Black & Gold Quarterly (BGQ) - January 2022

CONTENT

Dear Diary

6

Different Country, Different Culture

9

The Price We All Pay

12

The Dress Code According to Students

14

IDTC

16

Handling High School

18

On the Open Road

19

Y=mx+b: Useful Where Else Beside Math Class?

20

Maturity in Teens

22

Working Hard or Hardly Working?

24

Out of the Spotlight

26

Marching to the Music

28

The Melodic Sacrifice

30

Central Speaks + Central Speaks Back

32

The Recipe

34

BLACK & GOLD QUARTERLY

JANUARY TWO THOUSAND TWENTY TWO Editor’s Note EDITOR-IN-CHIEF Mallory Swope CONTENT EDITORS Ted Arnold Elizabeth Phillips PHOTOGRAPHY Collin Benedict Samuel Elkins Eliana Hermel Averie McGraw Elizabeth Phillips Mallory Swope GRAPHICS Averie McGraw Elizabeth Phillips Mallory Swope STAFF WRITERS Collin Benedict Sam Elkins Eliana Hermel Lillian Hobart Kristen May Averie McGraw Lucy Poppleton Aiden Preston Jesse Rizzo Grace Verhoeven Aubrey West COVER Elizabeth Phillips ADVISER Susan Roskelley MISSION STATEMENT

In light of recent events that have devastated countless communities across Michigan, the BGQ staff decided to focus on the experiences we all share in hopes of bringing Central’s community together. In the second issue package, we discuss coming of age topics including learning to drive, getting a license, and getting a job for the first time. As high schoolers, these are things most of us have or will go through before our four years is up. Turn to p. 18 to read our first coming of age package story: “Handling High School.”

Even broader than the experiences we share as high schoolers are the national issues we have all faced throughout the last few months regardless of our age, location, or status. Going into almost any store with a list or a certain product in mind is bound to be an incomplete mission as shelf after shelf of products throughout stores remain empty due to supply chain shortages. For more information, turn to p. 12.

For this year’s “Meet the Staff” feature, the BGQ staff offers an inside look at what life inside the Pub is like with the first segment of our “Dear Diary” series. In this series, we report on the most random of things that happen in the BGQ while we work on our stories and design the magazine. For this exclusive behind the scenes look, turn to p. 6, sit back, relax (maybe pop some popcorn), and enjoy. Side note, if anyone knows why there is a giant “Yes!” board bolted to the wall in the Pub, please share this information via email to bgq@ tcapsstudent.net.

If there’s one thing that students are passionate about year after year, it is anything and everything music. Whether it’s students blaring music through their speakers in CPL at 7:30 in the morning or band students playing their instruments in class, music is consistently running through the veins of Central’s heart. For our mini package in this issue, we take a look at the loss of interest in the arts as well as the stars of Central’s electives: the band, orchestra, and choir.

After nearly three months working on the content for this issue, the BGQ staff is proud to welcome the eyes of fellow Central students, staff, and outside community members.

From the Pub,

Mallory Swope

The Black and Gold Quarterly (BGQ) is Traverse City Central High School’s student-run magazine. Since its conception in 1886, our publication has evolved with the times, frequently changing in style, format, and even name.

However, one factor has remained constant—our staff’s desire to capture the story of our community, to challenge the accepted, and to open our minds to perspectives that we hadn’t previously considered through investigation, research, and inquiry. We are constantly striving to improve our content and artistic elements; after all, the BGQ is a school publication, so educating both ourselves as well as our readers remains one of our primary goals.

4 // BGQ // January 2022

Freaky FAST Freaky

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1217 E FRONT ST 231.929.2999 1294 W SOUTH AIRPORT RD 231.935.9355

Dear Diary...

Join intrepid Content Editor Elizabeth Phillips as she narrates the wild antics of the BGQ staff

September 16: Dear Diary...

Sam wheels around the room, questioning if other staffers had ever direct messaged Drake before. Sadly, his quest was unsuccessful. Meanwhile, Aiden says, “Why don’t we just DM Pampers?” Minutes later, Sam and Aiden have crafted the so-called “perfect” DM to send to Kanye West while the rest of the staffers are cleaning up. Ted gets halfway through reading the DM and forces the phone back into Sam’s hand. Aiden, who has been working on the Drake DM, accidentally sends it unfinished. The bell rings and we are all forced to leave, meaning Aiden will have to wait to fix his mistake.

October 19: Dear Diary...

October 8: Dear Diary...

Aiden wheels around the room, asking the three editors if we wanted to try a barbeque chip. After being rejected two out of three times, he stole a Jimmy John’s free sandwich card, saying “Finders keepers, losers weepers.” As soon as he said that, his airpods fell out of his pocket, and Ted eagerly grabbed them, saying once again, “Finders keepers, losers weepers.” Jesse told us he was named after a song. Sam questions what song it is and wrongfully looks up the theme song to the Disney Channel show “Jessie.” We then find out he meant “Jessie’s Girl” by Rick Springfield. He then reassured us that his full name isn’t actually Jessie’s Girl - just Jesse.

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As we’re trying to figure out Issue Two, Aiden and Sam are throwing out absurd ideas, and no surprise here - they want to bring Drake v. Kanye back. Ted is upset because the bus story has been turned down yet again, despite Sam’s multiple attempts to persuade Mallory. Lucy has let a giggle escape today, which is a rare sighting in this class.

September 30: Dear Diary...

Aiden is currently upset with Mallory for helping him rewrite a sentence of his draft with more detail. After dragging her away from laying out the first issue and asking why she rewrote his sentence, he simply growled at her for the second time this week. Unsure of whether to be scared or annoyed, Mallory sent Aiden down to the library with the camera to get pictures for Lucy’s story. Roughly fifteen minutes later, Aiden had still not returned, which was quite concerning to most of us in the Pub. So Mallory set off on a search and rescue mission to the library. Upon finding Aiden in the fiction section, Mallory discovered that he had been lying on the floor to get the best angles of the books. Needless to say, Mallory was impressed yet severely concerned for Aiden’s well-being and sent him back to the Pub immediately.

November 10: Dear Diary...

The hour remained pretty uneventful until the topic of the Pub printer came up. Ms. Roskelley held up a black and white, 8x10 printed picture of Ted, who looked distraught.

A note from another teacher is stuck to it, reading: “Please don’t let Pub classes use the Business printer. I have a small toner budget.” Sam frantically ran up to Ms. Roskelley’s desk, in pure disbelief that the photo was actually printed.

The whole class erupted into laughter. Ms. Roskelley put her head in her hands and then reminded the class not to use other teacher’s supplies as she started looking for a new career path.

October 27: Dear Diary...

Today, a yearbook staffer came in on his third attempt to take a group photo of the entire BGQ staff. Only 12 of the 14 staffers showed up today. It’s the best we can do at this point. Mallory was asked if a picture of her working could be taken, and while I was laughing and making fun of her, I found out that a picture was being taken of the two of us. Karma strikes yet again. Aiden and Sam have been throwing out the “best” dad jokes they can.

However, once Aiden presents his joke, Ms. Roskelley finishes it before he can.

