” or “happy birthday” note on a card rather than a Facebook
wall? I understand that instantaneous communication is desirable, but are we shirking courtesies that were once considered standard social gestures of politeness? I can’t count the number of times I’ve been with a group of people who sat around on their phones rather than interacting with the people around them: this is not a healthy trend. Technology has
“When was the last time you called someone instead of texted? Or wrote a “thank you” or “happy birthday” note on a card rather than a Facebook wall?”
indeed allowed the human race to foster entire relationships without ever meeting or speaking to anyone in person. This is an extreme example, but the fact that it is happening today is frightening. As a culture with technological capabilities, we need to utilize our advantages in business, media, research, and other valuable fields. However, subjecting our personal relationships to impersonal means of communication destroys the depth of our friendships and interactions.
IMPROVEMENT By reading the journals of his childhood, adolescence, and teenage years, the protagonist of The Butterfly Eﬀect is able to go back to a specific event he wrote about and relive it. By reliving moments, the protagonist attempts to alter past events that have already happened in order to change his present state. Sadly, he doesn’t have a normal life because he refuses to accept the one he was originally given. Unlike this protagonist, we are granted one, continuous life. We can never go back in time and fix a mistake we made. We can never have a second chance at telling the truth after a first lie. We can never fix past mistakes that may have ruined a friendship "The present o r this last relationship. is W h e n semester where we are very I'm fortunate y o u n g , parents and enough to see t e a c h e r s the same friends drill into had for our brains I've what is right the last eight and what years. I love is wrong. Ever ything them all and is black and am not going to white; we are forced jeopardize those to submit to friendships with what society broken decisionsays we can and cannot making. " do. Society provides us with a narrow, safe way to live life. For a long time, I obeyed and followed these rules. I was well mannered, rarely lied, helped friends out, and did what I was told to do. But when I turned 17 years of age, I got this idea in my head that the norms and regulations of society didn’t adhere to my unconventional mindset. I chose to rebel. I fabricated situations to friends and couldn’t think straight because I was too focused on hiding parts of me from the people inside the “Buckley bubble.” The lies I buried within my mind prompted my indecisiveness, insecurities, and a lack of focus. I felt stupid. I felt like I was doing something wrong. I felt like I didn’t belong anymore because I singlehandedly chose to hide a part of me from my friends, but I chose to behave this way because I was overly tentative in accepting the reality of my state. However, about one week ago, I chose to embrace and be appreciative towards my present life. I realized that all the mistakes I had made in the past are there to remember, but not to be relived. I chose to be honest with my friends and surrounding peers, and as a result, I felt an overwhelming level of dejection leave my mindset because I have learned to embrace the present. No more moping, no more sad thoughts, just one semester left in the first chapter of my life. The present is this last semester where I’m fortunate enough to see the same friends I’ve had for the last eight years. I love them all and am not going to jeopardize those friendships with broken decision-making. With less than five months until I hopefully receive my diploma at Walt Disney Concert Hall, I have made a commitment to be as rational and good-willed as possible. Tomorrow is not guaranteed to any of us – so start living the present with vigor and excitement because we’re only getting older and time isn’t getting any slower.
features 10 thursday, january 26, 2012 |
“Just like you” The rapid growth of Autism diagnoses in the U.S. has aﬀected families at Buckley. The Voice gives you a look into the perspectives of sophomore Tara Bitran and senior Hadleigh Glist as they and their families embrace Autism. ClaireSelvin‘13 assistant editor
ne in 110 American children. One in 70 American boys. In varying forms and levels of severity, Autism’s prevalence in the United States is undeniably strong. Just Like You, a new club founded by sophomore Tara Bitran, informs students about Autism and other developmental disorders. “The club’s mission is to spread awareness and teach tolerance about special needs and disabilities. There are so many people even here that have some sort of disability and learn differently but they’re still extremely smart and do just what we do in a different way. And the jokes at school like ‘You’re retarded’ are just not the right things to say,” said Bitran. Bitran, president of Just Like You, and senior Hadleigh Glist, vice president, both have younger siblings with Autism, a disorder of early brain development. “I went to the meeting for the first time and I was like ‘I’m so passionate about this, I want to do it,’” said Glist. Symptoms of Autism, which include difficulties in social interaction, verbal and nonverbal communication, and repetitive behaviors, usually show up in children between the ages of 2 and 3. Bitran’s younger sister, Rachel, now 13 years old and in the seventh grade, was tested when she was about 3 years old and wouldn’t make eye contact in social interactions. Rachel was diagnosed with medium functioning Autism. “I didn’t find out until I was in sixth grade and my parents said she has special needs. It was really tough for my parents when they found out,” said Bitran. Glist’s brother Spencer, 15 years old, was diagnosed with low functioning Autism when he was 2 years old. Autism is three to four times more common in boys than girls. “We were sitting and watching ‘Barney’ and my mom called him to help her make something in the kitchen and he wouldn’t turn around. I thought he was just kidding, I thought it was a joke to him, but he literally wouldn’t turn around and look at her. The fact that he was so focused and he didn’t even seem to care [made my mom] concerned. His language slowly started going away,” said Glist. For both girls, their siblings’ Autism has affected their relationships. Bitran knows that she doesn’t have a “typical sister relationship” with Rachel, but bonds with her younger sister in different ways. “We like watching movies, playing Guitar Hero, and she loves when I sing with her. If she has a tantrum, my singing calms her down,” she said. Bitran also teaches Rachel words and phrases that she can use in conversations. “I’ll ask ‘what’s up?’ and she says ‘not much,’ but she’ll never change that response. I have to prompt her
for responses in conversation. I can’t have a normal olderyounger sister type of relationship but I’ll still tease her about boys,” said Bitran. Glist spends much of her time with her brother at home because he is usually with an aide. “We don’t go out very often because he has a caretaker every day after school until about 7:00 o’clock p.m. I spend time with him at home all the time. I’ll baby-sit and spend time with him and watch movies. It’s not a ‘hang out’ brother and sister kind of relationship but it’s very sweet and caring,” said Glist. Glist said that Spencer’s Autism has brought her family closer together because they all work hard to help him. Bitran, too, thinks that her sister’s Autism has bonded her family because they go through the same situations on a daily basis and try to accommodate Rachel together. Rachel attends a mainstream school, Paul Revere Middle School, but is enrolled in special needs classes. “We’ve thought about sending her to a special needs school but it wouldn’t be the same experience. She wouldn’t be able to see what a typical human interaction is like because all the kids at special needs schools would have the same problem,” said Bitran. Spencer, Glist’s brother, attends The Help Group, a school in Sherman Oaks with many different branches of special needs helpers including teaching aides and speech therapists. “Most of my community service this year has been through The Help Group. Every Tuesday I go to the school and play tennis with little and older kids with different levels of disabilities,” said Glist. Both said life with Autism is often unpredictable and volatile. Bitran recalled an incident at Costco when her parents told Rachel that she couldn’t have a box of cookies, and Rachel got angry and somewhat physically violent. “People think ‘Oh, she’s a monster,’ but they just don’t know how to help her,” said Bitran. “If her medication stops working or she has a bad reaction to it, she might get violent and her friends might be afraid. She always shows remorse for hurting someone; she might even start to cry. She knows exactly what she’s doing, she just can’t control it.” With low functioning Autism, Hadleigh’s brother can’t communicate verbally effectively. “He can’t talk or have conversations so I never know exactly how he feels but we can always relate someway and it’s nice. He’s always my brother and we’ve always been able to relate on a different level through touch,” said Glist. Bitran said that having a sister with Autism has made her more humble and aware of how to treat different people. “I’m so open about it because I want people to know how to help people rather than be judgmental. [People need to] learn how to help them in their everyday lives rather than ignoring them. I never would have known or been able to try to help like this if she weren’t my sister,” she said.
of the population of children in the U.S. ages 3-17 that have Autism Spectrum Disorder (Autism)
million, the average cost for a person with Autism over a lifetime
of students in the U.S. with Autism that ﬁnish high school
annual growth of Autism diagnoses in the U.S.
billion spent annually on Autism in the U.S. Source: The Autism Society
insidefeatures OPERA | page 11 Senior Greg Sliskovich culminates his choral career at the school and looks ahead to a future in opera singing. AP STUDIO ART | page 12 A thorough investigation of the AP Studio Art class and its requirements with seniors Nesta Myrie, Lauren Halperin and Michael Cook. OPERA | page 11
AP STUDIO ART | page 12
11 thursday, january 26, 2012
news opinion features focus arts & entertainment sports
pera, in my opinion, is the most pure form of expressive singing. When you sing opera you mean it. It’s not something you’re singing because a girl broke up with you. You sing it because a man has kidnapped your girlfriend and you seek revenge.
