Artemis October 2023

ARTEMIS

GLOWING FORWARD Archer’s Trailblazing New Era

GRADUATION 2023

Kate BERLANT

Decoding her Enigmatic Brilliance

OCTOBER 2023

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From the Head of School Elizabeth English

Dear Archer Community: I am thrilled to bring you this fall’s edition of Artemis which showcases Archer’s new branding and messaging, the result of our work with Design Bridge and Partners, a future-facing, international branding firm. Judging from the overwhelmingly enthusiastic response from our students, families, and faculty, we seem to have captured Archer’s mission and spirit precisely; the result is a look and feel that reflects Archer’s modern-classic identity, at once traditional in our commitment to the principles of a liberal arts education yet bold and innovative in our approaches.

Alongside our new wordmark, we have the Archer icon, aiming her arrow at a star (not coincidentally a

star that resembles the one atop our beautiful historic building), and our new tagline: Striking Brilliance. As I shared with our students, brilliance may connote intellectual prowess, but it also connotes great light. It is the latter that we are born with and that, despite the vicissitudes of life, we must keep burning bright. Each child comes into the world completely ready to receive and give love, without suspicion or cynicism. Each child comes into the world innately curious and ready to be delighted. Archer exists to unlock both the brilliance of intellect and of character that will set the stage for a good and prosperous life.

I hope you enjoy the unveiling of Archer’s new branding and, with it, the promise of Archer’s new era.

“Archer exists to unlock both the brilliance of intellect and of character that will set the stage for a good and prosperous life.”

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Artemis The Archer School for Girls Magazine The Archer School for Girls 11725 Sunset Blvd.

Los Angeles, CA 90049 310.873.7000 Editor Rachael Uriarte Director of Communications & Strategic Marketing Associate Editors Amanda Ryvkin Associate Manager of Communications & Strategic Marketing Sarah Rafiqi Communications & Strategic Marketing Coordinator Design and Layout Rachael Uriarte Photography & Illustrations Archer Communications Archer Athletics Alena Sazonova Aaron Jay Young Tatyana Alanis Rebecca Aranda Kate Moore JD Renes Board of Trustees 2023–2024 Frank Marshall, Co-Chair Tiffany Smith-Anoa’i, Co-Chair Justin Chang, Vice Chair Melanie Poturica, Secretary Tracey Briscoe Monroe, Treasurer Prem Akkaraju Kelli Bernard Janet Feldstein McKillop Lauren Finkelstein ’01 Robin Formanek Paloma Jimenez Janice Min Hannah Minghella Melissa Rawlins Brian Rosenstein Corinne Verdery Perry Wallack Ian Weingarten Michael Zeller

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Editorial Note I am ecstatic to present to you the Summer 2023 issue of Artemis magazine.

Within these pages, you will immerse yourself in the mesmerizing narratives woven into the ever-evolving tapestry that makes up The Archer School for Girls. Through captivating pieces, filled with boundless creativity, prepare to be transported to realms where dreams intertwine with reality, where the past echoes in the present, and where the extraordinary lies just beyond the veil of the ordinary.

Artemis magazine’s renaissance is a part of Archer 3.0, which heralds a new era in our school’s journey. Our collaboration with the renowned global creative agency Design Bridge and Partners has injected a long overdue sharp vibrancy to our brand.

The result is a visually stunning and intellectually invigorating experience across print and digital that will ignite your imagination and passion for all things Archer.

In this inaugural issue of our rebrand, we celebrate the incredible achievements of our students and alumni and pay tribute to the graduating Class of 2023.

After completing my first year as Director of Communications and Strategic Marketing, as well as Editor of Artemis, I am deeply honored to have edited this issue, and I invite you to delve in and engage with the stories that await within these pages. Let us embark on this new chapter together and eagerly anticipate the exciting ones that lie ahead.

Rachael Uriarte Editor

Stay Up To Date Follow us on social to unlock a world of exclusive updates and captivating behind-the-scenes moments, giving you an insider’s view into the vibrant world of Archer.

@archerschoolforgirls

In This Issue Seen. Heard.

News Highlights From the Head of School News Briefs Athletics Updates

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Beyond Standardization Redefining Learning Beyond Advanced Placement Tests

Striking IN This Issue

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Archer Abroad Our Signature Program Explores Sustainability Beyond the Walls of Archer

50 Blossoming Traditions

34 The friendships she made while at Archer remain as major pillars in her life. “I met the genius Samy Burch ’05 at Archer, and she was my first deeply creative friendship.”

Kate Berlant ’05 — Decoding Her Enigmatic Brilliance

68 “You have to trust where you go ... go boldly toward your dreams and pursue the best versions of yourself.” Kerry Washington

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Striking Brilliance Glowing Forward and Unvieling the Next Era for Archer

Brilliance

Traditions Archer Affair Induction 8th Grade Recognition Moving Up Day Class Notes Reunions Diana Awards

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Commencement 2023 A RT E M I S O C TO B E R 2023

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SEEN. HEARD.

LEADERSHIP

NEWS BRIEFS

Archer Leaders Discuss Faculty Professional Development at NAIS Conference

COMMUNITY

Dr. Lisa Damour Connects with Community on Adolescent Mental Health Renowned clinical psychologist and author Dr. Lisa Damour visited Archer in March to connect with parents, students, and faculty and discuss adolescent mental health. Dr. Damour shared her insights from her research specializing in the development of teenage girls and young women.

COMMUNITY

Community Commemorates International Holocaust Remembrance Day and Discusses Ways to Combat Hate

COMMUNITY

BSU Honors Black History Month with Presentation on CROWN Act and A Taste of Soul Archer’s Black Student Union (BSU) kicked off Black History Month by hosting a Taste of Soul celebration, where they shared dishes from all across the Black American and African diaspora, including some family recipes. Later in the month, BSU presented to Middle and Upper School on the history of Black hair and hair discrimination as well as the CROWN (Creating a Respectful and Open World for Natural Hair) Act.

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Associate Head of School for Teaching & Learning Karen Pavliscak and Math Department Chair Maggie Cenan presented at the National Association of Independent Schools (NAIS) Annual Conference on how schools can reimagine the systems used for evaluating and supervising faculty. Ms. Pavliscak and Ms. Cenan discussed how schools can better empower faculty to learn and grow together to ultimately enhance student outcomes.

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In January, the Archer community heard from guest speakers from the Anti-Defamation League (ADL) and Anne Frank LA, who discussed how to combat antisemitism.

Archer’s Jewish Student Union (JSU) and The Artemis Center hosted a conversation with Ariella Loewenstein, the ADL’s Deputy Regional Director. Loewenstein spoke about ADL’s work to educate people about the dangers of antisemitism and how students can use education and activism to take part in the fight against hate speech.

Through their partnership with Anne Frank LA, Archer hosted artist and Holocaust survivor, Trudie Strobel, for International Holocaust Remembrance Day. JSU Executive Board member Sophie W. ’23, along with Ms. Strobel’s biographer, Jody Savin, interviewed Ms. Strobel about how youth can be upstanders and can work towards eradicating hate.

SEEN. HEARD.

A RT S

LA Phil Performs Piper R. ’23’s Music Piper R. ’23 participated in the Los Angeles Philharmonic’s Composer Fellowship Program this past year. The selective program offers students a high level of consistent and intensive focus on the process and production of music composition, giving them the tools and freedom necessary to shape the future of concert music. In June, LA Phil musicians performed one of Piper’s compositions at the culminating Composer Fellowship Program concert.

A RT S

Sophomore’s Work Selected for Inclusion in National Ceramic Exhibition A RT S

Students Win Scholastic Arts & Writing Awards The National Scholastic Arts & Writing Awards is the nation’s longestrunning and most prestigious program for creative teens in grades 7-12.

2022-2023 regional Scholastic Arts & Writing Awards recognized 27 Archer students for eight pieces of writing and 33 artworks, and after receiving regional Gold Key awards, two students have gone on to receive national medals: • •

Laney M. ’25’s ceramic work, “Families Heritage,” was selected for inclusion in the 2022-2023 Annual National K-12 Ceramic Exhibition in Cincinnati, OH. The exhibition is a part of the NCECA (National Council on Education for the Ceramic Arts) conference and the decisions of the juror were based upon an examination of 1,317 entries for this year’s exhibition.

Pasha S. ’27 - Silver Medal, Writing Katie B. ’25 - Silver Medal, Photography

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SEEN. HEARD.

STEM

STEM

Math Teams Bite into Pi Day

Archer Students Present at County and CA Science Fairs

On Tuesday, March 14, the Middle and Upper School Math Teams invited students to celebrate Pi Day (3.14). The Upper School Math Team challenged their peers to a math scavenger hunt while the Middle School Math Team hosted stations where students tested their problem-solving skills via various math puzzles.

Archer students presented 24 projects at the L.A. County Science and Engineering Fair in March, taking home 19 different awards. All 1st, 2nd, and designated 3rd place winners went on to participate in the California State Science Fair in April, where Ella T. ’27 won 2nd Place in Animal Biology for her project, “Battling with Broccoli: The effects of sulforaphane on oxidative stress in C.elegans.”