Quarterly Showcase Photo: M. Swope

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Sriwarshini Sivakanthan

Judit Binu

Maisie Smith

Different Country, Different Culture

by Lucy Poppleton staff writer

Exploring the experiences of three Central students who moved to Traverse City from different countries around the world

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Photos Courtesy of S. Sivakanthan

or most of Traverse City’s history, diversity has been lacking, but the Central community has a few unique students who relocated here from elsewhere on the planet. For many of these students, this new chapter of their lives began after a parent secured a new job in Traverse City. From Sri Lanka to England to Oman, Central students have distinct stories to tell about their experiences growing up in both the US and their home countries.

“In the beginning, I was really excited, but on the moving day, I was really sad [because] I [had] to leave my family. But when I got here, my first expression was ‘this is amazing,’ and I loved it,” shares Sriwarshini Sivakanthan ‘24. “[As time] passed, I started to miss my family, so I started contacting them every single day.” Sivakanthan moved to Traverse City from Sri Lanka, an island off the coast of India, after her mom became a Registered Nurse. Her family relocated to New York and then Chicago, each for a few months, before moving to Traverse City. Moving here ultimately allowed her to improve her English and get to know herself better, although it was a challenge at first. “When I moved here, I learned a lot from people, and I learned that being nice is important, and it impacted me a lot. I feel like I’m changing over time. I’m getting to know people a lot better and getting to know myself a lot better,” Sivakanthan reflects. She hopes to go back to Sri Lanka someday but loves living in Traverse City.

“I love Sri Lanka, I love my family and my friends, I [love] the school, and I want to go back there so that I can get my whole experience back and can talk my own language instead of speaking English and [get] to eat [my] food again.”

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After her dad was offered a job in Traverse City nearly seven years ago, Maisie Smith ‘22 crossed the Atlantic from Northampton, a small town in England. Moving far away from her friends and family helped Smith become more outgoing; “That first day of school I had to be outspoken, and I had to try and make friends, which is something that I [didn’t] really have to do before that,” Smith states. She had seen movies and TV shows about life in the United States, but she was surprised at how friendly people in the US were and how easily she formed new friendships.

“I was kind of apprehensive about it, especially about knowing no one here,” remembers Smith.

“But after that first day of school, I just became really excited about all of the new friends that I had made and all of the new people that I had met and all of the different experiences that I had [went through].”

Judit Binu ‘24 was born and raised in Oman, a country in the Middle East. She moved to Traverse City about one year ago, after her mom was hired at Munson Medical Center. “[The] USA is a dream for many people to come [to], and we were so happy after we passed our embassy interview,” chimes Binu. Once she came to the United States, Binu had to adapt to her new home country. She missed her church, good Indian food, and her friends from Oman. “I never knew

Photos Courtesy of M. Smith

Graphic: M. Swope

I could adjust here this easily because I thought people would not talk to me; I thought Americans would not like me,” explains Binu. “But then I found out that teachers here were so cool and the kids here were super friendly. I love this school; I love [these] people all around me.”

Although she has been successful in connecting with people here, Binu looks forward to visiting her friends in Oman soon. She adds that her favorite part of Traverse City so far are the different seasons. In Oman, the climate is the same year round. “I love [this] place because [of] its natural beauty,” explains Binu, who enjoys seeing the changing leaves and falling snow. “It’s the first place where I experienced fall and winter, even spring.”

School is a major part of students’ lives, no matter where they live. According to these Central students who grew up elsewhere, school here differs from school there in some major ways, particularly in class schedules. “We have [a] really good education there, but the classes are really [stressful]. We [had] thirteen subjects in Sri Lanka,” compares Sivakanthan. “But still, our school ended at 1:30 and we had differ-

Photos Courtesy of J. Binu

ent classes [on] different days.” Binu agrees that school in Traverse City is less stressful and mentions that teachers here are more approachable and kind. Both Sivakanthan and Smith also note the different structure of math classes. “Here you go through math [with] Algebra one year, Trig the next year,...whereas in England, you do all of that in one year, and then as you go up, it just gets harder,” notes Smith. All three mention how people in Traverse City were kind and welcoming when they started school here. “I had really high expectations when I got here, and all my expectations [were met],” remarks Sivakanthan. “When I got here, I knew that people [were] going to be really nice because I [was the] new kid, and they were,...and I got to meet new people.”

For this extraordinary group of Central students, the reality of living in the United States exceeded their initial expectations. Relocating introduced them to new people and a new culture, and in return, they found themselves. “I love this place; I love my friends; I love my family; I love every single person I know,” exclaims Sivakanthan. “This is the best life choice I’ve ever [made] to move here, and I [would] never change it.” //

Photos: E. Hermel

The Price We All Pay

by Kristen May staff writer

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Supply chain shortages have impacted everyone in Traverse City, whether it be consumers, employees, or business owners.

icture yourself walking into Costco on a Sunday.

You’re looking for paper towels, but when you round the corner the shelves are empty. Supply chain shortages have spiraled out of control since the pandemic began. Products of a wide variety have become unavailable to consumers, ranging from meat to hand sanitizer to toilet paper and beyond. Too many items have been cleared off the shelves and aren’t being restocked immediately. The supply chain issues impacting Traverse City are making products inaccessible, which in turn affects businesses that depend on them.

Consumers rely upon these businesses to have products that they need, and when they don’t, people are more likely to change the places they shop in order to collect items that were once widely available.

The root of the problems in Traverse City extends all the way to the Atlantic Ocean. For months, shipping ports have been cluttered by freighters lined up for miles waiting for a chance to unload. The ports are too backed up to accommodate all of the supply surges, leaving the containers with nowhere to go. The shortages are hitting hard nationwide, but Traverse City is having issues locally. Consumers have had to adjust their day to day lives in order to accommodate 12 // BGQ // January 2022

the shortages. Items have become limited, forcing people to purchase less. “Meijer has limits on almost everything on their shelves. It was either limit two or limit four,” local realtor Nan Ray states. Limiting the amount of products that a customer can buy is making it difficult for consumers to obtain exactly what they need. Large families especially struggle with the limits on products because the items that they can obtain aren’t enough to feed everyone. It doesn’t help that consumers are increasing their demand. Customers are wanting to stock up on certain items in case the pandemic takes a turn for the worse or the shortages get bad. Try to remember the first time you heard or read about the toilet paper shortages. Did you panic? Did you try to get your hands on as many rolls of toilet paper that you could? If so, you contributed to the shortages and now we’re all having to pay the price. In an interview with Insider Magazine, Jonathan Gold, vice president of supply chain policy at the National Retail Federation, remarks that “demand grew so rapidly in the past two years that it’s equivalent to about 50 million new Americans joining the economy.”

Small businesses in Traverse City have had to adapt, due to the obstacles the shortages have

thrown at them. Heather Bailey, a manager at the Grand Traverse Pie Company, finds that “we just have to find supplies through other distributors or another item that is similar compared to the food item that we are missing.” Businesses are feeling the strain and pressure as the holiday season nears as well. Since products are becoming unavailable, businesses aren’t able to find some necessary supplies that are needed in their store.