he senior class had never heard him sing before, but knew he was good. The students chanted his name. Suddenly, senior Greg Sliskovich took the stage for the first time on senior retreat in September. Sliskovich appeared a little nervous standing awkwardly in front of everyone. When he opened his mouth, the nerves vanished as Sliskovich sang a German piece called “Seligkeit.” His classmates heard a sweet, yet powerful resonance. His singing and breathing techniques added a natural vibrato sound, a sound so powerful it silenced the senior class. “I don’t think anyone wanted to talk because it would have disrupted some of the most beautiful singing we had all heard in a long time. When he finished, we all jumped to our feet. He deserved every bit of recognition,” said senior Alan Osinoff. On every outdoor education retreat since the seventh grade, Sliskovich refused to sing to the class. “As a kid, I was always self-conscience about my opera singing. I was a guy who had the voice of a girl. The cool thing was that everyone [in my grade] was so supportive and accepting of my singing. There really is nothing more intimidating than opening up to your peers, but that feeling of acceptance and support means everything to me,” said Sliskovich. Sliskovich started singing in the third grade when a friend dared him to audition for a solo piece at his elementary school. “The person who heard me sing that day was really impressed. I had never sung until that moment, and he recommended that I take lessons,” said Sliskovich. From that point on, Sliskovich has pursued his singing – starting with Elvis, The Beach Boys, and Beatles songs. When Sliskovich turned eight, he started to study classical music. “I have particularly focused on “Bel canto” style singing. Bel canto is a 17th and 18th century style that focuses on music appropriate for both my age and vocal chords. I’m not going to jump into heavyduty opera roles because no 18-year-old voice is mature enough to do that,” said Sliskovich. According to Sliskovich, because vocal chords are about the size of a penny as a child, they can’t be forced to sing powerful opera songs at a young age. By the time vocal chords mature, they are approximately the size of a quarter and can handle larger
ranges. “I take approximately four hours of vocal lessons each week. Usually, I’ll warmup, and then talk to my teacher about specific issues in my singing. If my teacher suggests that I resonate more or have more legato lines, I’ll spend time working on that,” said Sliskovich. Sliskovich hasn’t sung full-blown opera, but knows what it requires. His legal residency in Italy has allowed him to further appreciate the great opera culture in Europe and around the world. “You have to have a couple of things in line if you want to sing to halls of over 30,000 people. Opera singers have no microphone so they have to be careful with their vocal
to Sliskovich, when the buzz sound and the stream of air collaborate appropriately, one can sing anywhere at practically any pitch. The great operas are predominately sung in Italian, French, and German. While Sliskovich has had extensive study with Italian and German, he also studies French and English opera singing. “When it comes to learning a song in those languages, English is the most difficult language to sing in. The reason is that you don’t pronounce vowels the same way iwhen you sing opera in English as you do when you speak the English language. I’m definitely the cleanest opera singer in the German and Italian languages. Being exposed extensively to the Italian vowel structure has benefited
Courtesy of Greg Sliskovich
BELTING: Senior Greg Sliskovich performing an opera scene from Mozart’s Cosi Fan Tutte at the Washington National Concert Institute chords. First, you must control your breathing with the diaphragm. You have to take in as much air as possible in order to get the most direct and concise movement in your singing. The breath has to be clean and continues, not shallow. Secondly, you must keep the natural range of your speaking voice in line,” said Sliskovich. The pores of the sinus cavity lend a natural “buzz” sound to the voice. According
me greatly,” said Sliskovich. “The cool thing about being a classical musician is that I have barely scratched the surface of operas. There are operas in Czech, Russian, and even Chinese.” With the hopes of pursuing his passion and receiving recognition from colleges, Sliskovich is competing in various opera competitions. Sliskovich has competed in the Classical
Singer Magazine’s opera competition. “Classical Singer was one of my big moments. During junior year, I made it to the national semi-finals. I was one of 45 high school students in the country to make it this far. Unfortunately, I didn’t make it farther but am currently competing in the competition again,” said Sliskovich. Sliskovich was fortunate enough to be one of the 15 selected out of 750 opera singers to make it to the semi finals. Sliskovich also placed third out of 150 in the Southern California Vocal Association competition. “With all these performances and competitions, I get extremely nervous. And even though I’ve performed many times, I get even more nervous every time I perform again, especially with college auditions. Prior to singing, I try to remind myself that I’ve practiced to the best of my abilities. On stage, I try to be as confident as possible with my singing,” said Sliskovich. Sliskovich has been accepted into both the Overland College Conservatory and Chapman University’s Music Conservatory, where he applied early action. “If I go to either of these universities, I have to take specialized music classes that only music students take in order to earn a bachelors music degree in music performance,” said Sliskovich. After completing his major, Sliskovich hopes to further pursue his vocal passion in a graduate study for two years. “If I pursue a graduate study, I would love to participate in the Metropolitan Opera Competition. It’s a competition for post graduate level adults and is the pinnacle for many singers,” said Sliskovich. But, Sliskovich’s attitude towards opera extends much farther than collegiate-level study. “Opera, in my opinion, is the most pure form of expressive singing. When you sing opera you mean it. It’s not something you’re singing because a girl broke up with you. You sing it because a man has kidnapped your girlfriend and you seek revenge. Opera taps into deeper emotions. Opera requires a true passion that I believe is inexpressible in a lot of other art forms,” said Sliskovich. “Sadly, opera is something that is going out of style and is not as prevalent as it used to be. With the current economic climate, it’s hard to produce operas with large orchestras. I hope that one day everyone will have the opportunity to be exposed to the purity and beauty that comes with opera.”
thursday, january 26, 2012 12
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A class lik
nly one AP class allows its students the ability to bend the subject to their tailored interest and allows them to express themselves through an array of creative mediums over a two-year period. AP Studio Art is like no other.
Whether it’s Drawing and Painting, Photography, or Sculpture, AP Studio Art is not based on a written exam in May. It’s based on a body of artistic creations focusing on both the broad and the concentrated. In May of their senior year, AP Art students submit a three-part portfolio that includes a breadth section, a concentration section, and a quality section. AP Studio Art students complete
their breadth section during their first year of the class. This section requires student artists to demonstrate a variety of different types of design projects through eight to twelve pieces, demonstrating their artistic range, within their chosen medium: drawing, 2D design, and 3D design. The concentration section allows students to choose a specific theme within their medium and consists of a total of 12 pieces completed over the course of the senior year at Buckley. Students stick to this theme and are judged based on their growth from the first to the last piece. The quality section is a collection of the students’ best work over the course of the entire class. The number of pieces submitted for this section varies based on the medium. While Buckley allows AP Studio Art students’ two years to complete the course, some schools allow only one year. “Buckley is so academically driven that you just need the physical time [two years] to do the work, especially with the drawing, painting, and sculpture portfolios,” said AP Studio Art teacher Rourk Reagan. “You don’t actually have the time to do the artwork [for drawing, painting, and sculpture] in a one year period whereas photography involves quicker m e dia so they can go shoot a whole roll of film in an afternoon.” According to Reagan, many students dislike the breadth section because they have their minds set on one specific theme that they want to pursue. For others, they don’t discover their concentration theme until they toy with different art forms during their breadth section. “I have fun with them. I get more excited when they come up with new things that I didn’t necessarily see before or when they make break-
throughs-when they take a chance and do something new and they’re excited about-that’s what I’m really happy with,” said Reagan.
esta Myrie, resident sculptor in the AP Studio Art class, began his career with metal sculpture as a freshman and is now in his second year of AP Studio
Myrie did not enjoy his first year of AP Studio Art while he was working on his breadth section, because he could not create sculptures using only metal; he had to use cardboard, aluminum wire, ceramics, and other mediums to demonstrate his artistic range. After experimenting with different themes throughout his first year, how-
ever, Myrie discovered that he wanted to concentrate on metal jewelry in his second year of AP Studio Art and de-
veloped his unique theme: outgrowth. “Outgrowth is when jewelry looks as if it’s growing off the body—like it’s a natural appendage,” said Myrie. Within his theme of outgrowth, Myrie works predominantly with undulating curves and angles using the human skin as a canvas. Many of the jewelry items he has made and plans to make resemble tribal jewelry. His idea for his next project is a
necklace made of brass chain that resembles the Thai theme of metal rings around the neck. Myrie, however, has big plans for altering the style of the rings by spacing them out and having them come together toward the bottom. “The AP board wants to see growth, so all of my concentration pieces build off of each other,” said Myrie. “My first piece had a lot of repetition and repeating forms and then I wanted to do that again but in a more circular and angular fashion in my next piece. And then I wanted to go bigger so I made a peacock breastplate.” Myrie’s first outgrowth piece, a three-segment pinky ring, displayed his incipient attraction toward curves and repetition. Then, Myrie developed an earring that fits on the ear without piercing and has a pattern of spindles that come off the edges, culminating in a blue stone inside the earlobe. So far, he has only completed three of his 12 concentration pieces. In addition to the necklace that resembles the Thai neck ring theme, Myrie plans to create a ring based on the Bird’s Nest stadium design from the 2008 Beijing Summer Olympic Games. “I do art for fun. It’s my creative passion. I have other long term plans that don’t involve art, like medicine,” said Myrie.
13 thursday, january 26, 2012
news opinion features focus arts & entertainment sports
ke no other L
auren Halperin, like the majority of this year’s AP Studio Art class, is a photographer. And unlike other art forms, photography can be completed at Buckley over a one-year period because shooting
photos takes less time than painting canvases or sculpting busts. “Actually, students aren’t allowed to take AP photo over a two-year period anymore because of, as Mrs. Mahoney puts it, the ‘Grace, Olivia, Olivia, Lauren, Brian, Luka Rule’ which is because last year we would goof off too much during class,” said Halperin. Halperin also attributes the shorter length of time it takes for photographer to complete their portfolios to the evolution of digital technology. In other words, the photograph development process has become easier. “Since this was the case, we would
end up just sitting in the back of the art room talking when our finished photos were printed towards the beginning of week one out of a two-week process,” said Halperin. Halperin’s concentration is abstraction, which she defines as taking
pictures of people, places, and things that people often see as “normal” and manipulating them in a certain way to make them seem abstract. “It’s really fun for me because I often get the question ‘Wait, what is that?’ and I like creating that mystery that makes the viewer look deeper into the picture and create their own piece that someone else may not see who’s looking at the same picture,” said Halperin. One of Halperin’s favorite pieces was an accident. During a trip with her family to LEGOLAND, she took some pictures inside the aquarium with a disposable camera. She named one of the photos “Space Shark” and then based her concentration off of that visit. Halperin plans to continue taking art classes in college but doesn’t want to major in photography. During an internship over the summer, she got the chance to talk to some people who work in the photography industry and discovered that a degree in photography is not necessary for a career. “But the thing is, I’m not even sure I want to go into this field anyway,” said Halperin. “The great thing about photography for me is that it’s just that, for me. I would hate to have to listen to someone else tell me what to photograph and how to photograph it and then judge the finished product. I’m just not sure if I could handle it.”
ichael Cook has taken a different approach to his artwork. His concentration, “Light up the Darkness,” focuses on the abstract and each viewer’s for-
mulation of unique interpretations, feelings, and messages based on his drawings. “Essentially, it is all about imagination and creating your own painting in your mind through the feelings that are provoked when you look at my abstract art,” said Cook. According to Cook, when people
the hearing of a sound induces the visualization of a certain color, might be feeling. The dripping guitar represents the “bleeding emotions” of one of the Cook’s brother’s original musical numbers. Along with “Night Time for Picasso,” Cook has created at least 30 pieces for his AP Studio Art portfolio, about 20 of which he deems successful. He plans on continuing with drawing, as well as singing, in college and beyond. “I like to compare music with my art and the obsession that I have with them. I always love to say [my inspiration comes] from music and the emotions that come from within,” said Cook. “I love thinking outside of the box, being creative, and constantly asking questions. I like to say that I can only paint when I close my eyes and sing.”