VISIT THE QR CODE TO R E A D M O R E ABOUT THEIR P ROJ E C T S

HUMANITIES

2021-2022 Oracle Earns CSPA Gold Crown At the recent Columbia Scholastic Press Association’s annual conference, it was announced that the 2021-2022 Oracle received a Gold Crown, which recognizes the “best of the best” in student publications. The Oracle was one of only five high school digital newspapers nationally to win this prestigious honor.

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SEEN. HEARD.

S E RV I C E

Artemis Center Supports Community Composting Efforts Through the Artemis Center, a group of students volunteered on Sunday, March 5, at the Brentwood Farmers Market, where they worked with the Brentwood Community Council and L.A. Sanitation to pass out 400 composting pails—nearly 100 pails per hour— to market attendees.

HUMANITIES

Chinese Language Department & APSU Celebrate Lunar New Year After a presentation by student leaders from the Asian Pacific Student Union (APSU) on Lunar New Year and its significance and traditions, Archer’s Chinese language faculty and students presented a holiday festival in the Courtyard. The festival provided the Archer community with the opportunity to learn more about Lunar New Year and celebrate via dances, food, a fashion show featuring traditional costumes, craft activities, and more.

HUMANITIES

S E RV I C E

Model UN Conference Covers Global Issues

Delara T. ’23 Receives Award from Brentwood Community Council

Sixteen student “delegates” visited Marymount High School to participate in the school’s annual Model UN Conference. Students took part in mock conferences centered around global challenges such as how to deal with electronic and textile waste and how to provide all of the planet’s inhabitants with fresh water.

Congratulations to Sophia L. ’24 who was recognized for Outstanding Achievement in her presentation this year.

In May, the Brentwood Community Council awarded Delara T. ’23 a Student Citizen Award for her community service work. The Brentwood Student Citizen Award is given every year to deserving Brentwood youth under the age of 18 years who have demonstrated initiative, leadership, innovation, and dedication toward improving the lives of others.

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ATHLETICS

S E E N . H E A R D.

Archer Athletes Inspire

G O PA N T H E R S !

In February, I joined my 1998 National Champion teammates to be inducted into North Carolina’s Soccer Hall of Fame. The ceremony featured a slideshow of photographs of our inaugural pro women’s soccer season, collected from family and friends. The ’90s images were far away, blurry, and faded, analogous to the country’s nascent focus on female athletes and sports at the time. As I sat with my former teammates, it occurred to me that we had transcended our sport.

Twenty-five years later, we are now coaches at the high school, club, college, and national level, presidents in sport, athletic directors, international ambassadors for girls and sport, and moms of female athletes. It was our connections on the field that inspired our work off the field.

Upper School Beach Volleyball earned the title of Undefeated Liberty League Champions.

Likewise, the connections Archer student-athletes build with their teammates make them integral to positive change and hope. Over the past two years, Archer athletes heard from the top female athletes and coaches in the world through the Athlete Leadership Council— and this year, they dug in and applied what they learned.

The photographs from Archer’s 2022-2023 winter and spring seasons are in focus, up close, and textured with grit and sweat. Athletes achieved personal records, trained together with purpose, and generated a momentum that resulted in one of the winningest seasons in Archer Athletics history. In addition, several athletes earned opportunities to continue their sport in college: Treasure B. ’23 signed her NCAA NLI to throw shot put and discus at San Diego State University, Cate C. ’24 committed to play soccer at Colgate University, and Amelia H. ’24 committed to swim at Brown University.

With determination and grace, Upper School athletes demonstrated transcendent power by inspiring Middle School students to challenge their limits.The result was that Middle School athletes rallied their power and purpose to win four league championships and reach two league championship finals.The result was that the legacy of our senior athlete leaders lives on.

Reflecting back on this year, Archer athletes exemplified grace at the Awards Night, where all Upper School sports teams united to celebrate team and individual accomplishments and to catch a glimpse of the impact that their efforts made not only on their sport, but on their younger sisters and the Archer Community.

Kim Smith Athletics Director

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Upper School Equestrian placed 3rd out of 72 schools in IEL.

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Upper School Soccer was recognized as undefeated Liberty League Champions and advanced to the 2nd round of CIF Playoffs.

S E E N . H E A R D.

Upper School Swim went undefeated and won the Liberty League Championships, and Amelia H. ’24 was named a CIF Champion in the 500 freestyle event, and placed 6th in State.

Middle School Soccer advanced to the PBL Championship game.

On the Upper School Track & Field team, Treasure B. ’23 won the CIF Championship in Shot Put & Discus and qualified for CIF State.

Middle School Track & Field earned the title of PBL Champions for the first time.

Middle School Beach Volleyball advanced to the PBL Championship Finals.

Middle School Softball won the PBL Championship.

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Beyond Standardization REDIFINING LEARNING BEYOND ADVANCED PLACEMENT TESTS

WORDS BY SARAH RAFIQI

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Archer’s decision to remove APs was A paradigm shift towards learning that embraces creativity and limitless growth, yielding remarkable success.

Breaking free from standardized testing, Archer’s innovative approach paved the way for one of its most successful years to date.

A

dvanced Placement (AP) courses were a cornerstone of my high school education. My class schedule was replete with AP courses in all core academic disciplines.

These classes culminated in standardized exams at the end of each year, whose results would determine if I would receive credits toward college. Countless hours and innumerable flash cards were spent in pursuit of that goal. On sleepless nights I told myself it would all be worth it when I would walk at graduation with special distinction.

I ultimately did meet that goal, and several years later I joined The Archer School for Girls as a staff member.

Many things have stayed the same since my high school days—Taylor Swift and Harry Styles are still wildly popular—however, many other things have changed. Most notably, I was surprised to learn that at Archer, AP courses

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are a thing of the past. It was difficult for me to imagine what the coursework would look like without Free Response Question (FRQ) practice sets and other AP test prep. I wondered: how could Archer provide a challenging curriculum without APs as a marker of success?

who herself conducted scientific research in college, Robertson saw a disconnect between the AP curriculum and what would be asked of students in higher education.

“We wanted to prioritize teaching students to do science, over teaching students about science,” she said.

An Honors Research in Science class had previously been developed to meet this goal, but students were hesitant While I settled into my new role, so to take it. Robertson notes that “one of the biggest began my journey of understanding challenges for us in getting [Honors Research] started the rollback of Advanced Placement was that when it was offered at the same time as APs, at Archer and the implementation of students were choosing to take the AP because that’s Advanced Study in its place. This journey what they thought colleges wanted.” I was immediately took me all the way back to 2012, when reminded of the college guidance advice I had received discussions of evolving beyond Advanced in high school: to take as many APs as possible to stand Placement tests first started at Archer. out as an applicant. By removing the option of the AP, more Archer students became interested in the Honors In 2012, then Dean of Students Gretchen Research program—now Advanced Study Research in Warner, headed an AP Task Force to Science—and that program was able to grow. In the evaluate how the Advanced Placement Class of 2012, 27% of alumni have attained degrees in program—which has been run STEM disciplines. Among the Class of 2023, “You’re really

by College Board since 1955—fits 35% are going on to pursue STEM degrees. The into Archer’s overall mission and success of Archer’s Honors Research in Science constricted in the curriculum philosophy. Archer’s program inadvertently served as a test subject sense that the AP task force was a collection of for the future of advanced courses at Archer. multiple focus groups that exam is three, 40 conducted research over the span English Department Chair Brian Wogensen of a decade, and contributors were remarks that the success of our STEM minute in-class asked to consider what effective students—both in college and the dynamism essays… That’s a teachers and a strong curriculum of their research—helped the task force think would look like, as well as how about how a roll back of APs could look schoolgreat skill [to be that all came together with what wide. In History and English, they started to able to do that students were doing and thinking. build in some honors seminar courses that were parallel with AP. These seminars became kind of test] and The AP discussion at Archer an early testing ground for how curricula we still teach that could be dynamic. Wogensen describes it was not happening in a vacuum.

Across the country, hundreds a kind of “petri dish” that became really skill. But there’s a as of schools had been moving successful in how students responded to lot of other skills it. In his opinion, the English and History away from Advanced Placement for years. Archer’s History departments had a real balance between and avenues for Department Chair, Bethany the students who took the AP and honors Neubauer, experienced this shift scholarship that we courses, and colleges saw them as equal. as a history teacher at the Ethical Culture Fieldston School in the weren’t able to fully In 2017, Archer finally made the move to Bronx, which dropped APs in 2001, replace AP US History (APUSH) and replace embrace.” over ten years before similar it with Honors US History. Wogensen believed conversations started at Archer. the decision was made because “that particular AP exam was really content-driven and less in line with Meanwhile, Archer’s Science department our academic philosophy, strategic plan in terms of made the unilateral decision to remove academics, and our mission.” I couldn’t help but harken AP courses from their curriculum in 2012. back to my own days in APUSH, struggling under the Hanna Robertson, Science Department weight of summarizing one textbook chapter every Chair and Honors Research in Science two days. The course’s punishing pace adversely Coordinator, remembers the decision impacted my sleep schedule and ability to study for was driven by a desire to prepare students other classes. I can only imagine that if I had not felt for college science classes. As someone compelled to take APUSH, I would have had greater

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Advanced Placement was designed as a system to award high school students “advanced placement” in college. As that benefit dwindles, Archer has restructured our academic programs to emphasize “advanced study” skills. school-life balance and been more academically well-rounded.