Bailey notices that some ingredients for their holiday pies are becoming more scarce. “Right now, as of yesterday, the main part of the pumpkin pie I can’t get, so, that’s stressing out my bakers,” Bailey explains. Everyone in a business is being negatively impacted by the shortages because every single person is vital to the business being successful.

While some stores are struggling to get products or are having a difficult time attracting customers, others are seeing an uptake in business. Kylie Pickle ‘22, an employee at Big Lots, notices that they’re getting more customers as the shortages continue. “There are some people coming in who talk about how they can’t find this and that in other stores when you would normally be able to walk into a Meijer and find it right away,” Pickle explains. “I think one of the items was Fiji Water.

I had one guy come in and buy almost an entire shelf of Fiji Water because he couldn’t find it anywhere else in town.” Although a store like Big Lots is benefiting from these current changes, they’ve still had to adjust to adapt to the shortages.

Workers themselves are in high demand right now because some employees are choosing not to return to work after the height of the pandemic for varying reasons: illness, having to care for a loved one, or just not feeling safe enough to be at their job. Many businesses are craving more help and are constantly waving ‘We’re hiring’ flags, but they’re still having issues getting the assistance they need. According to CNBC, “there were 10.4 million job openings in August whereas the number of people leaving their jobs (the so-called “quits rate”) rose to 4.3 million, the highest level seen on records dating back to Dec. 2000.”

Jobs everywhere in Traverse City are being affected by the supply chain issues. Nan Ray is a realtor and finds that it’s getting harder and harder to have items delivered on time due to the shortages. During a home remodel earlier this year, Ray found that two items were severely delayed because of the shortages. “We had two major things that were really slow. The first was our bathroom countertops and those were about three months late. The second thing was we ordered was a couch in February, knowing that they were taking a little bit longer, and it was July [before] it came,” she states. Since businesses are backed up, they don’t have the products that their customers need, which then impacts the customer’s job and daily life. Regardless, everything trickles down until the very last person feels an impact. //

The Dress Code According to Students

by Averie McGraw & Aubrey West staff writers

Central’s dress code and how it affects teenagers around the school

All Photos: A. McGraw

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very school has a dress code, which are supposed to help with the learning environment and keep students more focused on what school is actually about. One rule stated in the official TCAPS dress code is that clothing may not reveal undergarments, yet you see many girls wearing bralettes, which makes it feel like there is almost no dress code at all. There are so many different styles that you see all-over Central (Skater boy/ girl, Alternative, and Casual). Students decide to express how they feel through their clothing choice because it shows what’s comfortable to them and what they like. This is especially true when, at Central, you see girls wearing mini skirts, bralettes, and anything but a full shirt. There are also students who wear crewnecks, hoodies, and sweatpants in complete compliance with the dress code. Students tend to put themselves with other groups of students who match their “vibe” or style, 14 // BGQ // January 2022

and if they don’t match, then they won’t follow that group.

Students have been aware of the dress code since middle or even elementary school, so they should already know what is okay for school and what should be worn when they go out with friends. Matthew Cook ‘23 believes that “not everyone is really distracted by clothing, besides maybe teachers.” Teachers and school staff are supposed to make sure that the learning environment is not distracting for students. When the dress code issue is discussed, it’s mainly girls who are talking about it. “I think girls have a lot more limitations on what to wear ” says Cook. “I think a lot of guys care a lot less and don’t want to break the rules they have set for them.” Dress codes can be valuable in creating a safe learning environment, yet many already wear revealing things and don’t seem to care about the dress code already in

“When getting dress coded, some people exaggerate the situation and say that it is the teacher who is in the wrong.”

place.

Amber Villegas ‘25 thinks that body type plays into the issue with dress coding, too.

“There’s acceptable reasons for it sometimes, but there’s other times where there’s a girl wearing a bralette and they don’t dress code her, but dress code a girl with a good body that’s wearing a crop top. I just feel like they do it based on the body type girls have.” When getting dress coded some people exaggerate the situation and say that it is the teacher who is in the wrong. “Honestly there are people who exaggerate it, like they will say: ‘it’s the teacher’s fault because they are perverted,’” Villegas states. Students take a defensive stance when getting dress coded because they are being punished for something that they wore to school. Villegas thinks there’s a double standard, “I’ve seen girls wearing provocative clothes and the teachers don’t dress code them as much, but like I said, it’s [about] the type of body you have.”

Females aren’t the only ones with opinions on the

dress code. Students all have their different take on the dress code and have their own thoughts on it. Mason Bruce ‘25 feels that the dress code is a good idea, but doesn’t think that “students care as much as teachers and staff because they look for students wearing revealing clothes, whereas students don’t care because they are the ones wearing the clothes.” Bruce states, “I’ve heard people say that the dress code is sexist or that it is very targeting.” This may be true, but some of the reason for that may be that some girls like to express themselves through clothing and style, whereas many guys tend to keep it simple and go with the flow. Feminine clothing is often more revealing, so it comes as no surprise that girls get dress coded more than guys.

Maybe the dress code issue isn’t really about the dress code. Maybe it’s more about self-expression or feeling like you need or want to fit in. Although this has been a widely debated topic this year, is it really what we should be focusing on? //

“Describe your favorite memory from high school.”

identityin traverse city

by Elizabeth Phillips content editor

In our spin-off of Humans of New York, the Black & Gold Quarterly went into Central’s community in search of memories.

Our mission was to find inspired humans, and through a variety of randomly selected staff members, we were about to find one commonality: nostalgia.

Julie Puckett

All Photos: E. Phillips

16 // BGQ // January 2022

“Well, I think my favorite high school memory didn’t happen in school, it was more about the time that I spent out of school with my friends. I can remember one particular Christmas, it was really snowy. We were tubing, and it just felt… I was older, I was a senior, and it felt like sort of the last time we would be together. I remember feeling the significance of that, the heaviness of that, and yet I was so incredibly happy at that moment in time. That’s probably one of the ones that stand out.”

Scott Purdy “I would say my best memory from high school was winning districts for baseball. And we were the first team for Traverse City, well I went to Traverse City West, but we were the first team to win it in school history. That’s probably my best memory.”

Emily Howard “So my class of peers was very engaged and we were all just so close. So junior year, our spirit theme was blue. We actually all stayed after school one day, like the whole junior class of our group, and we tie-dyed blue t-shirts. And because our theme for homecoming was ‘We didn’t start the fire’ kind of thing, and since we were blue, we made like ‘water’ tiedyed shirts to put out the ‘flames’ of the other classes which were red, orange, and yellow. So we had flames at the bottom and we were putting out the flames, so we were on top. And that year, we won the spirit jug, which is it’s own little thing there. [To get it] we have to be super spirited and enthusiastic, so we had the tshirts, we had the camaraderie, and the community, and then when we had our assembly, we had to cheer our Alpena cheer. We did it the best and the loudest, so we won, which never happens, because the seniors always win. It was the best. So I just really loved that whole homecoming week where we came together as a class and made t-shirts all together which was so fun and then came together and won the spirit jug.”