*** PHOTO CREDITS try to interpret a realistic drawing or painting, they focus on trying to identify and process the recognizable objects and shapes contained in the piece, as opposed to having the freedom of forming their own thoughts and interpretations of the art, as they can with abstract drawings. Cook said that he prefers abstract art because it removes the mental distraction of identifiable objects. One of Cook’s pieces, “Night Time for Picasso,” depicts a person playing a guitar. However, the man has no identifiable facial features; it is merely a “suggestive shape.” In fact, the silhouette is actually composed of various splotches of green, red, blue, and yellow. Below the silhouette are three shadows, resembling Cook himself and his brothers, Mark and Matthew. “[My brothers and I] are in a music group that seeks to bring the artistry of music where songs conveyed raw emotion, where lyrics held deeper messages than their literal meaning. The man in this artwork is my musical creation; he is the idealized version of what we want to express,” said Cook. The “man in this artwork” refers to the silhouette standing above the Cook brothers playing a guitar in “Night Time for Picasso.” Cook said that the colors that comprise the silhouette were chosen to represent what a person who has a case of synesthesia, a medical condition where
(in order of appearance)
Nesta Myrie 1. Punk’d Billy 2. Pinky Rings 3. Rays ***
Lauren Halperin 1. Hair 2. Space Shark ***
Michael Cook 1. Night Time for Picasso ***
By James Bernstein
Urge to $plurge Splitting the bill By James Bernstein ‘14 It’s after school and you and a group of friends decide to enjoy a late-afternoon meal. There are five of you and each of you wants to go to a different place. After 20 minutes, you finally decide on a local pizza parlor that none of the five of you really wants to go to. The meal is fine, but there’s another problem: you want to pay with cash, two others only have credit or debit cards on them, and that one person you really only know through someone else doesn’t have any money but “promises” to pay you back tomorrow even though you rarely even see this person at school. At this point, your waitress is giving you the evil eye. Because of your group’s financial incompatibility, you won’t be able to come back to the same pizza place again without an awkward encounter with the waitress who will forever remember you and your group. Thus is the norm for Buckley students when it comes to
splitting the bill. “It can be hard when you’re splitting a bill at a restaurant and everyone wants to pay for their own dish and you don’t know whose money they are using. So sticking to one method of payment, cash, might be the best method,” said sophomore Ryan Kopelowicz. Like most students, Kopelowicz uses cash money when he shops or goes out with friends simply because he doesn’t have a credit or debit card. In fact, in a recent survey of 89 students conducted on Monday, January 23, 55 (almost 62%) of students said that they primarily use cash money to buy personal items. “It works pretty well because I don’t have to pay all the taxes that they put on cards. So cash is a little bit of a cheaper method,” said Kopelowicz. “When you don’t have the proper bills it is kind of annoying, but after a while you get used to it.”
How do you spend your money? 89 responses, January 23
Other students who use prepaid debit and credit cards claim that they are more convenient when it comes to carrying them around and for quick access. However, almost no students expressed concern about losing their credit or debit card. “I use a credit card. It was my parents’ decision. I guess they just thought that I was capable of using one, said junior Emily Irani. “Sometimes I don’t have enough cash and it’s reliable to carry around [a credit card]. I’ve never lost it before.” For the majority of students who use debit cards, their parents refill them. Still, some students work summer jobs and occasionally after school to pay their credit card bills, however this practice is the exception to the norm. Junior Adrian Freyermuth carries two debit cards and a credit card with him, all of which he pays for himself using money that he earns working.
Where do you get your money? 89 responses, January 23
34.5% 36% 32.6%
No spending money
Teens & Spending
• The 32 million U.S. teens aged 13-19 wield more than $200 billion in buying power. • Females spend 70 percent of their income on clothing and apparel, while males spend 35 percent on the same items. Teens are a huge economic force in this industry, spending over $170 billion on clothing each year. • When they hit 20, the average American will have received $33,000 in income and gifts during their childhood and adolescence. • Research has shown that young children — younger than 8 years — are cognitively and psychologically defenseless against advertising. They do not understand the notion of intent to sell and frequently accept advertising claims at face value.
What is your shopping style? “When I went to Dope Couture, I had quite a bit of money, and I spent all of it on a crew neck shirt. I didn’t have enough money for a movie that I planned on seeing.”
JORDAN BROOKS Sophomore
“My one rule for shopping: I never buy something when I ﬁrst walk in. The only way I buy something is if I walk out of the store still thinking about it.”
SAVANNAH FINE Senior “Before I buy something, I ask myself: Do I really need it? What shoes do I have to match it? Can I wear this more than once? And then, if it fulﬁlls all three of my questions, I say I buy it.”
JORDAN MOSELEY Senior
Science behind consumerism By Shilpa Mantri ‘13
Brain control. It’s happening every time you go shopping. You walk into Bloomingdale’s planning to get the new pair of black leather Stuart Weitzman over-the-knee boots you need. But then, you see a Marc Jacobs neoprene grey tote and True Religion dark skinny jeans. Only $100, slashed from $200. A bargain that can’t be passed up. What happened to the over-the-knee boots? Recent studies show that consumers do not have fixed preferences; in fact, we rarely even know what we want. What we want is determined by multiple forces that govern our consumer behavior and cause us to make decisions that are not necessarily rational nor in our best interest. “I went to the mall to return some boots, and I ended up getting $200 worth of purchases in the mall: a bunch of shirts, a few scarves, a pair of heels, some make-up, a couple bras, and nail polish,” said junior Michaela Murphy. We’re constantly thinking about how others perceive us. If we don’t have the new glitzy, glamorous accessories, we feel as though others look upon us as lesser beings,
according to Balance Track psychology. “We’re always monitoring what other people have. If everyone has the iPhone, then we want that too. There’s a psychological problem, however. The enjoyment we get out of new purchases fades over time. There’s an adaptation process. Our satisfaction level goes back down, and then we need another boost. It’s a never-ending cycle,” said Brain and Behavior teacher Brian Rector. According to Rector, people are attracted to familiar brand names. MRI studies have shown that when a subject is presented with an unlabeled cola versus a coke-branded cola, and if the subject is aware of the brand, then the brain shows greater activity in the reward part of the brain. “It’s as if the mere branding triggers a positive brain response,” said Rector. The insular cortex, the area of the brain that responds to disgust, becomes active when one gets the negative feeling of looking at an overly priced item, according to Rector. “We want to stay away from what appears to be disgusting and go to stuff that the dopamine system favors.
The dopamine system looks for items that are better than expected. If one finds such an item, that signals the brain to learn more about it,” said Rector. In our culture, where there are infinite items to choose from, some people have difficulty in decision-making, and then after making a decision experience “buyer’s remorse.” Or, when they don’t splurge they wish they had and return to the store to satisfy their longing. “For some people, the more choices you have, the more regret you might feel after making a choice because you can compare your choice to what you didn’t choose. Greater choice doesn’t necessarily lead to greater satisfaction. There is that danger of regret,” said Rector. Manipulating people’s brains, advertising techniques also appeal to certain fears or desires to imply that a certain product or service can provide the ideal lifestyle, according to Balance Track psychology. “[Advertising] makes you think that everything is perfect in relation to their product when it might not be even be perfect. It’s all unconscious manipulation,” said senior Tiffany Nazar.
arts & entertainment 16 thursday, january 26, 2012 |
concert Laura Bamford The Buckley School
oUr toWn Olivia Perez The Student Voice
concert | page 17 Photos from the winter concert performances of band, choir and orchestra. oUr toWn| page 17 The cast of the spring drama begins rehearsing Thorton Wilder’s classic play. 800
ceremoniaLs Creative Commons
800 Degrees Pizza Place
ceremoniaLs | page 22 News editor Claire Selvin reviews the latest album from Florence + The Machine as well as music from Lana Del Rey. 800 | page 19 Production and Design editor Jonathan Friedman reviews Westwood pizza hotspot: 800 Degrees Pizza Place. haYWire| page 19 Arts & Entertainment editor Mark Cook gives his take on the new action-packed movie. GrammYs| page 20 Our resident music experts pick their favorites in some of the award’s most popular categories.