For Wogensen, the changes were all in service of what would be most academically enriching to Archer students. What he saw as the limitations of the AP courses was a restriction on the teachers in terms of how they were assessing students. “You’re really constricted in the sense that the AP exam is three, 40 minute inclass essays… That’s a great skill [to be able to do that kind of test] and we still teach that skill. But there’s a lot of other skills and avenues for scholarship that we weren’t able to fully embrace.”

When I think about the skills I learned in APUSH—memorization and bulk note-taking—I wish I also had the chance to draw my own connections and engage more deeply with the material.

Neubauer echoes this sentiment as a past AP reader. After three years of AP reading, she felt “frustrated because [a student could] show they had deep knowledge of the overarching course content but not meet the criteria on the rubric and therefore not score very well [on the AP exam].”

Starting in the winter of 2018-2019, the AP task force held a focus group that delved into the outcomes from Honors Research in Science, Honors US History, and other schools who had moved away from AP. The focus group also analyzed data from surveys, questionnaires, and standardized testing data sets. Results from these sources found that schools that moved away from testdriven APs were able to build their own inquiry-driven, purposebased learning opportunities tailored to student interests.

Ultimately, the task force found that APs were not in line with Archer’s mission to “engage in a purposeful, inquiry-driven curriculum that fosters critical thinking and life-long intellectual curiosity.” After a decade of careful consideration, a final recommendation had been made: Archer as a whole should move away from Advanced Placement.

It was in 2022 that Archer’s vision to evolve beyond Advanced Placement was realized. Across subjects, the challenge of creating a new curriculum was tasked to faculty. Wogensen thinks of it fondly, noting, “Archer’s faculty is an incredibly generative, dynamic, creative group, and so that challenge was thrilling for us.”

He remembered that in the early days, Chairs across the school would meet to see if we could have a unified approach to creating a school-wide system of continued on page 90

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28 students from seven schools across Los Angeles came to Archer’s campus for our annual Literature &... Conference. Students presented poetry and creative work centering around social and cultural critiques, identity, race, gender and patriarchy, culture and the postmodern perspective, and more.

Presentations covered everything from white supremacists’ appropriation of Nordic mythology to Hamlet’s view of his society, and the intersections of “Fleabag,” Baudrillard, and the classic romantic comedy.

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I L LU S T R AT I O N B Y A L E X A N D R M O R O Z O V

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' RESEARCH PRESENTED AT LITERATURE &... CONFERENCE 2023

I L LU S T R AT I O N B Y A R C A D I Y W E L E S O V

A furred Viking helmet rests on the hollowed head of a ballsy Trump-supporting insurrectionist while an alt-right prime minister across the world speaks in impassioned tongues about why "The Lord of the Rings" is a sacred text. It is no coincidence; the global white supremacy network has adopted a persuasive new selling strategy – Scandinavian mythology. These international hate groups have taken far more than Nordic symbolism in their organized political coups.

Leaders have purposefully misinterpreted Nordic texts to synthesize religious beliefs into a nationalist message. Then, in organized groups, they have used faith to ultimately endorse alt-right political action. And finally, they have formed religiously and politically motivated militias, radicalizing global sects of Asatro believers in ways analogous to Nazi propaganda tactics. Visible symbols and political references are intentionally vague connections to the cunning cultural appropriation strategy and examples of the visible and invisible insurrection.

While a decade’s out-of-style hat and cryptic references to mythology seem onedimensional, they reveal a more concentrated effort to retake political power. This effort is sustained through global white supremacist groups’ curation of a canon of literature and film that glamorizes traditional family values and glorifies the burly male hero. The New York Times has chronicled how Far-right Italian leader Giorgia Meloni embraced the “Nordic” text The Lord of the Rings as a biblical account of governance. She has emphatically stated: “I don’t consider "The Lord of the Rings" fantasy.” Instead, Meloni looks to the fable for governing influence, claiming she has developed her understanding of power based on systems in the tale. The fanciful story monopolizes political power and praises the warrior aesthetic of Germanic figures […] The binaries of tradition in Lord of the Rings allow alt-right politicians like Meloni to excuse nationalism and hate. Meloni’s policies have captured many conservatives in Italy. Delighting them, she “has embraced the white supremacist narrative of the ‘great replacement’ theory and has engaged in frequent dog-whistling to a radical base” (Tharoor). Like Meloni, alt-right figures with extreme power and influence find relation and refuge in twisting Norse pieces like this, sending cues that a more sinister and insidious conspiracy is at work. Historically in Europe, Scandinavian myths have been appropriated for political purposes. In Italy, The Lord of the Rings “has for a half-century been a central pillar upon which descendants of post-Fascism reconstructed a hard-right

identity, looking to a traditionalist mythic age for symbols, heroes and creation myths free of Fascist taboos” (Horowitz) [...] “Camp Hobbit” was created for young Italians to learn the connection between mythology and power. A significantly influenced Meloni described it as a “political laboratory” (Horowitz). The laboratory has a new invention – a hebenon hidden in a hat.

Their careful maneuvers misrepresent Norse myths and disguise deeper meaning in symbols, making their hints only visible to keen, knowing eyes. They are working to make Norse symbols palatable entries into alt-right sects.

The manipulation of Norse mythology creates a new generation of thinkers who are politically poised to use "The Lord of the Rings" and similar texts as bait. This is an unconnected global effort, with various conservative and white supremacist groups finding Norse mythology as valuable entry drugs for vulnerable young people.

These texts have no factual accuracy; analysts describe that “Middle-earth is not history – it’s fantasy” (Blake). And fantasy sells. These misinterpreted tales perpetuate an unprogressive society and are only welcomed into the canon if they prevent diversity […] Beyond a white monoethnic culture, these works must follow strict ideological guidelines.

Films welcomed in various far-right canons abide by a conservative ground rule: “Men do the ruling and killing; women do the scheming and babymaking” (Rose). Scholars surmise that “good white-nationalist films include: ‘Positive portrayal of whites in defense against the depredations of liberalism, crime, and attack by alien races’; ‘Positive portrayal of heterosexual relationships and sex, marriage, procreation, and child-rearing’; ‘Portrayals of white males as intelligent, sensitive and strong—in positive leadership roles and or romantic leads’; and ‘Particularly intense portrayals of white female beauty, in non-degrading roles’” (Rose).

White supremacists have internationally adopted these films to build onedimensional male figures of authority and female figures of submission. They create ideals of purity and inspire action among believers, incorrectly arguing: “this is our history.” Similar to their ideological philosophies, the use of these films 'connect[s] to the theory that right-wing legislatures are necessary to

rid the world of evil" (Berlet). These traditional films play a prominent role in maintaining camaraderie and commitment among members of global heathen sects by inspiring hate within.

Modern white supremacist networks copy the familiar framework of appropriating texts in their political grabs for power. In eerie similarities to the Nazis’ use of Nordic Germanic folklore

“The manipulation of Norse mythology creates a new generation of thinkers who are politically poised to use Lord of the Rings and similar texts as bait.” for propaganda and propagation, these white supremacists are successful in their efforts. In Hitler’s Germany, the propaganda department developed strategies for communicating hatred

and ideological values in disguised manners. In this curation, “they gave particular attention to German and Nordic Germanic folklore because, in the inherited values of the past, they discovered ideals and traits that they adjusted to their political purposes… creating the impression that Hitler’s ‘folk state’ was firmly rooted in the traditions of the Nordic Germanic ‘ancestors’” (Kamenetsky). The spirit of “ancestral” honor is relevant to conversations about current Nordic appropriation. Many white supremacist networks claim remembrance and, by connection, vengeance as parts of glorifying Nordic mythology. The Nazi playbook is clear. For them, “sustaining the spirit of nationalism was the most profound job of misinterpreted texts” (Kamenetsky). Similarly, white supremacist texts use Nordic myths to align support around their political movements[…] By using familiar Nordic symbols, “the Nazis’ cultural policy led to a biased and didactic view of the inherited folk tradition” (Kamenetsky).

Modern supremacy groups have misinterpreted folktales and imagery to give the impression that the folk tales are inherently immoral and racist, with a similar cultural impact that misunderstands the original texts. As Nazis in the 20th century spread their message globally through swastikas, parteiadlers, wolfsangels, totenkopfs, and other symbols, online signs indicate a similar infection of loaded imagery today in conservative networks. These symbols relate directly to the governance and policies of conservatives in power; their mythology perspectives influence their governance. Alt-right leaders whose political perspectives align with white supremacist sects are on the rise globally. Across Europe, conservatives hold high power: “In France, the far right has long been the leading force of the opposition; in Spain, it has also gained ground. In Sweden, a party originally founded by Neo-Nazis and other right-wing extremists will now be the second-largest faction in parliament.