Handling High School

by Aiden Preston staff writer

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The responsibilities of high school students and ways they tackle them

egardless of plans students may have for their life, the transition into high school causes many changes in a student’s day to day schedule. At first, the newfound responsibilities of a high schooler may be taken with a grain of salt. A problem many teens have is being treated like they are younger than they actually are, but with the new and more difficult responsibilities they take on, adults start to recognize them as more mature. Trying to prove maturity is no small matter, and the means to do so is never a breeze. The things that are expected of teens have been severely ramped up from what was expected of them in the past, yet those who want to be seen as young adults will go the extra mile to make sure they are viewed that way.

Perhaps one of the largest changes from a kid to a teen is getting a job and learning how to manage time. At the age of 14, the legal age to work in Michigan, students often start the search for their first job.In any case, having a job requires a great deal of balancing one’s time. Time management is by far one of the most important skills for a teenager to have. The balance of school, jobs, extracurricular activities, and most importantly, social life, is not an easy task, but it is possibly the most stressed thing for teens.

Staying caught up on all things relating to school can prove to be a challenge at times, but teachers here at Central try to accommodate for the workload that students face. “We get that you have six classes, and in situations, six classes could task you with a lot of work on some days. I will tell you that teachers are aware of the student workload and what students do after school,” explains Benjamin Ludka, a US History teacher at Central. “Unfortunately, on some days, it just happens that way, although teachers are aware of it and do try to limit the at-home work.” Even with teachers attempting to keep workloads manageable, 18 // BGQ // January 2022

students will be ultimately responsible for the work they have to do.

A recurring issue students have with school is the lack of real world information they receive, and this is no different for Emmet Payette ‘23. “I think that the workload is too rigorous and not rich enough. I feel like most of the work I do is pointless and I don’t learn anything. I just do it to pass the class,” notes Payette.

The short term memorization of material is the strategy commonly used on tests and quizzes and perfectly illustrates the problem with modern-day learning. Students, for the most part, don’t care about the information; they care about passing the class, getting good grades, and making it into college, which demonstrates why so many students have a problem with the current education system.

One of the biggest issues with the high school demographic is that students feel they need validation from others, especially on social media. “The thing I don’t like is the way people can make other people feel without even being face to face, and I think that is a teenage issue because of the emotional immaturity. Because of [their] age, teenagers are going to take that stuff a lot more to heart than adults would,” stresses Ludka. Having a sense of belonging is something that heavily influences one’s mental health, and mental health goes hand in hand with a student’s ambition, not just in school, but anywhere. Learning to control emotions coincides with one’s image as a person and how others view them, so knowing how to handle oneself when something happens can really affect a person’s reputation. Proper emotional control proves to everyone that you, as a person, can function as a part of something larger with composure. As students progress through their high school career, it is expected that as they get older they will be able to handle themselves. //

On the Open Road

by Sam Elkins staff writer

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Taking a look behind the wheel with Central students

eaving the Secretary of State, seeing that fresh printed card that allows you to cruise the open roads is extremely rewarding. To most, a driver’s license is one of the most valuable objects they own because of the freedom attached to it.

Before you get your license, you go to Driver’s Training. But when it comes down to it, the difference between your permit and official license is substantial. Michael Auger 24’ recently finished Drivers Training Segment One and states, “it was really fun, I went through Drive My Way. We all kind of got to know each other pretty well, but I was pretty intimidated by the class because you have a lot to learn.” Auger claims. He also views Segment Two of Driver’s Training as “just like [Segment One] but a bit shorter and easier, since you don’t have to do any drives.” Auger ultimately enjoys the opportunity to get his license after completing drivers training. “It’s like having freedom in a way, not having to get rides and things like going to the gym without having to ask for a ride is really great.”

He then comments, “My girlfriend has a license and I know she loves driving because of the freedom.”

That makes him want to get his license more “because literally everything I do involves driving and every time I want to go to the gym and my mom or sister won’t drive me, I need to find a ride,” he notes.

Colton Manthei 23’ has had his license for a few months and thoroughly enjoys it. “It’s the independence that I love. If I want to go to a football game I can, if I want to go to an extracurricular activity I can,” he explains. Due to Manthei’s age, he still has some limitations on driving. For example, he can’t ride with more than one person who is not over the age of 18 in his car until he is 18 himself, which ap-

Graphic: E. Phillips

plies to every under 18 year old driver.

Getting your license is a big milestone for students. It gives a new sense of responsibility. Getting rides is a very large thing that can be very hard on students. For example if they miss the bus and their parents or siblings won’t drive them, it then makes issues on getting to school. Getting a licenese prevents these issues from happening. “It’s more your responsibility now that it’s something that your parents aren’t paying for - it’s all you. Things like having to refill your gas tank, being on the road, and having that responsibility [of] driving and having other people’s lives in your hands is a lot [to deal with],” Macyn Emery ‘23 states. This responsibility grants more freedom. You can do more and go to more places. “It just feels nice. I can drive to work.

Drive home from work. Drive to burger king. Lots of opportunities to have because of my license,” Manthei says.

And then there’s reckless driving. Studies shown between the high school ages 32.8 percent have texted or emailed while driving. And 12 percent of distracted drivers involved in fatal car accidents were teens 15-19. “[There’s] a lot of things [stressful] about driving. Just today I was running late, and going into the school parking lot and some guy was breaking annoyingly and I had sensory overload.”

Manthei states. That can happen to any young driver of having a lot going on to keep track of during their time on the road.

So from Drivers Training to being officially on the road, having a driver’s license is a helpful and positive impact on not just Central students, but all people when used responsibly. //

Y=mx+b: Useful Where Else Besides Math Class?

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by Collin Benedict staff writer

A dive into a topic we all have experienced: the assumed uselessness of the things we learn in school

n a 2019 survey, it was found that only 37 percent of the information we learn in school is used by the average person. The survey, done by H&R Block, also discovered that 57 percent of adults would have wanted a money management class in high school. At Central, we have classes like Personal Finance and business classes, however, not many students end up taking them. Many who excel at other subjects are pushed to continue taking those classes, for example, if you excel in English you’ll be pushed to pursue an English-based career. Any class that dives into money management and economics provides direct, relevant skills for when you leave high school. Traditionally required English, science, math, and history classes, not so much. So why are we still learning these seemingly useless things?

Not everything in school is useless, “but there’s definitely parts of it we could go without,” says Jameson Karas ‘23. “Anything past basic math isn’t needed in reality; in the real world you only need up to division [or] exponents, maybe.” Despite having a handful of useful skills, “the majority of it, all of us, we’ll never use again in our lives,” claims Ryan Grubbs ‘24. “When am I going to need the quadratic formula if I’m not a mathematician?” Karas believes that “if you want to be a rocket scientist or something, learn how to do math. But if you’re gonna paint or lay drywall, you probably don’t need it.” So if school teaches mostly useless things, then 20 // BGQ // January 2022

what is taught in school that is useful? Skills such as teamwork, work ethic, training yourself to meet deadlines, are all acquired through school indirectly, as well as other skills like “problem solving, a little bit of English because you have to know how to write a job resume. History’s always good to know, but math is just kinda…dumb,” Grubbs explains. “I would say some social skills [and] interacting with people and adults with authority over you [are important],” Karas chimes in, “I’m sure some history, some math, and the basics of each core class [are also important].”