GrammYs Relativity Media
moVie: Albert Nobbs January 27
moVie: The Grey January 27
Open Road Films
moVie: The Woman in Black January 27 CBS Films
concert: Colbie Caillat at: fox Performing arts center february 3 Creative Commons
at: Los angeles theatre January 27
At: iHeart Radio Beneﬁt february 8 Creative Commons
17 thursday, january 26, 2012
news opinion features focus arts & entertainment sports
satisfaction Laura Bamford The Buckley School
orchestra Laura Bamford The Buckley School
Laura Bamford The Buckley School
Choir, band, and orchestra demonstrated months of hard work at the winter concert Sunday, January 22 in the Roy E. Disney Family Pavilion. Pieces ranged from classical to rock, with the final joint Rolling Stones medley, including “(I Can’t Get No) Satisfaction” and “You Can’t Always Get What You Want,” which had performers and audience members on their feet dancing. satisfaction: Senior Shaina Goel rocks out on the viola to the final Rolling Stones medley. choir: Upper School choir members belt out harmonies to let “music never die” in them, from Joseph Martin’s “The Awakening.” orchestra: Musicians in the Upper School orchestra perform the Brandenburg Concierto. band: Members of the Upper School band grace the audience with the soothing sound of the woodwind section.
monotoneS Laura Bamford The Buckley School
choir: The Monotones perform an a capella version of Coldplay’s “Fix You.” Laura Bamford The Buckley School
No set, no props: just actors
Marino returns as band director
NatalyaSands ‘14 staff reporter n January 22, athletic coach Tom Marino made his return as band director at the Middle and Upper school winter concerts for the first time in nine years. As a coach, Marino’s challenges and demands were many and varied. However, Marino finds that he uses many of the same teaching tools for instructing the band that he used as a coach. According to Marino, there are more similarities than differences between being a coach and being a band teacher. “Performing in band is definitely a team sport. There are many similarities. It takes a group of individuals working together for a common goal to succeed, and that is to perform to the best of our abilities. Win or lose, the end result is a success if we play as a team.” Marino’s excitement remains strong as he hopes to apply everything he has learned as a coach for the benefit of his students in order to perform to their highest abilities. For the first concert of the year, he wanted the students to experience a “musical moment” that reinforces school and community spirit. Marino has said the group’s biggest strength is its enthusiasm and desire. “I love the energy, dedication, and positive attitudes I see every morning. I am excited about the group’s continuous progress we are making, and I am looking forward to seeing how much we improve in the future.”
Olivia Perez The Student Voice
Olivia Perez The Student Voice
AliceBreidenbach ‘12 a&e editor “It just felt like the right time,” explained Neil Nash, director of theater, on what led him to select Thorton Wilder’s Our Town as the spring drama. “I’ve taught it in Theater II for years, and it’s always been one of my favorite plays… I had a Theater II class that really embraced it and I was really excited by their enthusiasm,” said Nash. The play, narrated by senior Grace Cartwright as stage manager, and starring juniors Ben Beatty, as George Gibbs, and Jordan Neely, as Emily Webb, addresses major themes of daily life, love, and loss through the context of everyday life in a rural town of the early 1900s. Cast members face a challenge in that the play utilizes many unusual narrative elements, including the use of a narrator to introduce and explain moments throughout the play. “The narrator is such a big part of the play,” explained Cartwright. “It just
REHEARSE: (Left) Senior Savannah Fine rehearses her role as Mrs. Gibbs, while junior Gabriella Sellover (above) practices her lines as Mrs. Webb.
goes with the way that the play is supposed to be told. I don’t think that [the cast members] have had trouble with using a narrator because it’s a really interesting artistic tactic and everyone appreciates that.” Nash said that students may feel more challenged by the relationship that the play requires between its performers and its audience, contradicting both conventional theatrical training and audience expectation. “I think the bigger challenge is to be with and to be aware of the audience, which can feel very different and off-putting for performers,” said Nash. “However, I’m also concerned with the audience and their willingness to participate in the event. Today’s audience is used to visual bombardment. This play asks members to step away from that and experience themes that are both important and relevant.” Nash said the greatest challenge that performers may face is that of acting without the aid of props or a complex set. “This play deals greatly with time
- different ages, different stages of life, maturity. When you strip away the spectacle - no set, no props, minimal lighting - and just focus on the actors and their relations there’s no place to hide,” said Nash. “I think I’ve never been so conscious of getting the acting right.” The early twentieth century setting of the play also makes it more difficult for students to convincingly portray its action. “The other aspect that is so vital is that the acting can’t look like acting. It has to appear conversational, spontaneous, and all within an unfamiliar manner of speech,” said Nash. Despite the challenges that the play poses, Nash remains confident in the cast and their ultimate performances. “The most exciting part of it has been seeing the extent to which students understand and embrace Our Town,” said Nash. “My optimism about the performance comes when I think of how the Theater II students handled and embraced it.”
Laura Bamford The Buckley School
CONDUCT: Marino leads the Upper School band at the January 22 winter concert.
news opinion features focus arts & entertainment sports
thursday, january 26, 2012 18
The best 6 apps that you may not know about
1 3 5
type of app: News
What it does: Flipboard compiles all the sources that you turn to for news (whether it be political, social, or otherwise) into one, personalized “magazine.” Easily skip from browsing your Twitter and Facebook feeds to catching up with your favorite newss ource, all in one, well-designed, easy-to-useapplicatoin. Price: Free
Blood and Glory
type of app: Game
What it does: Blood and Glory is an exciting swipe and slash ﬁghting game in which you play as an underdog gladiator, battling for glory, and for his life. Swipe across the screen to attack and parry, and tap the arrows to dodge incoming attacks. Its an easy game to play, and easy to get addicted to quickly, pushing your thirst for victory. Price: Free
type of app: Music
What it does: Sonkick automatically tracks all artists in users’ iTunes libraries (and any additional artists that users manually add) for upcomming concerts in the users’ area. Songkick also compiles all upcoming concerts into a single calendar, which also tracks which events you’ve RSVP’d to. Price: Free
2 4 6
type of app: travel
What it does: Powered oﬀ of user recommendations, Stamped asks users to “stamp” things they love and give ﬁve-star ratings. Restaurants, speciﬁc foods, books, movies, television shows, music, apps, and whatever else users love are stampable. The app aims to simplify the market for recommendation by oﬀering only the best things. Price: Free
type of app: Social Networking
What it does: Smash Twitter, Foursquare, Instagram, and Soundtracking into one and what do you get? Path: a social network dubbed as a shared journal. The app’s relatively small user-base is growing rapidly, with users raving about the app’s beautiful design, privateby-nature settings, and ease of use. Users can share photos and videos, thoughts, locations, who they’re with, what they’re listening to, and whether they are awake or asleep. Price: Free
type of app: Phot & Video
What it does: Allows users to take a fully panoramic, 360-degree image of a scene, and scroll through the interactive image once it is taken. Price: $0.99
All photos courtesy of Apple Inc.
19 thursday, january 26, 2012
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800 Degrees heats up Westwood
They left her no choice In the new action thriller Haywire, black ops soldier Mallory Kane (Gina Carano) must fight her way back from exile after being betrayed and double-crossed. And she’s willing to, by any means necessary.
Courtesy of 800 Degrees
Picture Chipotle. You walk in, choose your bread, your meat, and your sides. Now picture that same process, but with pizza. 800 Degrees Neapolitan Pizza opened in early January in the center of Westwood, a prime location for frequently hungry UCLA students. While standard pizza joints offer frozen pizza slices reheated, 800 Degrees freshly prepares and cooks the pizza right in front of your eyes. A chef kneads the dough, spreads some tomato sauce and/or fresh water mozzarella depending on your order, and drizzles some olive oil to top it off. Then he passes the blank canvas that is your relatively plain pizza off to another chef who places on it whichever toppings you choose. At your disposal are an array of cheeses including ricotta, feta, truffle cheese, and gorgonzola, proteins such as bacon, chicken, shrimp, and meatballs, and veggies like mushrooms, eggplant, olives, and pine nuts. Then, while you pay for your order, you watch the crew place your custom pizza in a wood-burning oven heated to a temperature you can probably guess. If you pay $2 for a drink, you get the privilege of trying the Ferrari of Coca-Cola dispensers. The new machine, literally designed in part by Ferrari, can pour every Coca-Cola brand drink known to man. That means over 100 different variations and flavors of drinks like Coke, Sprite, and Fanta. You step up to the futuristic-looking machine and use its touch screen to choose your drink.
In the time it takes to pay for your order and cap your soda cup, your pizza will probably be ready. That’s about five minutes from the time the chef starts kneading to you picking up your custom pie. 800 Degrees offers the speed and convenience of fast-casual restaurants like Chipotle with the taste and quality of restaurants like Umami Burger. And that’s not surprising. Adam Fleischman, creator of 800 Degrees, also runs and created Umami. Refreshingly, prices are low. A plain Margherita pizza with mozzarella, parmesan, and tomato runs you just $6. On top of that, toppings are a $1 a pop, $3 for premium additions like rock shrimp, prosciutto, and truffle cheese. According to management, prices are relatively low because customers order and serve themselves, as opposed to having to pay additional waiting staff. Low prices and quick, highquality food are only a part of the package. 800 Degrees is open from 11 a.m. until 2 a.m. That means late-night cravings can be fulfilled. Better yet, delivery is an option. But most important is this simple fact: this pizza tastes great. It’s thin, but not too crispy, and the cheese is the perfect consistency as it’s still slightly firm and not gooey or fully melted. Overall, the pizza is chewy, delicious and not reminiscent of the typical cheap, greasy, and quick pizza you’re probably used to. The best way to describe this new spot is quick and simple, like 800 Degrees itself: fast, cheap, and good.