In Hungary and Poland, the far right is already in power” (Tharoor). With neonazi’s as a growing threat, their careful manipulation of symbolism for political gain cannot be overlooked again. Viking continued on page 92

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One day, when she asks, I’ll tell her some parts of it will be beautiful the way she’ll fall in love with the smallest things they do And how every room she’ll float into will be dressed in a blush, velvety fabric She’ll close her eyes and dance amongst the evergreen leaves with a warm orange tinge of the sun shimmering on her face She’ll feel as though she’s sinking into quicksand where each grain represents a piece of the love she feels for them She’ll find joy in kissing the edge of fantasy, dwelling in it’s shine And in this new found electrifying passion she’ll want to release all of these bottled treasures and share them with the world I’ll tell her at some point she’ll begin to feel her confidence wavering and that she’ll start to wonder if maybe just maybe she ran through all the red lights and mistook a wink for the key to their heart She will watch her life play out, posed as a crumbling statue against the wall Discovering each glance they didn’t sneak that she misinterpreted from up on cloud 9 Hearing the fabrication in their laughs that the sighs of love’s rising breeze silenced Because the tables will turn too slow for her to even notice that everything began shifting left She’ll soon revisit an illogical cycle, an unnecessary hurt she was promised she’d never have to endure again.

I’ll tell her that in some ways, her days will shrink to nothing The butterflies will break their wings, staggering away to the songs she left unsung How the flowers that greeted her so poignantly only weeks before were now dripping bitter and poisoning nectar on her fingertips

POEM BY ANAIYA A. ’24

RECITED AT LITERATURE &... CONFERENCE 2023

ILLUSTRATION BY TATYANA ALANIS

She’ll miss the rush of adrenaline, of running through an empty field and bathing in its bright, lemony grass Before the exhausting days and woeful, agonizing nights of lying to her friends But most importantly, to herself

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STEM SYMPOSIUM AWARDS

RISE Award Amy Chen and Samantha Savage (Flintridge Sacred Heart Academy): Treating Resilient Medical Implant Infections with the Hidden Genius of Apple Pies and Cranberry Sauce Scientific Research Award Greta I. ’23 (The Archer School for Girls): The Effect of Senolytic Nutlin-3a on Lifespan in Drosophila melanogaster as a Model for Healthspan Ellamae Fortin and Julia Krider (Flintridge Sacred Heart Academy): Remediating Triclosan from Our Wastewater: New Methods to Keep Our Ocean Safe Engineering and Technology Award Sarah Choi, Kana Park, and Kirthana Senthil (Flintridge Sacred Heart Academy): Direct Detection of REM Sleep Using Low-Cost Cameras: The ZZZleep Mask

Scan the QR code to read more about the research projects

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Caroline Fall, Lulu Hood, and Emily Manookian (Flintridge Sacred Heart Academy): Development of Blink Rate Detecting Glasses for Student Attention Monitoring SAM-EE: Student Attention Monitoring for Educational Enhancement

I L LU S T R AT I O N B Y M O L I B D E N I S - S T U D I O

On Saturday, May 20, sixty-four female students from nine schools across Los Angeles came to present at Archer’s 8th Annual Student STEM Symposium.

The symposium included a poster session and presentations where students shared their research across disciplines, including behavioral science, chemical engineering, and environmental science. The keynote speaker, Dr. Christina Harris, spoke about her experiences in health research and education, and at the end, the Scientific Research, Engineering & Technology, and RISE Awards were announced.

Congratulations to everyone who participated and thank you to Dr. Harris, our sponsor Richard Allan Barry Family Charitable Foundation, and our judges Lynn Bresnahan, Brooklin Cohen ’14, Louise Jandura, Dr. Ashley Kita, Sacha Prashad, and Shana Svendesen.

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In February, Archer’s Dance Department presented “Night of Dance: Timeless” at The Broad Stage in Santa Monica. The show featured over 100 dancers performing pieces across multiple genres choreographed by faculty, student, and guest choreographers. Through its exploration of literary works, the dance production asked audiences to connect to what makes us all human.

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This year’s Middle School musical featured some familiar characters! In May, audiences joined us for “Frozen JR.”and entered Arendelle. While letting it go, learning that reindeers are better than people, and daydreaming about what happens in summer, Middle School performers took audiences on a journey of true love, acceptance, and sisterhood.

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Upper School students brought to life a playful new adaptation of Jane Austen’s beloved novel “Sense and Sensibility” in the spring. Following the fortunes (and misfortunes) of the Dashwood sisters, the play offered a fresh female voice—full of humor, emotional depth, and bold theatricality—and examined how we react to societal pressures.

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This year’s Spring Concert spanned “Cities, Seas, and Stars.” A night of music en plein air, the show featured performances by Middle and Upper School choirs, a cappella, and orchestras. From Broadway hits like “Found Tonight” and One Direction classics, to Sergio Mendes melodies and themes from Dvorak’s “New World Symphony,” the concert explored different genres and musical landscapes and showcased our talented student musicians.

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On April 19, The Archer School for Girls presented its twelfth annual Archer Film Festival empowering young, underrepresented voices in film. The event, held at the Writers Guild Theater, included a screening of finalist films and featured a Q&A with President of One Race Films Samantha Vincent and Good Pals production company’s co-founder, Cara Shine. Festival organizers received more than 300 studentproduced film submissions from over 50 countries around the world. Event sponsors included The Kennedy/Marshall Company, the Katie McGrath & JJ Abrams Family Foundation, Mark Gordon Pictures, Paramount, Skybound, and Tara and Marc Guggenheim.

The Archer Film Festival is a student-run and studentled event. “We had so much fun watching all of the submitted student films. There were so many incredible options from all around the world and we are thrilled about our final picks. We so enjoyed getting to share with the audience the amazing films that we chose,” said Archer Film Festival team member Tess H. ’24.

“We were so thrilled to get to talk to Ms. Vincent and Ms. Shine. For students like me who are interested in working in the industry, their insight is invaluable, and we are so grateful they took the time to talk to us.”

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WORDS BY RACHAEL URIARTE PHOTOGRAPHS BY KATE MOORE

Embracing her authenticity and refusing to conform, KATE BERLANT’s comedic genius lies in her fearlessness to challenge the conventional

This interview was conducted prior to the start of the 2023 SAG-AFTRA strike.

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this, Berlant developed an Independent Study on comedy in her senior year and crafted her first stand-up set, which she performed in the Black Box Theater as her senior project. It was the very first time she had performed standup. “Receiving so much support in those first moments of attempting comedy definitely changed my life.”

Across the right side of the hood on Kate Berlant ’05’s white car, there’s a deep burgundy-hued splatter that glistens in the

sunlight and takes on an uncanny resemblance to dried blood.

“It looks like blood, but I swear it’s the sap from the tree I park my car under,” she said. It’s the most whimsy twist of fate, a tree of all things turning the comedian’s car into a faux crime scene.

Meeting Berlant amid the total absurdity of the situation was the perfect punchline.

The tree sap horror at the start of our meeting ironically mirrors Berlant’s distinctive style, her authentic delivery, artful manipulation of timing, and pacing that draws audiences into her whimsical universe. In the ever-shifting landscape of comedy, Berlant has emerged as a luminous rising star, captivating audiences with her unparalleled wit, distinctive style, and unapologetic approach to humor.

She honed her craft while studying theatre and film at New York University’s Tisch School of the Arts. Her performances quickly garnered attention for their avant-garde sensibility, blurring the lines between traditional stand-up and experimental theatre. With an uncanny ability to morph into a multitude of quirky characters, Berlant brings her audiences into a realm of absurdity, where the ordinary becomes hilarious and the mundane takes on a surreal sheen. This quirkiness is her comedic superpower and something that she cultivated in her earlier years. She describes herself as a bit of an “eccentric animal” while at Archer, constantly clowning around and trying to make her friends laugh.

“Archer was definitely a space where I secured my identity as an absolute clown.” As she puts it, this social flexibility allowed her to engage with everyone, whether they were in her friend group or not.

“I REMEMBER BEING ON THE EDGE OF TEARS in Ms. Pav’s English classroom clutching Steve Martin’s ‘Cruel Shoes’ and talking about how I wanted to be a comedian.”

Described as a Broadway downtown sensation by Vanity Fair, and a rising star in the world of entertainment, Berlant garnered widespread attention for her groundbreaking comedic performances that defy conventions and challenge established norms. Yet, it is not merely her on-stage presence that sets her apart. There is no space for pretentiousness with Berlant; she is easy to talk to and relatable in the most fabulous way, which made it easy for me to ask when she knew she wanted to get into comedy. “[I] hate to sound unbearable, but I’ve known since I became conscious,” she answered ebulliently.

Berlant’s comedic style is a departure from the norm; a deviation that has invigorated the world of comedy with a breath of fresh air. In a landscape often defined by welltimed punchlines and conventional joke delivery, Berlant’s approach blends comedy with elements of performance art. This artistic fusion draws audiences into an immersive experience that goes beyond laughter, leading them down a path of intellectual engagement and self-discovery.