A flaw in our education system that is often recognized are grades. Grades are often seen as a reflection of a person’s intelligence. To get into college, it will mostly come down to GPA and SAT scores, athletes in some cases, however, many people have talents and abilities that aren’t reflected in the gradebook. Not every skill gets to be repeatedly shown on the school campus. Communication, facing live competition, responsibility, and conversation are all important skills that are not exhibited all that often. “A grade is just an overall scoring of what you’ve completed and what you haven’t completed, rather than a show of intelligence,” Karas claims.

While many people believe that we are gaining nothing from school, that is not the case for everyone. “Not everything applies to everybody, but they all have applications to the real world,” says Collin Hall, an algebra and statistics teacher here

Photos: A. McGraw

at Central. “You get some elective choice, but the different required courses are what builds you up to be a well rounded person. So no matter what you do after high school, you have a basic understanding of core contents.” Whatever you decide to do in life, chances are something you’ve done in school will relate to it. For example, “if you decide to be an engineer after high school it’s a good thing you took these math classes. If you decide you’re gonna fall back on writing, it’s a good thing you took your English classes,” Hall states.

When it comes to grading being a reflection of a person’s intelligence, Hall sides with Karas and Grubbs, but notes that grades are not supposed to be a measure of intelligence. “A grade should accurately reflect how well you understand and can apply content from that specific course,” Hall says. Rarely is someone a genius in every subject, and GPAs of students aren’t always equivalent because we all take different classes. “A student can take easier courses and more challenging courses and their GPAs aren’t necessarily comparable as a measure of intelligence. It all has to do with specific classes and how well you understand and apply [those classes],” Hall defends.

Karas and Grubbs both agree that math is the most useless of the core courses. However, Hall sees it a different way. “Any scientific advancement we’ve had has stemmed from math. Like any medication you take, any new medical procedure, all that is determined through statistics to see if it’s effective or not. Everything applies to the world as we know it today,” Hall says. It can be reasonably inferred that most of the math teachers at Central have had encounters with students’ lack of motivation. Many students remain convinced they will never use any of this material ever again in their lives. “I’m a math teacher, so kids complain that they don’t see the use of what we’re doing in school

outside and how it applies to their life. The primary goal of math classes is teaching critical thinking and problem solving skills so that you can reason your way through problems, you can solve things logically, you can make an argument. Obviously math teachers get that argument a lot,” Hall addresses.

Throughout the school year, teachers teach more than just how to solve for the value of X in an equation. Although it may not seem like this is the case, there are a handful of life skills developed in school.

Skills such as “communication, problem solving, critical thinking, collaboration, perseverance, work ethic, relationship building, and then you learn how to learn. So no matter what you do, you have the ability to learn a new skill,” Hall explains. Although a number of life skills are developed in school that are resourceful, there still are some life skills that don’t make the cut, “stress management and other wellness strategies - I think that’s changing and I don’t know what’s tackled in health classes, but staying organized and managing your stress are things that could be taught more,” Hall explains.

Maybe students will never use the Pythagorean Theorem again in their lives, but that’s not the only thing to gain from Geometry. “I don’t think it’s about whether or not you use specific content in your everyday life, it’s about whether or not you’re developing those skills. If you have a vision of what you want to do, your class has become more relevant cause you see a path of how to get there,” Hall says.

Even if you go into something that doesn’t involve all the subjects you can still gain skills from those subjects. “Maybe what you want to do doesn’t involve math, but focus on the takeaways that you can get from that [such as] problem solving, logic, communication based [skills]…you might have other classes that apply more to what you want to do that you’ll find more interesting,” Hall states. //

Maturity in Teens

by Aubrey West The popular topic of conversation between adults and Generation Z teens staff writer

Graphic: A. McGraw

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was around 11 when I first felt like I was becoming more mature. This is when puberty hit; I was changing as a person and didn’t know how to handle it. I was growing up. I learned from the people around me what to do and what not to do, and I started to understand a lot more of what was going on around me, from home life to how people were acting in school and their behaviors. My home life wasn’t all that fun, and I loved going to school to get away from home. School 22 // BGQ // January 2022

was where all my friends were, yet that was when I started to realize that I didn’t have the best of friends or a good group around me. I went down a pretty hard path to get where I am today, but it gave me the knowledge of what is right and what is wrong for me. I would say that I grew up a bit too fast, and I experienced things that I shouldn’t have when I was super young, but the path that I went down was the right one for me to be who I am today.

For one Central student, maturity was served through a life-changing medical diagnosis. The moment James Edwardson ‘24 found out he had Type One Diabetes, he knew he would be going through significant changes in his life and would have to learn how to handle them. “When I was 13, and I found out I had diabetes. It really changed my life and made me stronger, and I learned how to cope with other things from that experience,” Edwardson states. He sees other teens being immature, often taking out their depression, anger, and anxiety on others, even bullying others to try and make themselves feel better. In contrast though, he often sees teens being mature. “They are very respectful to teachers and other students. They are helpful, rather than mak[ing] fun of them and bully[ing them].”

Certain teenage behaviors don’t just occur in school; these behaviors can change when they are at home with family. There’s many common demands from parents: do the dishes, take out the trash, sweep the kitchen, clean your room, put your phone down, take the dog outside. These are all requests that can sometimes aggravate teenagers.

Why? The parents’ reasons for telling adolescents these things are so they’re teaching them responsibility. Someday they’re going to be taking care of a house on their own and raising children. So, with teenagers helping around the house, they’ll know how to do those things in the future. With becoming older comes more responsibility and more experiences on how to become mature for their young-adult age. With also becoming older comes having a job; your first time can be scary, but eventually you’ll be able to hold the responsibility of saving money, and working more for other people. This experience of your first job can help you grow into a young adult and start to

realize what adulthood will be like, and it’s best to prepare early. Meredith Nissley ‘23 also finds this to be the case. “I feel like we’re at an age where we can handle having more responsibilities because at some point we’re going to be off on our own, and we need to know what to do and how to function,” Nissley says. She believes that teenagers all throughout high school have the full capability of being able to handle their own responsibilities.

With growing up, parents and adults would expect that you’re now responsible enough to make your own decisions in life, and in your current life as well. Decisions such as coming up with a decision about their consequences, pursuing college, having children at a young age, and other choices in those “big” situations. It all comes down to what you would like to pursue in your future, whether or not you care about your career and your high school diploma or your degree.

Of all the factors related to maturity, home life impacts school life and students’ futures more than anything. Usually an unhealthy home life counters the examples of an unhealthy environment with a toxic family. Or maybe your home life isn’t meeting the expectations and its needs correctly, or it can even be something to do with yourself. A toxic family usually means there’s conflict, feuding, neglect, abuse, irresponsibility, and delinquency. If there’s problems with yourself, maybe there’s just some improvements that need to be made. You can do this by changing your mindset or looking for a good inspiration to help you overcome struggles. Maybe that’s an idol, or a friend or family member, or your hopes and dreams of your future. I know that my inspiration was an old friend that I used to think was so successful. I wanted to be like them, so I looked up to them as an inspiration and eventually got my way with how I wanted to be with my responsibilities. //

“Do the dishes, take out the trash, sweep the kitchen, clean your room, put your phone down, and take the dog outside.”