10889 Lindbrook Drive., Westwood Village, CA 90024
atmosphere: crowded, casual recommended dishes: a prosciutto-topped margherita pizza service: fast once you reach the counter price range: pizzas start at $5, but $9 is the average price hours: 7 days a week till 2 a.m. just plain bad edible good quite good excellent Ratings reflect the reviewer’s reaction to food, ambiance and service, with price taken into consideration. Menu listings and prices are subject to change. (none)
Do not mess with her. The star of the new movie Haywire, Gina Carano kicks butt and takes names. Carano plays a black ops super soldier, named Mallory Kane, who seeks payback after she is betrayed and set up during a mission. The entire movie is filled with incredible fight choreography and suspenseful chase scenes. Indeed, its strongest aspect was the precise and intense fight choreography. I could not stop grimacing aloud to each punch she threw to the chest, each knee to the groin, and each memorable kick to the face. Carano truly knew what she was doing due to her background as a professional fighter; her Muay Thai Record is 121-1 Wins/Lost/Draw and her MMA (Mixed Martial Arts) Record is 7-1-0. One aspect of the movie to be applauded is that the fight scenes lack the cliché fighting music that is often the backdrop for such scenes. Each fight scene is deadly silent, aside from grunts from both fighters and the crashes of surrounding objects. The fight scenes were truly entertaining and skillfully executed; I looked forward to each chance I got to see her enter “fight” mode. To gain the viewer’s loyalty, Carano demonstrated her acting abilities through turning on her “bad girl” attitude; not to mention showing off her
pretty face. She truly seems like she could “pack a punch” in more ways than one. Despite the movie’s extraordinary fight sequences, it does not elevate itself above respectable entertainment. In other words, it is “good.” That said, the cinematography is quite impressive and intriguing, and an array of scenes are shot from interesting angles, such as at the beginning of the movie a conversation occurring between the driver and passenger was filmed from the backseat, an angle which enabled the viewer to feel present in the movie, as opposed to merely watching the faces of the actors. Another interesting camera angle is the shot behind a book shelf of multiple levels, focusing on one actor in the following room, while also keeping Carano in frame as she puts pictures on each of the shelves. The director also makes full use of scene “cuts,” in that the movie is played out at different times occurring at different points in the movie. For example Carano relives memories and the viewer experiences them, but is then called back to the present as she continues her actions in the present. Despite at times being a bit slow, Haywire is worth seeing simply for the astonishing transformation of Gina Carano, and of course, to see her wreak havoc with her fists.
COMBAT: (Clockwise from top) Kane (Carano) shoots at a fleeing suspect; Carano pursues an enemy through the alleys of Barcelona; Kane takes on Aaron (Channing Tatum) defending herself from his attacks.
thursday, january 26, 2012 20
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And the Grammy Goes to... Our Arts & Entertainment editors, Alice Breidenbach and Mark Cook, and music columist, Claire Selving break down the major categories at this year’s Grammy Awards and pick their favorite nominees.
Mark Cook a&e editor
Claire Selvin music columnist
Alice Breidenbach a&e editor
Album of the Year Each song on this album rings in my head whenever I hear its title: “Marry the Night”; “Born This Way”; “Government Hooker”; “Judas”; “You and I”; and “The Edge of Glory.” The album’s songs combine to create a unique and incredible collecLady gaga tion worthy of this award and born this way setting the standard in creativity and artistry for generations to come.
RIHANNA LOUD Eminem are exquisite.
Loud hits every note perfectly. From the rhythmic sounds of “What’s My Name?” to the dark, raw lyrics of “Love the Way You Lie,” it delivers a great range of songs and instrumentals. Rihanna’s passion and heart are evident in each song, and her collaborations with Drake and
It’s hard to imagine last year’s music landscape without the ubiquitous 21. The album captured millions of listeners through its profound representation of a spectrum of emotions: pain, anger, and ultimately, understanding. Adele allows audiences to adele relate to and sincerely feel her 21 post-breakup angst, communicated through her powerful, soaring voice.
Record of the Year It’s difficult to deny the power of this song; its raw emotional outpour tears the listener apart with its gut-wrenching lyrics while maintaining the beauty of Adele’s powerful vocals. Every time I hear this song on the radio, I cannot help but join in on belting the adele Rolling in the deep chorus.
bon iver holocene
The light strumming, soft vocals, and intricate background noises that heighten the depth of the sound make Holocene a true work of art. Bon Iver succeeded in his newest experiment in recording and creating with this wonderfully diverse and delicate song. This song is strikingly unique and enjoyable.
mumford & sons The Cave
In its swelling melodies and poignant, at times pained, lyrics, “The Cave” speaks to the persistent loyalty of love, even in times of upmost loneliness. It is nearly impossible to remain unmoved by this incredible song.
Song of the Year
mumford & sons The Cave
In addition to the powerful lyrics, the vocal performance on “The Cave” allows the listener to feel the strength of the loyalty and devotion that fuel Mumford & Sons. And one cannot help but adore the added bounce from the banjo and the folk-ish vibe.
mumford & sons the Cave
I can’t resist the characteristic poetry and overwhelming instrumentals of Mumford and Sons. “The Cave” is one of my favorite songs and its uplifting message could raise anyone’s spirits. In addition, the banjo in this song is extremely jaunty and upbeat and combines well with the fast paced acoustic guitar.
mumford & sons The Cave
The Cave’s foot-stopping folk melodies only strengthen the song’s beautiful, heartfelt lyrics – the true passion of the song. Through lead singer’s Marcus Mumford’s strained voice, the song communicates a powerful message of enduring love in the face of loss that will undoubtedly impact its listeners.
Best New Artist
One of the leaders of the electronic/dubstep music in today’s music industry, Skrillex has exposed society to a new style of art. With songs like “Scary Monsters and Nice Sprites” and “First of the Year,” he has illuminated a realm of creativity for a new generation of artists through heart-pounding sound.
I’ve been a Bon Iver fan ever since he released “For Emma, Forever Ago.” I respect the band’s bold experimentation with sound and mixing with often sorrowful lyrics. Lead singer Justin Vernon’s high voice pierces the listener with its subtle melancholy and Bon Iver emotional depth. Bon Iver has never failed to impress me with lyrics and sounds unlike any other musician in today’s pop driven music world.
Tune into the Grammy Awards February 12 at 8:00 p.m. on CBS.
Though quite well-positioned to receive a “New Artist” nod, Bon Iver’s talent is inarguable and stands out among the other nominees. His soft voice packs a surprising emotional punch and has his listeners not only hearing what he has to say, but feeling it too.
21 thursday, january 26, 2012
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soundoff CLAIRESELVIN '13
Spotify: the new music way?
fLoReNce + tHe mAcHINe CereMOniaLs
In their debut album, Lungs, Florence + The Machine left me awestruck with rich, haunting vocals from lead singer Florence Welch and harmonious instrumentals. Ceremonials, the band’s sophomore album, has proven as yet another triumph of the indie goddess. With characteristically unrelenting melancholy lyrics accented by Florence’s ethereal harp, the new album stays true to the band’s sound that many fell in love with in 2009. Florence + The Machine experiments with motifs of darkness and shadows in “No Light, No Light,” a strikingly intense and powerful song full of instrumental and vocal bursts. Florence sings about a nightmarish crisis of the light fading from her lover’s eyes: “No light, no light in your bright blue eyes. I never knew daylight could be so violent.” Ceremonials also includes a soulful, slow, sensual sound in “Never Let Me Go.” The song includes beautiful natural imagery of the ocean coupled with a softer sound from Florence’s unique voice. “Never Let Me Go” is the perfect song to sooth yourself with its subtle heartbreaking lyrics: “Oh, and it’s breaking over me, a thousand miles down to the sea bed, I found the place to rest my head.” The song reflects the human need for rest, peace, and solitude, and a return to natural spirituality. Ceremonials features the perfect combination of upbeat and calming songs, always accented by the band’s characteristic dream-like instrumentals and Florence’s ghostly, beautiful voice. This album is perfect for anyone looking for new Florence + The Machine songs that don’t stray far from their distinctly harmonious and flowing sound.
LANA deL Rey viDeO GaMes- eP
Lana Del Rey has become a sensation overnight. When I first heard “Video Games,” I was amazed by Lana’s intriguingly vintage, 1920’s-esque voice and incorporation of raw piano, harp, and violin into her songs. “Video Games” is remarkably affecting. From Lana’s deep, wondrously monotone, sorrowful vocals to the rich instrumentals, the song is highly emotional and, frankly, epic. Lana’s delivery of the song in her monotonous, deep tone is distinctly mournful, though the lyrics themselves are not, creating fascinating contrast. The song begins with a description of a series of moments in her relationship: “Swinging in the backyard, pull up in your fast car, whistling my name.” Lana’s husky voice states, “heaven is a place on earth where you tell me all the things you want to do,” sadly illustrating the regret of unfulfilled ambitions in a cluttered world. Lana seems to create a great genre of her own with this release, combining Alternative technique with soulful aspects.
JonathanFriedman‘12 design and production editor Music has always been social. From recitals, to speakeasies, to clubs, to concerts, to parties, music is in the background, and many times, the foreground of social interactions. Only within the last 20 years or so, with the invention of personal CD players, MP3 players, and headphones, has music listening become a more private activity. Spotify attempts to change that. The music service, which launched to critical acclaim in Europe in 2008, only launched on this side of the Atlantic in July 2011. At its core, Spotify is a simple streaming music service like Rhapsody and others before it. It offers a vast catalogue of music nearly equaling the caliber of Apple’s iTunes Music Store with mainstream and indie bands alike available on the service. Two key features distinguish it. Feature number one: free. Without paying a penny, anyone can play any song available on Spotify. The caveats: occasional advertising interruptions, a limit of 10 hours of listening per month, and availability only while connected to the Internet. To ditch the ads and the listening limit, users can pay $5 a month. But for the ability to listen to both music offline and on cellphones and iPods, users must hand over $10 a month. Feature number two: social listening. Spotify is one with Facebook. In fact, the two have become best of
friends. By default, when a user plays a song on Spotify, that information is shared publicly to that user’s Facebook profile with the purpose being that another user can see that information and listen to that same song. In theory, the two users would be sharing that same musical experience. But the social connection goes deeper. Spotify calculates users’ top artists and song choices as well, allowing users to share that data too. The final aspect of Spotify’s social networking is playlist sharing. Users can create playlists and subscribe to those mixes. The whole sharing process is practically automated, so it’s easy for a user’s friends to see what they’re listening to. This social feature has become one of Spotify’s key components. Facebook feeds and timelines have been taken over by stories like “Jon Fried is listening to ‘Towers’ by Bon Iver on Spotify.” When a user listens to a song on Spotify, the service, by default, shares that information with the user’s Facebook friends. Those friends can then click to open the Spotify app and listen to the same song at the same time. “I purposefully turn off the sharing,” said senior Jesse Light. “I don’t like the idea of everyone knowing what I’m listening too.” Light is not alone in turning off sharing, though. Facebook integration has simplified the process of joining the service, but many users simply ignore the social features.