Berlant says her formative years at The Archer School for Girls played a pivotal role in shaping her creative spirit and setting the stage for her future success in the world of comedy. “I remember being on the edge of tears in [Karen Pavliscak]’s English classroom clutching Steve Martin’s ‘Cruel Shoes’ and talking about how I wanted to be a comedian,” Berlant said. “She was so deeply encouraging and offered her support to me completely.” With

Onstage, her persona is marked by deliberate timing and calculated pacing, crafting an atmosphere of anticipation that keeps her audience hanging on her every word. Her physicality is captivating, using gestures and movements as integral components of her comedic narrative. With a magnetic gaze and an aura of controlled chaos, Berlant’s performances evolve into intricate performances that challenge perceptions and encourage introspection.

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KATE’S GOWN & GLOVES BY CUCCULELLI SHAHEEN | NECKLACE CASTLECLIFF

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KATE WEARS A TOP & SKIRT FROM CPLUS SERIES WITH HEELS BY JEFFREY CAMPBELL | NECKLACE, BLUE CUFF & BLUE RING BY LIZZIE FORTUNATO AND GOLD RING BY NINA BERENATO | HOISERY FROM FALKE

Berlant has emerged as a LUMINOUS RISING STAR, captivating audiences with her unparalleled wit, distinctive style, and unapologetic approach to humor.

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BLAZER & SKIRT FROM REBECCA VALLANCE / BOOTS BY GEDEBE | NECKLACE AND BLACK RESIN RING (LEFT MIDDLE): BY LIZZIE FORTUNATO

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At her show “Kate,” directed by her collaborator Bo Burnham, Berlant’s total commitment to her craft envelops her audience from the start.

During its run at the Connelly Theater in New York, the walls of the lobby were adorned with Berlant’s imagery and playful self-mockery.

Berlant herself was seated on a bench with a sign on her lap instructing audiences to ignore her. The performance unfolded as a loose narrative tracing Berlant’s journey from aspiring young performer to her struggles in New York.

Kathryn VanArendonk of Vulture magazine described Berlant’s performance as “exquisite, impeccable, and deadpan,” and she’s absolutely dead right. Much like everything else Berlant does, the show’s brilliance lies in this self-aware meta-narrative.

Berlant’s effortless brilliance doesn’t strike from out of the blue; it lies in her meticulous, creative process, a labyrinthine journey that unveils the layers of her distinctive humor. Much like Archer’s iterative approach to learning, her process is far from formulaic; it is a constantly evolving blend of observation, introspection, and experimentation. Berlant is a keen observer of the world around her, extracting inspiration from everyday life and imbuing her comedy with a relatable authenticity.

Berlant’s unique approach is more than an individual artisitic expression; IT’S A CATALYST FOR CHANGE within the comedic landscape.

While traditional comedians might rely on structured setups and punchlines, Berlant’s method is more akin to storytelling. She often starts with a premise, an idea, or an observation, which becomes the cornerstone of her narrative. From there, she allows the material to guide her, exploring its potential for absurdity, satire, and social commentary.

It is this organic growth that contributes to the layered complexity of her humor, inviting audiences to dive beneath the surface and uncover its hidden depths.

Berlant’s unique approach is more than an individual artistic expression; it’s a catalyst for change within the world of comedy. Female comedians have historically navigated a male-dominated comedic landscape, often

challenged by stereotypes and limited roles.

For Berlant, she has always been fascinated by gender and how it relates to comedy. “Women performers have had to choose between hypersexualization or radical de-sexualization,” she said. In a category of one, Berlant blazes a trail of her own, freeing herself from the constraints of a predominately male-dominated industry.

Being in an all-girls environment at Archer empowered her to explore an openness and ability to be herself authentically.

While Berlant’s solo performances, like “Kate,” are emblematic of her artistic genius, her collaborative efforts also underscore her transformative impact. For Berlant, creative collaborations are the best part of life. “Making things with your friends is the only way to live!” The friendships she made while at Archer remain as major pillars in her life. “I met the genius Samy Burch ’05 at Archer, and she was my first deeply creative friendship. We continue to collaborate, and I continue to be endlessly inspired by her,” said Berlant.

Berlant has also teamed up with fellow comedian John Early, and the duo has breathed life into the web series “555” as well as delivered captivating live comedy performances. Their chemistry is electric, showcasing an interplay of comedic energies that further pushes the boundaries of traditional comedic partnerships.

Berlant and Early’s “Would it Kill You to Laugh?” received an Emmy Nomination for Outstanding Comedic Writing for a Variety Special; the collaboration is a testament to the power of creative synergy.

Influenced by her work with like-minded creatives, Berlant performances are dynamic dialogues, a fusion of comedic minds that elevates the art form itself. Through shared ventures with Early, Jacqueline Novak, and Burnham, Berlant’s creative spirit thrives, proving that innovation in comedy often blooms most brilliantly in the presence of like-minded visionaries. “My creative friendships with John Early, Jacqueline Novak, and Bo Burnham have led to the most gratifying experiences I’ve ever had," she said.

It’s not too audacious to say Kate Berlant has, without a doubt, arrived as comedy’s next big thing. With The Guardian cementing that “Kate is the one-woman show to end all one-women shows” and multiple features in The New Yorker, Vanity Fair, W Magazine, The New York Times, and others, her approach, deliberate delivery, and unflinching commitment to authenticity have illuminated a new path in the world of laughter and entertainment that is not going unnoticed. continued on page 93

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DRESS & GLOVES BY CHRISTIAN SIRIANO | SUNGLASSES FROM: VADA RINGS BY CASTLECLIFF

For Berlant, creative collaborations are the best part of life; “MAKING THINGS WITH YOUR FRIENDS IS THE ONLY WAY TO LIVE.” 42

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PHOTO ASSISTED BY KEITH PRATT STYLED BY CHRISTINA PACELLI @ THE ONLY.AGENCY STYLE ASSISTED BY MICHAEL AVILES. HAIR BY GREGG LENNON, JR. MAKEUP BY NICK LENNON

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DRESS & JACKET BY CHRISTIAN SIRIANO / RING BY CASTLECLIFF

The Archer School for Girls relies on the philanthropic support of the community to take learning inside and outside of the classroom to the next level. Students thrive in an environment made just for them, and your gift to the Archer Fund today will be a wonderful tribute to Archer’s faculty, staff, trustees, and students.

Archer Fund contributions benefit: • Athletics, performing and fine arts, experiential education, sustainability, humanities, world language, STEM, field trips, and student clubs • Faculty professional development • Flexible tuition, which awarded $4 million in scholarships this year • Alumni initiatives, events, and networking opportunities Ways to Give: • By credit card: archer.org/donate • By stock: archer.org/stock • By mailing a check to the School at 11725 Sunset Blvd, Los Angeles, CA 90049

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THE FUND

Scan the QR code or give online at archer.org/donate.

GIVING LEVELS Leadership Visionary Circle $50,000 & above Founders Circle $25,000 - $49,999 Head of School Circle $10,000 - $24,999 Leaders Circle $5,000 - $9,999 Community Partners Circle $2,500 - $4,999 Friends Circle $1,000 - $2,499 Arrow Circle up to $999 A RT E M I S O C TO B E R 2023

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WORDS BY AMANDA RYVKIN

B

efore Dr. Travis Nesbitt was Archer’s World Language Department Chair, he was a young man growing up in the “middle of the Indiana cornfields.” He had never thought about going abroad until he stepped into Spanish class in high school, where his teacher helped him see the world beyond the cornstalks. “[My teacher] just really expanded my worldview and opened doors that I never knew existed,” said Nesbitt.

“That sort of fueled my desire to study international relations in college and to travel and to go beyond my rural Indiana upbringing.” As part of his burgeoning interest in exploring the world, he studied abroad in Mexico for a summer between junior and senior year of high school, went on to complete a semester abroad in Paris during college, and then completed his Master’s Degree in International Relations at France’s elite political science university, Sciences Po.

along with French teachers Dr. Laurence Clerfeuille and Natalie Kang, led 20 Archer French language students on their own international journey. With a focus on “Environmental Sustainability in the European Context,” students visited France and Belgium, where they toured culturally significant sights and delved into eco-friendly practices in Paris, Rouen, Lille, Brussels, and the countryside in Normandy.

According to Dr. Pei-Ying Gosselin, the Director of the Archer Abroad program, Archer Abroad’s aim is to “prepare Archer students—as future leaders—to go study abroad to understand what’s going on in the world, [and] how they can apply what they have learned in class to the real world.” This goal aligns well with those of the World Language Department, where one of the pillars is increasing global competency or the ability to examine local, global, and intercultural issues, understand and appreciate different perspectives and worldviews, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being.

As someone who has studied in another country and previously headed up Archer Abroad, Nesbitt was well-equipped to design and lead the trip to France and Belgium.