Working Hard...

Graphics: E. Phillips & A. McGraw

or Hardly Working?

by Jesse Rizzo staff writer

24 // BGQ // January 2022

The struggles of balancing a real-world job and high school

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hen I got my first job, it was a scary experience, especially because I only had 30 minutes of training before dealing with real customers. My first shift was only four hours long, and by the end of it, my feet and back were killing me. The beginning was the hardest part; between getting used to standing for long hours, dealing with customers, and working with people I didn’t see eye to eye with, my first job was a struggle. Although everyone won’t have the same experience, a majority will deal with something similar in their working life. As time goes on, the physical and mental challenges of working will lighten up because you start to acclimate to the work environment.

Some high schoolers can get turned off from the demands of the work environment because of the physical stress it can cause. It’s entirely reasonable to be worried about this physical strain, and it isn’t the only thing to consider when thinking about getting a job. Working can be very stressful and mentally draining especially for students who have to combine this with their school work load. Madeline Rowney ‘24 explains that “during the school year, especially during the finals, it was kinda stressful and I had to step back from my work a little and only take one day instead of two days”. One of the most stressful parts of working is handling customers. Some of them are ruthless. People like this will put you down for any mistake you make, no matter how small it is.

Not all customers will be like this, though when it does happen, it can set the tone for the whole day. The stress of working is too much for some, but having a job does have advantages.

Having your own money in high school allows for a lot more freedom, and being able to make purchases for yourself is nice. Arthur Sieting ‘24 notes, “I was happy knowing I had the ability to get whatever I wanted. It also made me feel more like an adult.” It is also a useful resource for teens to have. They might be out with friends and need to buy food, see some clothes they like while window shopping, or making an online purchase.

Regardless of what you’re buying, it’s still good to get it for yourself instead of asking your parents or waiting for a holiday such as Christmas or your birthday. Having a job allows teens to save up for bigger purchases like cars, and by doing this it does give that sense of freedom that a lot are looking for.

There are a lot of jobs available currently, but the challenge with this is finding one you like.

When I got my job, it happened very quickly and out of nowhere. I was going to get lunch and someone from corporate asked if any of my friends wanted jobs. I said that I was looking for one, and later that day I got a call from the owner to set up an interview. They ended up hiring me right after that. I randomly ended up with a job I liked. This may not be the case for many, but opportunities like this can present themselves, so it is important to look out for them. When looking for a job in traditional ways, there can be a lot of factors. Sieting describes feeling out of place at his first job because of the age gap between him and his coworkers. Things like this are important to consider because of how often you’ll be around your coworkers. Despite this, Sieting still felt it was a positive experience stating “It was a good idea mainly because it would give me something to do after school instead of gaming or watching tv.”

Getting your foot in the door of the workplace is always the hardest part. Jordan Messick, owner of Jersey Mike’s Traverse City, believes that “skills learned at a first job will prepare you for future endeavors.” People can ofen overthink the process of getting a first job or any job, but Messick states “my best advice is be receptive, reliable, and be eager to learn. If you have these traits looking for a job, an employer will be eager to take you on board and teach you the job. Reliability is a big thing employers are looking for.

Someone they can count on to do the job. The experiences you will have and people you’ll meet makes working worth your time. //

Out of the Spotlight

by Grace Verhoeven staff writer

A feature on the lack of funding for the arts in the state of Michigan

Artwork Courtesy of Ms. Peoples’ Drawing Class

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he arts are important to many people all over the world, and it’s in our best interest as a nation to keep art education in our schools. Without the arts, there would be no bright colors, no music, and no Broadway shows. Where would half of our history go, down the drain? People who watch television wouldn’t have actors to fill the roles and who would know how to sing the National Anthem at baseball games if the music program isn’t funded? Unfortunately, Michigan has been on the low end for funding these pro26 // BGQ // January 2022

grams compared to other states. Our community, however, provides diverse opportunities like programs at the Interlochen School for the Arts and the Dennos Museum. As our community continues to lead by example, hopefully our schools will continue to see improved programming and keep these creative outlets from becoming just another thing of the past.

In Michigan, funding for art programs in schools has been on the low end of the national average. “During the 2009-2010 year for example,

only three percent of schools allocated funds for dance, and only four percent offered theatre opportunities,” according to a Michigan Arts Education Survey. Here in Michigan, 108,000 students have no access to an arts education, despite state guidelines for it. The state’s educational guidelines call for students from kindergarten through high school to learn about dance, visual art, music and theater, and the Michigan Merit Curriculum requires students to complete one course in “visual, performing or applied arts” in order to graduate and receive a high school diploma. Yet schools chose to put art on the chopping block because it is not equal whatsoever to the funding for English, Math, History, and Science programs.

Many school officials say that the arts are an important part of students’ education, but there is never enough in the budget for it. This same survey found “56 percent of schools budgeted $1,000 or less per year for the curricular support of arts education, and 27 percent reported no budget at all.” Mike Latvis, director of public policy for ArtServe Michigan, a non-profit arts advocacy organization in Michigan said he has known for a long time, “that with a lot of the cuts in per-pupil spending, many schools have been cutting back on arts education.”

The state of Michigan has guidelines, but not mandates, that require school districts to offer arts instruction at the elementary, middle, and high school levels.. Due to this, students who attend districts with art programs typically only take the required one credit. Some kids feel that without some form of art they wouldn’t be able to express themselves or their individuality, and many see it as the only way to show people who they really are. Students like Carson Suttle ‘23 enjoy art because “it’s a way to express yourself, and I’ve made it into a business, so I can have a job doing something I like to do and have fun doing.” Art is a way for kids to relax and take away all their anxiety or stress, for however long they need. Lucy Phillips ‘24 feels that the arts are important to her and other students like her because “it just brings me genuine joy. I enjoy doing it, it doesn’t feel like a chore; it’s a way to express yourself. It’s good to have some way to get your feelings out; it can be therapeutic.” Brice Richards ‘24, when asked where he would be without art in his life, remarks “I’m not sure, I make a lot

of music and art all the time, it makes me happy.

Without it I wouldn’t have anything to do.” Hundreds of students like these rely on our nation’s art programs to express themselves. Art programs give our youth an outlet to stay out of trouble and to feel something. In a time when we could all use something to bring us a little extra joy, why do we keep taking it away from our future generations?

In our community we are fortunate to have multiple avenues for anyone looking for art to enjoy. The Dennos museum and the Interlochen Arts Academy helps bring the arts to our community by holding music concerts, art exhibits, theater and dance. Students might go to Interlochen to try and become better at playing their instruments or to get vocal lessons for singing. All walks of life come together here to share their art with their classmates and develop a deeper love of their art. The Interlochen Arts Academy offers an immersive arts experience that fosters a sense of closeness discovered only through a deep, shared appreciation for the arts. Generations of artists and arts enthusiasts have experienced the special and intangible magic that transpires on Interlochen’s beautiful campus since 1928. Their mission statement, explains that art is so much more than pretty pictures or dances: “Interlochen Center for the Arts engages and inspires people worldwide through excellence in educational, artistic, and cultural programs, enhancing the quality of life through the universal language of the arts.”