But another draw to the service is its nonexistent price. Many students have switched from purchasing songs on iTunes to simply streaming on Spotify. “Buying music on iTunes is expensive. It makes it very easy to click the ‘Purchase’ button and [costs] rack up quickly.” said junior Emma Jacobs. “I like that I can just listen to anything for free [on Spotify].” Although the service is gaining users quickly, iTunes is still the predominant music service for students. “Spotify is nice, but I like owning my music,” said senior Danny Molayem. Molayem’s problem with the service is the main reason students still use iTunes. Music streamed on Spotify is not downloaded, even when users pay for the service. Songs purchased on iTunes are owned, but songs streamed or stored offline on Spotify are rented. The idea behind the service is simple: end piracy. Spotify, which initially launched as an experiment by the company’s creator in collaboration with record labels, gives users a free alternative to illegal music downloading. And in many European countries, the service successfully became more popular than piracy. Spotify’s US launch was dependent on support from music labels, which finally agreed to terms and fees with the streaming company last summer.
STUDENTPOLL Which music application do you use: iTunes or Spotify?
1. itunes: 73.3% 2. spotify: 26.7%
86 responses collected on1/2/12
thursday, january 26, 2012 |
Buzzer-beater shot keeps playoff hopes alive
time varsity boys basketball january 26 vs Yeshiva
at Holy Martyrs
february 4 at Yeshiva
varsity boys soccer january 26
Andrew Davis The Student Voice
FOR THE WIN: Freshman Leah Purvis pulls up and launches a game-winning three pointer against Viewpoint with 4.8 seconds left in the game. The Griffins were down by two points when Purvis took the shot; the Griffins went on to win 40-39. TylerMorad ‘14 assistant sports editor With a 8-7-0 record in non-league and a 3-3-0 in league play, the girls basketball team hopes to regain their early season momentum and take Liberty League after going winless in league play last year. In an offensive grudge match against Viewpoint on January 19, freshman Leah Purvis led the team in scoring with 23 points and made the buzzer-beating three-pointer to defeat the Patriots 40-39. “I actually thought we were down by three and I thought it [the game] would be a tie. Nothing was really going through my mind,” said Purvis, who also had 13 rebounds. “Just making the shot and what I thought was going into overtime was a great feeling.” Following the Viewpoint game, the team went on the road to face Oakwood on January 24, beating them 39-32. Besides freshman guard Brenda Boudaie, none of the starting five played until only two minutes remained in the fourth quarter. The team plays a run and gun offense, and
shooting a lot from the outside has been the team’s go to play. “A lot of the plays we make are usually geared towards our outside shooters or penetrating to the basket,” said junior Nika Shahery. “We have a very strong group of three-point shooters and we like to utilize them the best we can.” Beginning the season, the team was 4-1-0 in non-league play. The team’s six freshmen make up over half of the team, and although their inexperience causes some friction, according to Purvis, they are learning. “We’re a really young team and we have not laid down a strong enough foundation yet, but we have proven to ourselves that we can win games. After we are able to trust each other on the court, we will be an unstoppable team,” said Purvis. In an attempt to build chemistry, head coach Marie Philman has organized gettogethers, including team sleepovers and dinners. Captain, sophomore Tyra Gray serves as
the vocal leader for the squad. “As a captain, I always try to motivate them [the team] into believing that we are a good team because we truly have the potential but we just need to believe in ourselves and work together as a team,” said Gray. “Each player brings something to the table but we just have to put it all together.” Although captain, sophomore Sammy Siciliano is not the most vocal leader, her court play makes her a leader. “I work hard on the court and I try to lead by example. Even though I’m not loud, I will do anything to try to help us win,” said Siciliano. As a leader on the court, Purvis must always stay composed as a figure the rest of the team can look up to whenever they face adversity. “I always try to keep my attitude positive even in the heat of the moment because it will spread the same feeling to the rest of the girls,” said Purvis. The squad’s next game is home against Pacifica Christian on January 26.
at Pasadena Poly
february 2 vs Yeshiva
at Rolling Hills Prep
varsity girls basketball january 26
vs Pacific Christian
vs Holy Martyrs
february 4 at Yeshiva
vs Glendale Adventist
varsity girls soccer january 27 at Viewpoint
CHEER TEAM | page 26 Tyler Coppin-Carter | page 28 The junior leads the basketball team in more than just points SOCCER | page 23 Both girls and boys stride towards Liberty League championships TYLER | page 28
boys SOCCER | page 23
CHEERLEADERS | page 26 New squad supports at games
january 31 vs Yeshiva
vs Viewpoint directions and times on school athletics website
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At 4-1-0, boys on track for second consecutive league championship
Olivia Perez The Student Voice
FOOT RACE: Sophomore Eric Fett chases after a ball against New Community Jewish High School January 19. The Griffins lost 2-1.
Fighting through injuries, girls close in on strongest season yet SalimChamoun ‘14 assistant news editor Second to Viewpoint in league, girls soccer builds strength with lofty numbers, strength in the defense, and dedication from each player. In their rematch, the team beat New Community Jewish High School in the second half after being down by one the first half. “Our comeback in the second half was astronomical. With the voices of our strong key players throughout the field, we managed to remain composed against a physically tough team and score two goals after being down,” said junior Elle Wisnicki. The team’s more offensive approach is evident in their give-and-go passing pattern utilized by captain, senior Shaina Goel, sophomore, midfielder Chloe Boasberg, and Wisnicki to break apart the opposing team’s defense and advance the ball up the field. “We are trying multiple formations to give us an attacking threat; however, injury has plagued us and as soon as all players are healthy we will look to be an attac king team,” said head coach George Russo. Junior Ally Borghi, a key forward player, missed the first three games with a sprained ankle. Borghi is a prominent scorer, along with Goel and Boasberg. Upon Borghi’s return, she improved the team’s physical strength in her first game back against New Community Jewish, where the team would go on to come back with a win. According to sophomore, forward Ibi Lagundoye, the team’s the endurance, speed, and stamina have improved from last year.
Usually, Goel and Boasberg work together in the middle to advance the ball toward the goal; however, main sweeper, freshman Alexis Eka broke her wrist and Goel is temporarily filling her spot. Eka plans to return next week. The girls beat Oakwood 1-0 on a free kick by Goel in the second half. The team was missing Borghi, Eka, and Wisnicki due to injuries and illness respectively. “Watching the game was frustrating as we had a chance to blow them out, however, skillfully Shaina was able to close the game out,” said Russo. The girls were strong offensively against Glendale Adventist, winning 5-1. Focusing on offense this season, Russo says that the team is firm defensively. This season, the Griffins have allowed only two goals in league games. With the addition of freshman Carina Mehri working with veteran, junior Andrea Mackey, the Griffins defense is one of their strengths. The team’s goal for this season is to go farther than the first round of CIF playoffs. The Griffins lost in the first round last season because playing in Big Bear- the 6700 foot elevation hindered their performance. “Every year we look to progress farther and farther by reaching playoffs and getting as far as we can,” said Russo. With the recent addition of Boasberg as co-captain, the team gains confidence and leadership spread from the defense to the offense. Russo finds confidence and trust in Goel, as she leads the team. Goel’s responsibilities include keeping the team serious when its time to buckle down and play hard and to “motivate team members to be role models on and off the field which means not slacking off in school and working hard every second of the game for the team,” said Goel. “With the new talent I expect the team to win a banner and personally I hope to improve my own game,” said Lagundoye.
JackRose ‘13 sports editor As the ball leapt from Patriot, Scout Pepper’s foot, the Griffin team launched itself into the air to block the potential gametying goal, soaring towards their second straight Liberty League championship. After the wall of Griffins blocked Pepper’s free kick from just inside the box, junior goalie Ian Bernstein picked up the ball and punted it away, to end the last serious threat from Viewpoint. The Griffins went on to win 2-1 on the strength of a goal from sophomore Justin Chin earlier in the second half. Chin’s goal came after the Patriots stopped a Griffin shot off a corner kick. Chin collected the ball in mid air to the left of the goal and smacked it on a line towards the back post of the goal. The ball landed in the back of the net, putting the Griffins ahead for good. The team’s first goal came from sophomore Eric Fett in the first half. Despite a slow start to the non-league season, the boys varsity soccer team (5-8-1, 4-1-0) sits first in Liberty League with only three league games remaining, against teams the Griffins have defeated a combined 23-0 in four games last year. New Community Jewish High School faced the Griffins January 12, a game head coach Andrew Pearce was expecting to be tough because the Jaguars had lost only one senior from last year’s squad. However, the Griffins prevailed 3-1 in their second league game of the year. In their second game against New Jew, the team lost 2-1. McNittGray said the team “did not play well” and also that New Jew’s field affected the team’s play. “We played tough against them and toward the end we came through and showed that we were better soccer players and better athletes overall,” said Pearce. The Griffins traveled to Viewpoint for their first league game a little short handed due to injuries and looking for their second straight win. The team focused on defense, hoping that a strong defense would make up
for a weaker offense. The strategy worked, as the Griffins blanked the Patriots 1-0 behind a shutout from Bernstein and a goal from captain, senior Shawn McNitt-Gray. “We are a pretty solid team,” said McNitt-Gray. “If we keep playing how we did against Viewpoint, we played pretty solid in the back, we will keep winning.” Both captain, senior Michael Vanhal and McNitt-Gray stress defense as the most important aspect in the team’s success. McNitt-Gray said that they are only looking for one or two goals per game, with hopes that their strong defense can take them to victory. While the non-league record (1-7) was not what the team had hoped for, it was not entirely unexpected. “They were all tough opponents that we could have possibly beaten,” said Vanhal. “We played okay in most of the games; we gave them a fight they were just a little bit better than us most of the time.” Vanhal also attributed the non-league struggles to those games being early in the season. “[During the non-league games] we struggled in the midfield,” said Vanhal. “We have a lot of inexperienced players that we have to fill spots with.” To combat their inexperience on defense, the team has moved experienced players into the back. The player shuffling combined with the younger players gaining experience has led to the team’s overall improvement and success in league. “I set up a tough preseason,” said Pearce. “It really prepared us for our league competition.” In order to counter fatigue that plagued the team late in playoff games last season, Pearce has been working his players extra hard after practice in the weight room to build up their stamina. Pearce hopes their working out will make them strong for a full game and even overtime in playoffs, if necessary. The Griffins play Providence today on Gilley Field at 3:15.