“THIS GOAL ALIGNS WELL WITH THOSE OF THE WORLD LANGUAGE DEPARTMENT, where one of the pillars is increasing global competency or the ability to examine local, global, and intercultural With a curriculum and itinerary crafted issues, understand and under the guidance of Nesbitt—aided by When asked about his Gosselin and travel company Forum by experiences abroad, appreciate different Prométour—the Archer Abroad trip to Nesbitt described them as France and Belgium provided students with “transformational.” “Going to perspectives and the opportunity to use what they have Mexico as a high school student learned in class in the outside world and really changed me.” worldviews.” approach the global issue of sustainability Providing students with these kinds of world-expanding experiences is a key part of Archer Abroad, Archer’s study abroad program. In June 2023, Nesbitt,

from differing perspectives.

Through their daily living, students were able to put their French listening and speaking capabilities to the test.

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Samantha G. ’23 shared, “I really enjoyed being able to practice my French and be able to actually use it to help me in situations where I needed some extra assistance.”

“When you know that someone has to understand you, rather than kind of put pieces together, it made me think a lot more about how I was saying things and put more effort in,” noted rising senior Piper P. ’24. Immersed in the Francophone world, students were able to use their classroom learning abroad to communicate and build connections with others.

From adjusting to drinks without ice to engaging with people in a more formal way, Archer students also adapted and built cultural competencies. Samantha learned that there aren’t really any food courts in malls in France. Piper noticed in France and Belgium, “They have a lot more emphasis on being polite to people, especially to strangers and merchants. And that’s something that I really appreciated.”

In regards to the central focus of the program, Nesbitt shared, “We wanted [the curriculum] to stem from what students care about.” Archer students address sustainability frequently in their service projects, as well as in the curriculum, and Archer's Science department even offers a dedicated course on the subject.

France and Belgium are also great places to explore the issue of sustainability, as the former was ranked 4th on Earth.org’s Sustainability Index and the latter is the seat of the European Union (EU), and is thus at the helm of a lot of green policies and practices throughout Europe.

La Recyclerie, also in Paris, was one of Piper’s favorite places to visit during the trip. A cafe with a chicken coop and a composting program, La Recyclerie helps reduce waste by hosting events, such as workshops that show locals how to repair appliances. Piper shared, “I really liked how a lot of what they did was focused on giving their community members tools to be… more self-sustaining and to not have to consume as much.”

Through these visits, students were able to learn more

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Piper shared, “The biggest takeaway for me was that sustainability isn’t linear… There has to be a lot of inclusion of different kinds of communities and people in order to move towards that one goal… It can’t be one person or one small group of people trying to change everything, because when something is exclusive it’s not going to serve everyone. So, I think a big takeaway was that everyone needs to do their part in this work.”

“LA RECYCLERIE also in Paris, was one of Piper’s favorite places to visit. A cafe with a chicken coop and a composting program, La Recyclerie helps reduce waste by hosting events, such as workshops that show locals how to repair appliances.”

As part of their trip, students visited local businesses and organizations that focus on supporting ecologically-friendly practices. In Paris, students visited Sciences Po, and met with Archer alumna Chloe Hallinan ’15 and her friend, Valeria De los Casares, who spoke about sustainability in France and what ecological measures businesses have to take into account to comply with local regulations.

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about and reflect on different approaches to sustainability. Samantha remarked on the preponderance of French regulations aimed to protect the environment. Piper noted the large impact that making sustainability a focus of legislation can have on communities and the importance of inclusion in practices.

Through this year’s Archer Abroad trip, students embraced new and nuanced global perspectives on pressing issues while creating connections to new communities.

Students have only just begun building ties to other cultures, which they can further develop after graduation.

For Piper, the trip sparked a fire in her to further delve into her French studies, and she already is making plans to go back to France and see the world beyond the walls of Archer. “[The Archer Abroad] experience has really helped me solidify the goals that I have and know what I have to do in order to attain those goals in order to one day study abroad in Paris or move to Paris,” she shared. “And it just made me a lot more excited to see the world and travel. And, I think I realized just how important it is to experience cultures that aren’t your own.”

The French program at the Archer School for Girls offers numerous rich, authentic, and purposeful opportunities for its students to engage with Frenchspeaking peoples and cultures while building their language skills and developing global competencies. The French program has had a busy year this year!

Here are some French highlights for 2022-2023 The French department invited students, faculty, and staff to partake in a variety of fun activities for the Journée internationale de la francophonie (International Francophone Day). French students shared information about French-speaking regions and countries, cuisine, history, and contemporary culture, and participated in performances.

Through a partnership with the Centre de la francophonie des Amériques, students in the Advanced Study: French class and the Senior French Seminar also virtually met with Haitian author Marie-Célie Agnant, in which Agnant discussed herself and the book and answered questions.

The National French Contest awarded Archer students 33 medals and 36 honorable mentions for their French proficiency.

Students in advanced French classes took a trip to the Directors Guild Association Theater for the American French Film Festival, where they watched the film “Jumeaux mais pas trop” and participated in a Q&A with the writer/director Olivier Ducray and lead actor Bertrand Usclat afterward.

This year, Archer earned the distinction of being named one of ten “exemplary programs” by the American Association of Teachers of French (AATF). Not only was Archer designated an “exemplary program,” but it earned the even more rare and prestigious “exemplary programs with distinction” status.

The Southern California Chapter of the American Association of Teachers of French selected Archer French teacher and World Language Department Chair Dr. Travis Nesbitt as this year’s recipient of the “Distinguished French Educator Award.”

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Flowers have played a significant role in celebrations throughout history, adding beauty, symbolism, and fragrance to various cultural and religious events.

From ancient civilizations to modern times, flowers have been used to adorn spaces, create decorations, and even convey messages. The tradition of using flowers in celebrations is deeply rooted in the human experience and continues to be cherished today.

Across different cultures, flowers have held diverse meanings and have been used in various ways during celebrations.

In ancient Greece and Rome, flowers were dedicated to gods and goddesses during religious ceremonies. Artemis, the revered goddess of the hunt, wilderness,

and protector of women, was often depicted surrounded by nature’s beauty, including flowers. As a symbol of her wild and untamed spirit, flowers like cypress, myrtle, and laurel were associated with her. Cypress represented her connection to the natural world, while Myrtle embodied her purity and protection.

Artemis’ love for the wilderness and her affinity for nurturing all living things drew parallels to the delicate and powerful nature of flowers. Additionally, her role as a protector of young girls and women aligned with the symbolism of blossoms as they unfold into maturity.

This connection between Artemis and flowers highlights her multifaceted nature and her embodiment of the natural world’s beauty and strength.

A Cultural and Historical look at Flowers as timeless accents in Human celebrations

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WORDS BY RACHAEL URIARTE PHOTOGRAPHS BY ALENA SAZONOVA

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In Eastern cultures like China and Japan, flowers have been revered and integrated into traditional celebrations for centuries.

Chinese New Year, also known as the Spring Festival, is a vibrant and joyous event where flowers play a significant role.

Red and gold flowers, such as peonies and chrysanthemums, are commonly used to decorate homes and streets, symbolizing good luck, prosperity, and happiness.

In Japan, the centuries-old tradition of Hanami, meaning “flower viewing,” involves gathering beneath cherry blossoms during their short-lived blooming season.

The delicate and ephemeral beauty of these flowers is a metaphor for the transient nature of life and has become a continued on page 93

“For Archer seniors about to graduate, flower crowns symbolize girlhood, grace, and growth, aligning perfectly with the values and aspirations of the graduating class.”

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GLOWING FORWARD AND UNVEILING THE NEXT ERA FOR ARCHER WORDS AND LAYOUT BY DESIGN BRIDGE AND PARTNERS

For over 25 years, Archer has been focused on creating a stellar educational experience for girls, observing the outside world’s demands on girls and leaders to design and evolve its curriculum, process, and space to offer its students an opportunity unlike any other.

At the beginning of the 20222023 school year, Archer leadership selected Design Bridge and Partners, a branding and design agency, to reinvigorate the school's brand narrative and expression.

A key tenet of Archer’s story to date has been the promise of “Ambitious. Joyful. Archer.”—a defining and unifying mantra for Archer students, parents, teachers, and leadership, these words have served as a reminder on welcome folders and in the hallways of what the school values and nurtures in its students.

While joy and ambition will forever be true about Archer, there was an opportunity to evolve Archer’s narrative in a way that amplifies its unique capacity to demonstrate the way that joy fuels ambition— which further fuels joy—and how this balancing act creates a “glow” that can be better expressed and expanded upon as we tell the world beyond the gates of the school who Archer truly is.

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On an unusually gloomy Monday in February, our team drove up Sunset Boulevard to begin our immersion into all things Archer. Los Angeles began to feel brighter the moment we stepped foot on campus and experienced the Archer glow we’d heard so much about.

We were there to absorb the lore—facilitate conversations with students, teachers, and staff, take tours, observe classrooms and school events, explore truths about Archer and education with current and prospective parents—and to uncover the most unique, ownable, and relevant parts of Archer to amplify in its marketing, communications, events, and other ways of bringing the brand to life. Our job was to lay the critical foundation for their next 25 years of growth by getting to the heart of what it is that girls, their families, and the greater world gain because of Archer and to codify the inherent nature of Archer in a way that it can be seen as it truly is: a school in a category of one.