A college student is moved to tears by a story she is writing or a grandfather remembers the day he learned to play the trumpet. Children go to art museums on field trips. CEOs hear music in subway stations. Art inspires us to think outside of our everyday lives. To reach for dreams that are not yet a reality. When a song touches your soul when you need it the most, think about how that singer was once just a kid learning to sing in choir class. What would have happened if you hadn’t heard that song at just that moment? Would you feel the same without it? Teaching children to appreciate and find a lasting love for art is vital to our happiness as people. Michigan as a whole needs to do better, but it is up to communities like ours to recognize the importance of art education and continue to strive for better funding in schools. //

Marching to the Music Graphic: BGQ Staff

by Ted Arnold An inside look at Central’s content editor marching band program

Photos Courtesy of TC Central High School Facebook

Graphics: A. McGraw

28 // BGQ // January 2022

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he Traverse City Central High School marching band is a familiar sight to anyone who has been to a home football game, but the band itself is a much larger force at Central. Beyond the drumline’s cadences and the halftime performances, Central’s band program runs a series of concerts for the Symphony Band and Wind Ensemble throughout the school year, and features a zero hour Jazz Band. For students, the band “just makes your high school experience better,” according to Alto Saxophone Section Leader and Jazz Band member Scout Russell ‘23.

Every day, students have an hour of their day set aside to practice their instrument, learn their music, and play with their bandmates. For some students, this is in the Symphony Band, and for others, in the audition-only Wind Ensemble. To get into the Wind Ensemble, at the end of each year, “everybody auditions for their ensemble for the next school year, and then from there, we take the top people on each instrument,” according to Central’s Band Director, Thomas Vieira. Both bands host concerts for the public throughout the year, featuring a variety of concert tunes accompanied by the Percussion Ensemble, a separate class exclusively for percussion students. The Percussion Ensemble includes not only drums, but also a rhythm section, featuring a wide range of instruments to bring variety to the music Central brings to the table.

On Tuesdays, Wednesdays, and Thursdays, Central is alive with the sounds of jazz in the morning before any other life lurks in Central’s halls. Jazz band meets in zero hour, and the band performs at concerts locally, as well as at Central Michigan University and Michigan State University at jazz festivals. For students, the jazz band provides a “good opportunity to play different kinds of music,” Russell adds. “I really like jazz because it allows for more musical freedom and interpretation.” The opportunity to travel and listen to other jazz bands and “just be around other people that appreciate jazz as much as we do” creates a ”really good experience, [that is] very enriching.”

In the peak of football season, downtown Tra-

verse City can hear the beat of Central’s drums and the blaring of its trumpets. All students who sign up for band are required to take the field at halftime at all of Central’s home football games and play that season’s show for the crowd. This year, Central’s marching band had the unique opportunity to open their season at The Big House in Ann Arbor, and close it at Ford Field in Detroit. The key to the marching season is, according to Vieira, having “a really great group of people” to work with, and this year, “the attitude and the vibe of the group was really awesome.”

The work for this show starts long before the first note is played. The theme for the next year is decided as soon as the last day of school, as was the case with this year’s theme: Light up the Night. The band then meets in August for the infamous two week long Band Camp, when students meet and learn their show for the year.

Each section spends the season bonding over the evening practices while sharpening their skills on each instrument.

Beyond football games, the band plays at the Michigan School Band and Orchestra Association (MSBOA) District Two Exhibition, held at Thirlby Field every year. Vieira eventually hopes to expand the marching band’s opportunities to play at more expos in the future, ideally downstate, where, Vieira notes, the schools are much bigger, which gives students “an opportunity to see other schools that they haven’t seen before.”

Band draws a hugely diverse group of people each year. To Vieira, “it’s kind of the ultimate team sport. Every single person’s got to do their job. Up to 100, 120 people have to be all together, in sync.” More than that, “it gives people a family.” Freshmen who come into Central and join the band are immediately placed into a community where they know people of all grades in the hallway, which really makes them feel like they are a part of the school community. Russell thinks that band is, at its core, “a great group of friends that are all sort of equally dorky,” and gives everyone “something to look forward to every day.” //

The Melodic Sacrifice

by Eliana Hermel staff writer

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Many of the Central students enrolled in the music programs spend hours of their lives working toward their best possible performance

usic is everywhere. From the wind blowing through the trees to the birds belting their charming calls. It’s human nature to enjoy the sounds of the world, whatever that may be to each individual. So how does it help people? Why does music make someone happier than they could’ve ever imagined?

Something as grand as music needs to be considered as a spectrum. But then that spectrum becomes more of a web, and starts from one point, or one idea, and branches out into thousands of different strands.

Music is kind of like that. It starts from one idea, or one thought, and then branches out into all these different kinds.

Because of this, the students of Central have many unique preferences for their favorite tunes.

Many genres probably come to mind. Amid these thousands of genres and preferences, orchestra is one of them.

Dagny VanEssen ‘25 has been playing the violin since sixth grade. VanEssen has possessed a desire to play the violin ever since she knew how to talk. “When I was younger, I thought that you just had the violin, you had the bow, you played it, and that’s that. But it’s so much more to have the rest of the orchestra with you,” VanEssen expresses. Being a part of a team, an orchestra, or even just a group of friends is important. It tests one’s patience, but also sends the message that 30 // BGQ // January 2022

being part of a team relies on individual contributions. Knowing one’s part of a song or a play on the field requires time and sacrifice. VanEssen describes, “I see the sacrifices as necessary because when you make these sacrifices and see the final result, you realize just how the work and devotion you put into something can make a huge difference.” Her value of orchestra has gotten in the way of her regular hobbies, but the rewards are greater than anything she could’ve ever imagined. Because of this, VanEssen holds music to a very high standard. “Without music, this would be an extremely boring world. Think about your life right now, but with literally no music. At all. It would be so boring,” VanEssen remarks. She also encourages everyone to “just get an instrument.” Even Photo: S. Elkins with the sacrificed time and activities, she sees orchestra as a hobby worthy of indulging in.

Singing is another aspect of music, which can induce many feelings. Sasha Buck ‘25 recalls, “My mom signed me up for NMC Children’s Choir when we first moved here from Chicago. I just started growing my voice from there.” Buck’s mom signed her up for the choir when she was eight. What started as something to help her make friends, turned into something she couldn’t imagine her life without. When singing, Buck is her happiest. Buck testifies, “When I’m singing I

Photo: C. Benedict Photo: S. Elkins

can almost become the person this was written for or the person who wrote it. It’s not a feeling that I can really explain. It’s more of a warmth you feel in your heart.” Warmth. Warmth is usually associated with knowing that what one is doing is right. This is what one is meant to be doing. It makes a person feel good. Apparently, it makes Buck feel good, too. Singing seems like a simple concept, but it truly is a skill that one practices over and over until they sound their best. Imagine this situation: Finally, after months of practicing and practicing, the concert arrives. The class arrives on stage. Everyone practiced the melody in their heads, singing the words in their throats.