Olivia Perez The Student Voice
GET THAT BALL: Freshman Carina Mehri fights for possession against New Community Jewish forward Remy Ozer to break a 1-1 tie in the second half.
SCOREBOARD GIRls VARSITY SOCCER
at new community jewish at glendale adventist vs oakwood vs new community jewish vs wildwood at st. monica
win win win loss loss loss
2-1 5-1 1-0 2-0 1-0 9-0
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Rocky start puts Griffins on the offensive attack
Andrew Davis The Student Voice
TIPOFF: Junior Tyler Coppin-Carter jumps for the opening tip agianst Viewpoint on January 19 to open the new floor in the Roy E. Disney Family Pavilion. The Patriots defeated the Griffins 68-65 after coming back from being down 10 with two minutes left in the game. The loss dropped the Griffins to a 1-4 record in league play.
Andrew Davis The Student Voice
INSIDE PASS: Sophomore Astin Beal throws an entry pass to the post over a Viewpoint defender.
AndrewDavis ‘12 editor-in-chief After finishing last year’s season with a trip to the CIF finals game, the boys varsity basketball team started the season hot with a 10-2 record. wwHowever, with a 1-4 record in Liberty League and an 11-7 record overall, the eight-time defending league champion Griffins team is experiencing something different: four tough Liberty League opponents. The first league game was a close loss to Viewpoint 45-41, the second a loss Providence 69-53, and the third a lost to Holy Matyrs 52-37 – all played away from home. Providence, a once weak opponent, has four new players including one of the best point guards on the West coast in freshman Marcus LoVett, who averages 31.7 points per game. Providence senior Patrick Gonzales and LoVett scored 28 and 30 points respectively against the Griffins. “Our toughest league opponent is Providence. They are a much improved team and they keep up with us on offense and defense,” said captain, junior Tyler Coppin-Carter. According to Hamilton, with eight underclassmen, including four freshmen, and only two seniors, the team’s biggest weakness is how young they are. “When you’re so young and you lose a strong vocal leader in Nick DeBonfilhs [’11] it hurts,” said Hamilton. “We have growing pains.” The Griffins’ lack of league experience was noticeable in the Holy Matyrs game when they were down 21-2 at the end of the first quarter. Forward, sophomore Chase Holliday hurt his ankle in the first quarter and point guard, sophomore Astin Beal played with the flu. After losing three consecutive league games, the team played Glendale Adventist and won by a whopping 54 points, 71-17.
Over winter break and during the first two weeks back, a new hardwood floor was installed in the gym. The Griffins had to practice in Montclair Prep and Oakwood’s gyms, but the new floor was ready in time for the Griffins’ second match up against Viewpoint. The Griffins maintained a steady lead through most of the game, but Viewpoint’s veteran leadership with its six or seven seniors pushed against the offensive rage of Carter and Butler, who scored 32 and 18 of the Griffins’ 65 points respectively. Carter even scored his first 11 free throws. All of sudden, points were given to Buckley instead of Viewpoint on the scoreboard and the game was paused. The Griffins received a technical foul for poor bench behavior and Viewpoint scored both free throws provided by the technical. “The rookie referee called a tech on the bench and then I had to sit down the rest of the game. I can’t lead my troops that way,” said Hamilton. Despite leading the game in the fourth quarter, Viewpoint made a late surge with a couple three pointers and drives sending the game into overtime. In overtime, Viewpoint hit a last minute three, scored two points at the line, and then scored another midrange jump shot to seal the 68-65 overtime win. Despite the four league losses, the team had a lot of early season success. The Griffins won the University Tournament in the championship game against University High School, a division I school, and won 41-38. The Griffins played an extremely talented division I school in Price. Despite the 81-59 loss, the experience team received in playing such a toprated basketball team will benefit the squad in upcoming CIF competition. The Griffins played a weak Mammoth team and dominated 74-8. “When you’re winning it’s easy to keep wining, but when you’re losing
it’s a distraction and it’s harder to win. Winning and losing can both be contagious,” said Hamilton. Hamilton reasserted that the team’s goal is never to win league; instead, the team hopes to make it back to the CIF finals game. “I don’t care if we lose all our games as long as we get better,” said Hamilton. The Griffins are confident they will find their early season groove again and make a late-season push into playoffs. “Everyone needs to score more points and be more confident. We need to play better defense and play more composed if we want to win as many games as possible,” said Carter. While it may seem too late for the Griffins, the 2006-07 team that made it to CIF finals lost its first three league games and the team that made it last year lost its first league game. “I am really disappointed with the start of the season, however, I am certain that we will get back on track,” said senior Marcell Johnson. According to Beal, more players have to be involved offensively. When the team starts to knock down shots and play as a cohesive unit all 32 minutes, Beal expects different results. Hamilton reasserted what Beal said saying that he wants his team playing well in February instead of January. “It’s not about how you start; it’s how you finish,” said Hamilton. Once we start winning the right way all these things will fall into place. We’re not a bad or sloppy team. We haven’t knocked down shots and gotten everyone involved but I’m confident that we can and we will.” The boys play Yeshiva tonight at home at 7:30 p.m. In the past, the Jaguars have been a tough match up for the Griffins. This year, Yeshiva led by defending Liberty League MVP Jack Gindi, who averages 19.9 points and 12.5 rebounds per game.
thursday, january 26, 2012 26
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Cheer team dances into first season ElleWisnicki ‘13 assistant editor Cheering at both boys and girls basketball games, the girls cheer team rallies spirit and support. “The bond between all of the cheerleaders has definitely helped us to improve, as well as great support from our coach,” said captain, sophomore Nia Cooper. According to coach Merria Iaccino, the girls mainly cheer for basketball, following the example set in college and professional sports. The team has also been supporting the soccer team, and next year hopes to support the girls volleyball team at home games. “So far my favorite game was basketball at Providence because that was the first one with plenty of Buckley fans to cheer alongside us. We could feel the audience’s excitement and anticipation,” said sophomore Eden Lynch. The first time the squad cheered together publicly was at both girls and boys varsity basketball games at Viewpoint January 4. “I didn’t know what to expect at the first game, but we quickly got into sporty spirit against the opposing cheer team. The other cheer team was nice, and gave the cheer vibe. We weren’t the only team there,” said freshman Grace McKagan. Over winter break, the girls worked on conditioning, stretching, and choreography. “I didn’t know cheer was so specific, it isn’t just dance, you have to be really accurate or else it looks really sloppy,” said McKagan. As the girls continue to enhance their technical skills, they still plan to work on
New dugout on Gilley Field In an effort to keep athletic facilities up to date, baseball adds a clubhouse, larger storage area, and improved seating for fans.
Andrew Davis The Student Voice
GO FIGHT WIN: Cheer squad excites fans during halftime of first home basketball game. their energy level. “I think my confidence in the cheer team has grown since we started near the beginning of the year. Everyone has greatly improved since they began cheerleading and hopefully continue to do so,” said Cooper. Iaccino says the squad needs to continue working on staying loud throughout the game and keeping the energy level of the crowd as positive as possible. Most of the girls on the team came with some dance experience, at minimum having taken a couple dance classes at Buckley. “Having one girl with more cheer experience has really helped the girls to see exactly how certain moves should be done,” said Iaccino. The girls can see that the fans enjoy the spirit the cheer team voices. Next year the team plans to add halftime performances. The ultimate goal of the cheerleaders is to cheer on sports teams and make the athletes feel supported by the crowd. “It’s really fun to support my school and really fun to go all of the games and see all the people that come to support it. People don’t realize that we cheer at more games than a sports team plays per week,” said McKagan. According to Iaccino, the girls cheered at the boys varsity basketball team’s first
home game of league-play January 19. The girls wore their cheer uniforms throughout the school day to promote spirit. “The teams and coaches have thanked the team multiple times for supporting during the games. It helps the spirit of the crowd stay positive when the cheerleaders keep the cheers going, and I think everyone can appreciate being cheered on when they are working hard on the field or court,” said Iaccino. As the squad gains experience, the girls plan to learn stunts for next year and strengthen the squads’ numbers. Iaccino plans to have tryouts for the 2012-2013 team at the end of this year. Practices will be held during the summer and the girls will be going to summer camp at either UCLA or UCSB. Iaccino encourages the girls to take dance or gymnastics classes to improve their cheer skills. “When we started there were three of us, and only one was experienced in cheering. Now we have doubled in size and work really well together,” said Lynch. “We learned how to be in sync with each other, and how to communicate during games. Bonding as a team helped this improvement and we all feel a certain closeness.”
TylerMorad ‘14 assistant sports editor The baseball season will begin with a new and improved dugout, clubhouse, batting cages, bleachers, a sitting area for fans, and pitching bullpens. “Because we are committed to supporting the Four-Fold Plan, not only are we committed to academics, but we must keep our athletic facilities up to date as well,” said Dr. Larry Dougherty, head of school. Sophomore pitcher Gabriel Esmailian is expecting the new renovations to assist the baseball atmosphere. “The new equipment and clubhouse will allow us to sharpen our skills even more than before,” said Esmailian. “In addition, we [the players] will be able to relax with the team after practice.” The new dugout is both longer and wider, and will include an area for storage and allow for players to move around freely. “The new dugout will be much more like what our players encounter at other schools,” said Dougherty. The clubhouse will consist of lockers for the players, an area for storage, and a relaxing spot for the team to hang out. After the season is over, more renovations will take place that were not completed before the season.