While distinction and relevance are crucial to future-proofing the Archer brand, it’s just as important that we honor the core of Archer by breathing new life into the most captivating elements of its founding legacy rather than replacing them with arbitrary ideas or aesthetics.

In the moment that three mothers came together to build a school for their girls unlike any other, they found inspiration in the story of Artemis as a fierce protector of girls:

“As the team immersed ourselves in the Archer culture, it became clear that this school is different.

The learning opportunities and access to technology and the arts is something the whole team found ourselves wishing we had access to as young students in our own lives. This has translated into a unique identity that lives, breathes, and reflects the experience of what it might be like to attend Archer.”

ROSS CLUGSTON D E S I G N B R I D G E A N D PA RT N E RS C H I E F C R E AT I V E O F F I C E R

"A classical scholar described an event several thousand years old; young girls sent into the woods to build their own shelters, forage for food, and study history, poetry, and dance. No one would harm them, for they were under the aegis of the goddess. She who had various titles, including the Protector of Girls, the Archer." -Dr. Diana Meehan In this story, we found fresh fodder for Archer’s strategy and visual expression—a modern and compelling way to carry forward this classical legacy, giving it a colorful, charismatic, and contemporary edge.

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T H E A RC H E R A N D H E R STA R Artemis inspired Archer’s name and is now is brought fully to life as The Archer, representing the protective and powerful nature of the school, its students, and its alumni. She is strong, fearless and intentional—always aiming ambitiously for her stars.

STO N E

E V E RG R E E N

PA L M

SUNRISE

PINK

SUNSET

CO LO R PA L E T T E The new color palette balances traditional core colors with brighter contemporary hues to mirror the unique balance of classical and modern qualities within Archer. Stone and Evergreen represent the foundational support and infinite growth potential Archer offers and unearths in its students. Palm green brings forward the energy of new growth. Pink embodies the power girls and women wield. Sunset red nods to Archer’s home in Los Angeles on Sunset Boulevard. Lastly, Sunrise orange reminds59 us of A RT E M I S O C TO B E R 2023 what lies ahead and all the possibilities on the horizon.

W O R D M A R K The Archer wordmark is inspired by engraved Grecian m o n u m e nt s a n d s o f t e n s t h e traditional stone-cut letterforms with modern, feminine arcs. The “A” letterform creates a sharp arrowhead, representing Archer’s aim and trajectory.

I C O N S A N D STA R S The icons bring a few of the most special pieces of the Archer environment and experience to life: landmarks on campus, sports teams, favorite subjects, the tools girls use to explore and create. These icons are often used alongside stars to represent that what girls learn and do at Archer helps lead them to big, bright, brilliant futures.

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Archer, like Artemis, creates a safe, intentional space that gives girls the protection and the social, emotional, and intellectual capacities they need to push their limits and feel prepared to live in empowered and vibrant ways when venturing out of Archer’s aegis into the greater world.

In Archer’s aegis, we saw parents beam with pride and joy as they described how their daughters have developed unshakeable confidence in themselves and an assured sense of agency over their decisions, sharing amazement at the way their girls take charge of their schedules, making the most of the free time Archer’s learning structure provides them and carving out time for passions, friends, service, sports, and more to supplement their studies.

Teachers clued us in on the way Archer’s leadership empowers them to take ownership over their curriculum and design their process, classrooms, and content in ways that yield deeper learning for students in the classroom, freeing them to invest in self-driven exploration and pursue other ambitions outside of class.

We debriefed with the administration about the leading-edge presentation they’d given at a recent education conference, and the insights top of mind for them as they reflect on what is working well and what could work even better for the girls. They shared that this research-driven mindset is core to the way leadership and teachers view education, and it’s what enables them to design the most enriching and engaging curriculum for their students.

“Design Bridge and Partners instantly understood that Archer occupies a category of one. An international firm with clients in every domain, they brought a fresh perspective to our needs as a girl-serving non-profit.”

ELIZABETH ENGLISH T H E A RC H E R S C H O O L FO R G I R L S HEAD OF SCHOOL

The students invited us into their classrooms, shared their projects, showed us the vibrance of their friendships and school spirit, and articulated some of their hopes and dreams.

They told us about how much their teachers mean to them, explaining how teachers’ guidance through their mentorship groups have helped them navigate the challenges of growing up and made them feel seen, heard, and supported alongside their peers, expressing their gratitude for the sisterhood they’ve built with their friends at school.

Underlying these observations, and countless others, is the fact that Archer is unlike any other school and therefore shouldn’t look or sound like any other school. So, we built it a brand story and identity that communicates how Archer cultivates rare and invaluable balance and synergy between joy and ambition, traditional and progressive education, the art of being a trusted cushion and an inspiring catalyst for students. A brand that looks classical at first glance, then reveals vibrancy and modernity. Like Archer’s curriculum and approach, the brand system is iterative and individualized, and can change and grow alongside the school and its students. And grounding it all in Archer’s heritage is The Archer— a representative of the student body— alongside a constellation of icons that represent the goals and the opportunities that lie ahead for Archer girls. We see clearly inside Archer’s gates that brilliance looks different for every Archer student, but they share a common aim, a common ambition to become authors of their own excellence confidently aimed at the future they each want for themselves.

Building on the intent of its origin, The Archer School for Girls is determined to perpetually, iteratively, intentionally create the space and conditions that nurture the fearless inquiry, compassion, and resilience girls need to pursue their brilliance. And it’s this— Striking Brilliance—that Archer is so uniquely equipped to unearth in its students and give them the tools to uncover.

A WPP company, Design Bridge and Partners is a revolutionary design partnership, redefining what design is and what design can do for brands, businesses, people, and the planet.

With 850 people in 12 countries, our expertise includes strategy, identity, brand experience, and brand guardianship. Globally, clients include NASA Artemis, Unilever, Coca-Cola, Microsoft, Diageo, Mastercard, Intel, Mondelez, Tencent, HSBC, Colgate, Reckitt, Fortnum & Mason, and the BBC.

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phones at home?’ Doing these trials will help them see how to change things in their world.”

The Archer School for Parents’ second event was a World Language class on January 20, where parents attended a 60-minute simulation of their child’s French, Chinese, or Spanish class. In the first half hour, they learned about Archer’s language learning method: a combination of linguistics, grammar, community, culture, and traditions. For the second half hour, teachers gave a beginner lesson.

Archer School for Parents brings guardians into the classroom LUCY W. ’25, SENIOR REPORTER FEBRUARY 21, 2023 When Archer language teachers walked into the classroom on Friday, January 20, they didn’t expect to teach their normal, uniformed teenage class. This time, Archer parents sat at the desks, ready to learn about their child’s curriculum.

The new Archer School for Parents program is a series of events and resources that inform parents about their daughter’s education and development. Associate Head of School for Teaching & Learning Karen Pavliscak organizes this program to engage the parent community.

“Parents renewed their curiosity by watching their students learn in real time. Parents are more connected to how students learn. Parents are more interested in how schools work,” Pavliscak said. “Archer School for Parents draws parents into a partnership with the school to help inform them in a disruptive, dramatic time on being the 62

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Photo credit: Archer Communications Chinese teacher Pei-Ying Gosselin teaches parents introductory Chinese phrases during the Archer School for Parents language learning event. She said the lesson gave parents a similar experience to connect to their child when their child has questions or struggles in class.

best possible stewards of their daughter’s minds and spirits.”

Beyond in-person events, the program will host Zooms, record podcasts, and record webinars to accommodate all parents. Reminders for upcoming events are included in the weekly “This Week at Archer” emails.

Pavliscak said with the prominent risk of anxiety and depression due to social media, it was critical that Archer informed parents how to support students’ well-being. Archer’s Innovative Learning Coordinator Malia McClurg hosted a Zoom meeting focused on social media addiction on Monday, December 12. She presented research about screen time from “Dopamine Nation” and “Behind their Screens” and offered tips for navigating the digital world.

“We, as adults, are also facing the same addictive nature of phones and apps, so we partnered together to reflect on ourselves while working against the persuasive designs that companies use to lure us into endless scrolling,” McClurg said. “You don’t need hard and fast rules that never change. A family can ask, ‘What would it be like if we didn’t have phones at the table or went out and left our

Chinese teacher Pei-Ying Gosselin led a lesson around introductory phrases and traditions in Lunar New Year, and she said there was a difference in teaching parents versus students.

“It can be harder for adults to learn languages,” Gosselin said. “They all come with an enthusiastic attitude, but they’re worried: ‘Is the teacher going to judge me?’ Most students use the target language to do whatever you ask them, but parents think, ‘Will other people say I’m bad?’ That can hinder them from quickly absorbing the language.”

Gosselin said this trial experience was important for parents to equip them with cognitive empathy for their children.

“When parents attended this lesson, they didn’t necessarily understand every single sentence I said but just needed a general idea,” Gosselin said. “Now, when the students come home and say they don’t understand the language teacher, the parents can connect with their kids.

They understand not feeling confident in the language class, but know to try their best to learn from their peers and eventually meet their teacher’s goals.”