They’re ready. Buck muses, “When my choir would sing, the audience’s faces would just light up and they were happy. I really love that I could be making them happy. They might have been having a terrible day, but because they heard me sing, that turned their day around.” Music can benefit one no matter what walk of life they’re experiencing. Whether they’re singing or listening to music, it can make someone’s day so much better. It can even make their life significantly happier.

From the looks of things, melodic sounds have seemed to have found its way into the lives of many. The emotions felt when making music can be extraordinary. Now with the final class, Band.

It’s hard to forget the school Band. How could anyone manage to forget them with their outstanding performances at the half-time shows?

Jack Dwyer ‘24 plays the Bassoon in the Wind Ensemble. He thinks that everyone should have

a chance to do something with music. “I think generally it’s just good for you because a lot of people don’t express themselves musically, and sometimes it takes something like that to kind of make them do it even if they don’t want to,” Dwyer remarks. Dwyer has been playing in band since he was 10. Since he’s played the Bassoon for so long, Dwyer has found himself experiencing many emotions. Like any situation, any emotion can come out of such a raw and physical hobby. “I would say generally [creating music] makes you feel really good. It can also [induce] anxiety if you don’t feel like you’re ready. There are those days that you just can’t get something right or it’s frustrating,” Dwyer remarks. Like any hobby, playing an instrument requires patience and practicing over and over again. He also adds, “You can feel great, or you can feel terrible. You won’t want to keep playing, or it’s all you ever want to do.” Even with all of these complicated feelings, Dwyer has decided to push through and continue his efforts in band throughout high school. The struggle is worth it.

Sacrifice is the key to good-sounding music.

With the sacrifices of time and energy, the outcomes are greater than one can ever have imagined. Even if these classes only involve orchestra, choir, and band, your kind of music isn’t limited to fit under these three. Music can be anything. It can be the sound of nature, the riff of a guitar, the beat from a soundboard, or the rhythmic tapping of your own shoes. So go off, discover your own music. Everyone has one. //

HENRY SWANSON ‘24

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It’s a decent school. Food needs to improve a lot.

On a more serious note though they need to do a better job in preventing bullying of queer students.

It’s a little out of hand. And when students tell staff about this they are often ignored. But I’d say 75% of the teachers are great and teach very well and some students are very kind.

Central Speaks

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SEAN HUMPHREY ‘25 The lunches need a total overhaul. The fries sometimes are grey, soggy and have grease residue in them, the ‘meat’ tastes more like it was boiled to be cooked, frozen for late then boiled again to be thawed. I have gotten two expired milks and a spoiled applesauce when getting school lunch.

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by Lillian Hobart & Ted Arnold staff writer & content editor 32 // BGQ // January 2022

ELLA SHERMAN ‘23

I am a member of both the Cultural Diversity club and the GayStraight Alliance here at Central High School. One thing I feel Central students and staff could work on is valuing diversity and inhibiting discrimination. Our students should be able to feel safe and secure in their learning environment, they should feel comfortable in their own skin. When a student or staff member makes a hurtful, discriminatory comment, they should feel comfortable disclosing that information with a staff member, whether that be a social worker or a teacher. Staff should validate the student’s experience and how they are feeling because of it rather than brushing it off or trying to make excuses for the perpetrator’s behavior. The issue should be addressed accordingly and the victim should notice a change.

Our school could implement more diversity into the curriculum and highlight the importance of understanding and acceptance.

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Central Speaks is a forum for students to share their thoughts about the ups and downs of the “Central” Life. Here’s what students like you had to say.

I’m sorry that he feels that way. Anytime that a student brings a comment forward and we hear of it we always investigate it, we always make sure that there’s a conversation and that parents or guardians are looped in. Sometimes social work and counseling services are provided, too. We don’t want the comments to continue. The majority of the time, it is a kid trying to seek attention from peers, trying to impress somebody else, possibly ‘I want that person to like me, I want that person to think I’m cool’ type of motivation, not realizing the impact of their comments.

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IN RESPONSE TO SEAN HUMPHREY

Students really seem to like them, so we’re trying to [figure out] how can we have those on more of a regular basis for kids and staff who like them. So any feedback that they have, they can either tell me, or they can tell the kitchen directly too. They love feedback about what kids, what students really liked and what they didn’t like so that we can make some tweaks to the menu. We do have some flexibility there, as long as we’re within the FDA guidelines.

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IN RESPONSE TO ELLA SHERMAN I would say when somebody makes a comment that’s hurtful or feels like they’re excluding or using power or status to make someone feel small, we’ve got to draw attention to it right away, because what we’ve found in the majority of cases [is] that person didn’t mean or intend to have those consequences. And absolutely, when that comment comes forward, making sure that that person feels heard and feels valued, and we do appreciate that every time, and we do address those every time. There is some confidentiality with, if somebody makes a mistake and made someone else feel less or smaller or hurt, and whether that mistake led to some type of actual disciplinary consequence, like a suspension or just lead to a restorative conversation, we don’t come back and tell the victim: ‘Here’s what happened to the other person.’ A part of that is our nature of believing that we’re all humans and we make mistakes. You’re going to right the wrong.

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As busy the administrators at Central are, they always have an open ear to listen to what is on the student body’s mind. Here’s what Principal Houghton had to say in response to our Central Speaks forum.

Central Speaks Back

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IN RESPONSE TO HENRY SWANSON

the recipe: Graphic: BGQ Staff

chicken curry

Photo: E. Hermel

by Eliana Hermel For as long as I can remember, my dad has made yellow curry. Although I’ve staff writer had other curries similar to his, nothing feels as nostalgic or comforting as this.

34 // BGQ // January 2022

INGREDIENTS • • • • • • • • • • • •

2 tbsp butter or stick margarine 2 tsp curry powder paprika, cumin, & cinnamon to desired liking 1 medium onion, finely chopped 1 medium Golden Delicious apple, finely chopped 2 cans cream of mushroom soup 1 cup milk 1.5 lbs boneless/skinless chicken breast, pre-cooked & shredded 1 cup frozen peas mushroom stems and pieces (optional) golden raisins (optional) noodles or rice, pre-cooked

DIRECTIONS Tip: Pre-cook the chicken in a microwave-safe bowl for safety.

1. Place the butter in a 2.5 quart microwave-safe dish. Cover and microwave on high for 40-50 seconds until melted.

2. Stir in the curry powder, cumin, cinnamon, and paprika. Add the onion and apple, then stir until coated.

3. Cover and microwave on high for 2-3 minutes intil crisp or tender, stirring once.

4. Stir in the mushroom soup, milk, chicken, and mushrooms if desired.

5. Cover and microwave on high for 9-10 minutes, stirring twice.

6. Add the peas and sprinkle with paprika.

7. Cover and cook for 3-4 minutes longer until the peas are tender.

8. Serve over noodles or rice and enjoy!