Back-to-back, Sherman wins Coach of the Year
Olivia Perez The Student Voice
CHAMPIONSHIP COACHING: Coach Sherman takes a moment to talk to her players before their CIF championship match against Cerritos. The Griffins won 10-8. SalimChamoun ‘14 assistant news editor Winning back-to-back division four CIF titles, and being named Daily News Coach of the year, girls tennis head coach Sue Sherman has been named the recipient of the CIF Southern Section coach of the year award for 2011. In the past two seasons, Sherman’s team holds a cumulative 41-2 record. After coaching the girls for six years, CIF has twice recognized Sherman for her talent and dedication to the sport. “I am extremely humbled and very, very honored to be receiving this award,” said Sherman. Sherman takes a unique approach to the sport and advocates four points: to have well conditioned players; to make sure that
intellectually players understand what is at stake; that the team appreciates playing against a tough squad; and to insist they try to live up to the challenges tough opponents present. “I do not want my players to hope the opponent hits a double fault. Rather, I want them to have the opponent to play well so that [my] players can compete and rise to the challenge,” said Sherman. Receiving this award is also an accomplishment for the athletic department. Sherman is the first school coach to recieve the award. “Turning an individual sport into a team sport and making the players feel like they are on a team is a talent to be appreciated,” said Byrd-Newman Milic, Upper School athletic director.
27 thursday, january 26, 2012
news opinion features focus arts & entertainment sports
Frey breaks black belt barrier
MeherSingh ‘13 assistant features editor Five years of practice and three months of intense training finally added up into one weekend. For 14 hours, freshman Samantha Frey faced an intimidating challenge. If she succeeds by performing skills with accurate technique and physical stamina, she will earn her first-degree black belt, a rare and prestigious accomplishment for a 12-year-old girl. Two years ago, Frey passed the test. “The test was definitely the hardest thing I have ever done,” said Frey. “It’s mental because you feel that you can only go so far, but you have to realize that you can do it,” said Frey. Once she got past the mental aspect, she still had to pass the test. “You think you can’t do it but you’ve trained so hard that you know you can. It’s also physical because of the technique but by that time you already know [the skills and techniques].” Introduced to martial arts at a friend’s birthday party, Frey knew she wanted to learn more. With support from her parents and sister, she has made martial arts a passion in her life. “I had a lot of fun, so I just kept going,” said Frey. Frey studies martial arts at a do jiang, a martial arts center, named Kicks Martial Arts in Sherman Oaks, where she learns mixed martial arts based on tae kwon do, with elements of “moi tae” for punching and karate for kicking.
Courtesy of Samantha Frey
TAE KWON DO: Freshman Samantha Frey lives for the mental and physical demands of her sport. According to Frey and her practice schedule, martial arts are just as physically demanding as any other sport. Two years ago in preparation for her black belt, Frey trained three times a week. First, she would take a class on a specific technique including kicking (her personal favorite), board breaking, and punching for an hour and then would run two to three miles. Frey is used to being asked about board breaking, the action most commonly associated with martial arts, and, according to Frey, the most misconstrued action among most people. “It’s not a sign of strength, but more of a physical obstacle. Once you can do it you can do it. I personally love board breaking-it’s
a lot of fun, [it gives me a] sense of accomplishment,” said Frey. “It doesn’t hurt if you do it right.” As part of her training, Frey teaches children drills and techniques to build ground for more advanced skills as part of the Special Winning Attitude Team (SWAT) program. “It [martial arts] is very good for special needs kids (e.g. autism) because it works a different part of their brain,” said Frey. “It helps your teaching as well because you are thinking ‘How can I put this in a way so that they will understand?’” Along with 45 minutes of core training at home, Frey repeated this routine three times a week for three months. She continues this routine two years later, though she admits that sometimes schoolwork
and sports makes it difficult to be at the do jiang so often, but she likes staying in shape. “You realize you want to stay in this condition and want to be fit. It helps build healthy habits,” said Frey. The do jiang makes sure that Frey and her peers are coping healthily with the stress. “Our instructor has a degree in psychology as well, so she helps us with our problems,” said Frey. In her do jiang, individual awards and competitions are not encouraged; Frey has shown immense skill and expertise just by getting her black belt at age 12. Classmates are looked upon as teammates rather than opponents, making it a team sport. “In sparring, or technique
fighting, we all use gear so we don’t get hurt. You have to adjust to your partner, depending on if they are defense or offense oriented. It helps both people in how they spar,” said Frey. Now a forward on the girls basketball team, Frey says that tae kwon do gives her high confidence. “Tae kwon do helps me try new things. You realize that if you have gotten your black belt you can do this,” said Frey. Frey’s excitement about the sport prompted her father, who always had an interest in it, and finally her mother to join her in classes. For Frey, getting her black belt is much more than just another accomplishment for a college application. It’s also more than just a way of making friends, increasing physical stamina, and building a new dimension to her confidence; it’s part of her immediate and longterm future. “Being an instructor is a goal,” said Frey. “It’s something that I definitely want to pass on to my children, but I wouldn’t force it on them. I hope to inspire them,” said Frey. “When I get really stressed out and all else fails, I can always go to tae kwon do class and feel more relaxed afterwards,” said Frey. Frey wants to prepare for her second-degree black belt, which she hopes to attain this spring. Though the workouts and tests will naturally be harder than two years ago, Frey looks upon them as a challenge rather than stressors. “I’m really looking forward to it,” said Frey.
thursday, january 26, 2012 | JACKROSE ‘13
to be reckoned with “When the game is on the line, there is no question who is taking the shot,” said boys varsity basketball head coach Mike Hamilton. Captain of the team. The leading scorer. The leading rebounder. “I just think he’s unstoppable,” said Hamilton. Junior Tyler Coppin-Carter does it all for the boys varsity basketball team. He scores, 19.3 points per game; he rebounds, eight per game; he defends, three steals per game and 1.7 blocks. And he leads. “Tyler [is] our team leader, which fits him perfectly,” said sophomore point guard Astin Beal. “The team is able to feed off his positive energy and knowledge of the game.” The 6’3” small forward is the team’s captain and one of the Griffins’ most important players. Not only does he lead the team in points, rebounds, and steals, he also motivates and guides younger players to help them perform better in games. “He leads by example and he takes the game so seriously,” said Hamilton. “He is very serious and focused going into games and he knows his role.” Carter stepped into this leadership role last year at the end of the season when he led the team in scoring in several of their playoff games and anchored late-game comebacks on the way to the CIF Southern Section Championship game, where he also led the team in points, scoring 22. Nick de Bonfilhs ’11 was the team’s captain and leader last year and helped train Carter for the role he has today. “It was basically Nick and I carrying the team last year,” said Carter. “I was learning from him. I already had a feel for what to do.” He had also replaced de Bonfilhs as the team’s leading scorer. Carter says the best parts of his offensive game are his ability to get to the basket as well as his post game. His power and shooting make him a very versatile player, and opposing forwards have a difficult time handling his power on the block combined with his quickness and strong ball handling outside. Despite being the Griffin’s top scorer, Carter still feels the need to improve his game. “I need to work on pull-up jump shots and I need to extend my [shooting] range outside,” he said. Nonetheless, Carter already hits shots from all over the court. See him get a steal versus Price and take the ball down the court for a dunk on the other side. See him hit consecutive threes against Viewpoint en route to 11
first quarter points. See him rip a rebound away from a Viewpoint player and get fouled on the put back. “He’s a great finisher,” said Hamilton. “I wouldn’t want to have to guard him. He’s a really good player.” Even though he scores almost 20 points per game, Hamilton says that Carter should be more aggressive. “Tyler can score 30 to 40 points per game,” he said. “But sometimes he’ll take 18 and 25 points per game.” Hamilton also called Carter very unselfish. “That’s the nature of who he is. He wants to get people involved [in the game].” Playing basketball since he was 3, Carter has had a lot of time to work on his game and improve. He has been playing club since he was 9 years old and currently plays for Addidas’ Double Pump. For his club team, he plays a similar role as he does for the Griffins and that outside of school experience helps him for school games. Another vital part of Carter’s development has been his relationship with his coaches, both club as well as Hamilton. Carter and Hamilton have known each other for five years and have a very strong relationship. Aside from being a player and coach, they are also close friends. “He knows everything about me,” said Carter about Hamilton. “He has helped me become a better leader.” Hamilton called their relationship “really good” and also says that he trusts CoppnCarter as much as he trusted former team leaders such as Andy Farhadi ’10 and Jake Brodsky ’10. Hamilton will often ask Carter about game strategy and team goals. “He has a very high basketball IQ and he gets concepts quickly and easily,” said Hamilton. Although the team has struggled recently, Carter continues to put up big numbers and contribute immensely. However, personal success does not satisfy him and he wants to help the team improve and win more games. “We have to come into the games ready, excited, and hyped up,” he said. “Lately we’ve been coming out really slow and people aren’t into the game. We need to have good starts.” Against Viewpoint at home, the Griffins were down by double digits early in the first quarter. Carter proceeded to attack the basket, scoring and drawing fouls while also hitting threes to bring his team back. By the second quarter, the Griffins had the lead.
Photo by Vince Pugliese/MaxPreps.com
Carter says the team needs more consistent contributions from other players on the team and he hopes to lead by example to get them there. He works hard with the expectation that other players will too so they can continue to improve. “We need to work on our defense. We’ve been really
sloppy,” he said. “But I think it will all change. Being the best all-around player for a team coming off a league championship is no easy task, and neither is filling the shoes of a former Liberty League MVP in de Bonfilhs. But Carter does that in more ways than just stats.
“He makes each one of us better and carries us throughout the game, whether it’s his great scoring ability or his encouragement,” said Beal. “Overall, I couldn’t ask for Tyler to do a whole lot more,” said Hamilton. “He’s definitely doing his part on our team.”
“I think he needs to be more aggressive. Tyler can score 30 to 40 points per game, but sometimes he’ll take 18 and 25 points per game. I just think he is unstoppable.” MIKE HAMILTON Head Coach