“One of the things I love most about Archer is the students,” Pavliscak said.

“But their parents are a close second, as we are the Archer School for Families. We don’t just teach students; we have really creative and curious parents, so to invite them to learn with us and us learning from them takes education to the next level.”

InvenTeam members further entrepreneurship, present invention, progress at Lemelson-MIT mid-grant review

BY AUDREY C. ’24, NEWS EDITOR MARCH 10, 2023 As part of the Lemelson-MIT program, Archer’s InvenTeam presents their invention—Hydra, a rooftop sprinkler system that targets and extinguishes embers—twice per year. During these presentations, teams present on their progress and how they have used their grant money from the program so far.

The InvenTeam was unable to present in person for their mid-grant review during the 2019-2020 school year due to COVID-19, so they were invited to present on Saturday, February 25, at Singleton Classics in Costa Mesa for a technical review.

Three other teams presented alongside Archer: two in person and one over Zoom. Archer InvenTeam members presented to people involved in the Lemelson-MIT program, MIT alumni, parents, people from other teams, and other community members. Senior Karen G. ’23 is the administrative leader of InvenTeam and has been involved since her sophomore year in a range of roles and committees within the larger team, including budgeting, engineering,

and CAD design.

“We were able to receive their real-time feedback as to what they wanted in our invention,” Karen said. “One thing that I really loved about presenting at the event was that I was able to hear advice from some parents who are firefighters. I could hear some advice from MIT alums, so they’re always a great resource to look out for because they will help us with our potential next steps.”

Junior Alejandra C. ’24 joined InvenTeam her freshman year, and this is her second year as the leader of the programming and motion team. During the presentation, members shared their potential business plan in partnership with Slyngshot, a platform that generates business plans based on more general ideas and helps cultivate entrepreneurship.

“My favorite part was meeting new people and networking because there are so many fantastic people there at the event.

For example, we met the co-founders of Slyngshot, and they were very open to helping us expand our product and making it into an actual business, so it was really great meeting with them,” Alejandra said.

“It went really well. I think that people were very impressed with where we are in our project, and we got a lot of great suggestions from the audience.”

Junior Chloe H. ’24 is also a part of the programming and motion team. She said one of InvenTeam’s goals is to continue working on finalizing their prototype and possibly have a demonstration for the school where they show and explain its functionality and purpose.

“I liked being able to meet a lot of the other teams, [and] we got to see all of their inventions, which is really nice,” Chloe said. “We also got to meet a lot of people within the STEM world and the tech world—a lot of MIT alums, and just a lot of people who have some pull in the business who were really interested in Hydra and gave us really helpful tips and advice on how to make our device function better and some things to keep in mind for [its] future development.”

Karen said InvenTeam members are hoping to eventually patent their product and are currently working on seeking intellectual property of their idea to expand their invention to have a greater impact and scale.

Photo credit: Belén H. ’26 Administrative Leader of InvenTeam Karen G. ’23 presents their team, invention, and progress at the mid-grant review. InvenTeam members went to Singleton Classics in Costa Mesa on Saturday, February 25, for their presentation and received live feedback on their ideas.

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Thank you to the nearly 400 parents, faculty and staff, and friends who came out to Calamigos Ranch for our annual Archer Affair event.

Community members joined us for cocktails, dinner, and fundraising. More than $300,000 was raised for financial aid during Raise Your Paddle.

We are so grateful to all who showed their support. Special thanks to co-chairs Sally Vosicher and Jana Wallack, as well as their committee leads, for their hard work and dedication to this year’s event.

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On Saturday, May 6, incoming students and their families came to campus for our annual Induction Ceremony. During the ceremony, Director of Admissions Felicia Paik, Associate Head of School for Teaching & Learning Karen Pavliscak, and senior Alyssa P. ’23 welcomed the new families to the Archer community.

Attendees also had the opportunity to connect with each other and take a picture in front of our iconic Maypole.

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NEW STUDENT SNAPSHOT

25

INDEPENDENT SCHOOLS

FEEDER SCHOOLS

7

24

FAITH-BASED SCHOOLS

PUBLIC SCHOOLS

35

34% NEWLY ENROLLED STUDENTS OF COLOR

LEADERSHIP

DISTINCT ZIP CODES

9

PIANISTS

DANCERS

14

10

3

2

GUITARISTS

CELLISTS

DRUMMERS

39

35

31

CHOIR SINGERS

INCOMING STUDENT ATHLETES INCLUDE...

TENNIS PLAYERS

21

14

8

3

2

SWIMMERS

EQUESTRIAN RIDERS

SURFERS

LACROSSE PLAYERS

GOLFERS

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THESPIANS

ATHLETICS

GIRL SCOUTS

34 32

THE ARTS

VOLLEYBALL PLAYERS

SOCCER PLAYERS

1

11

POLO PLAYER

LANGUAGES BESIDES ENGLISH SPOKEN AT HOME

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On Friday, May 26, the Class of 2023 graduated from Archer in the company of their family, friends, and Archer community members. After a welcome from Board Co-Chairs Frank Marshall and Tiffany Smith-Anoa’i and Head of School Elizabeth English, attendees heard remarks from Student Speaker Georgia E. ’23 and 12th Grade Dean Stephanie Nicolard, as well as a moving rendition of the senior class song, “Landslide” by Fleetwood Mac. Following an introduction from Upper School Student Body President Rose C. ’23, producer, actor, director, and activist Kerry Washington delivered the Commencement Address. Washington spoke to the power of sisterhood and empowering our senior class to pursue the best versions of themselves, to continue to learn and grow, and to look forward to everything they don’t yet know. Congratulations, Class of 2023.

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Scripps College Skidmore College Smith College Stanford University The New School Trinity College University of California, Berkeley University of California, Los Angeles University of California, Riverside University of California, San Diego University of Chicago University of Colorado Denver University of Miami University of Michigan University of Pennsylvania University of Southern California University of Washington University of Wisconsin Vanderbilt University Vassar College Wake Forest University Wesleyan University Williams College Yale University

American University of Paris Barnard College Bates College Boston University California Polytechnic State University, San Luis Obispo California State University, Northridge Chapman University Colgate University Columbia University Dartmouth College Elon University George Washington University Goldsmiths, University of London Lafayette College McGill University Middlebury College Mount St. Mary’s University New York University Northeastern University Northwestern University Oberlin College Occidental College Pomona College Savannah College of Art and Design

133 35% 72

COLLEGES WORLDWIDE ACCEPTED ARCHER STUDENTS

OF THE CLASS OF 2023 TO MAJOR IN STEM

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STUDENTS PLAN TO ATTEND COLLEGE IN 19 STATES IN 4 COUNTRIES

10%

OF THE CLASS OF 2023 TO MAJOR IN ARTS

of the Class of 2023 earned some form of merit- or needbased aid, and 8% obtained a full-tuition scholarship of the Class of 2023 will be attending an institution where no other Archer student has enrolled in the past 5 years

holding onto it. As artists, we must soak up inspiration while it lives in our present, we must keep our arms and souls open to change, to discomfort.

“When you leave these hallowed halls behind get just as, if not more, lost than we did in our dissection of post-modern wildness.

Get so lost, your reality is just as warped and mangled. Bathe yourself in possibility, in the power of a mere, ‘yes.’ Say yes to that eclectic party, join that niche club, go up to that ponderous-looking person reading on the park bench. Get lost in a conversation at midnight in the dining hall, tell someone your name is something it’s not, and, without any preparation, go perform some slam poetry at a basement open mic.

These moments will be fleeting just as our moment at Archer has come to pass. So get absolutely and completely lost. Forget what you know, or what you thought you knew for that matter.

From thinking we would never survive our first Arrow Week to puzzling over what the phrase ‘tolerance for adversity and uncertainty’ would come to mean, I have learned that what we believe to be true is always open to redefinition. And even more so, the better we get at letting go of what should be, the quicker we can access what could be; who we have the potential to become.

Although we will all pursue different fields—medicine, activism, research, space exploration, computer science, and a myriad of other remarkable things—I like to think of us all as artists. We are artists in that we are forever forming our realities through the palimpsest of layers we have painted, words we have spoken, and rooms we have moved through. We are artists, finding our voices with every iteration of an idea, accepting that we must deconstruct in order to rebuild. Getting lost does not mean losing; it doesn’t mean abandonment or carelessness; in fact, it means just the opposite. Lostness is built on a foundation of trust; it sews its roots in self-possession and curiosity. It takes the past and uses it not as a security blanket, but as a trampoline. It thanks the past, without

Although wistful in theory, I don’t want to undermine the courage it takes to let go. It is really terrifying, I know, to be untethered, to be pulled off your axis, to lose your sense of direction. I’m scared too. I’m scared to lose the shorthand I have built with my beloved teachers. I’m scared to lose the community that allows me to break down in tears with no judgment. I’m scared to feel like a piece of me has broken off once I am unable to hug any one of you at any moment. I shudder at the thought of being forgotten and of forgetting myself.

But here is what I have realized: that isn’t possible. We do not need to wear our uniform, sprawl out in the courtyard, and sit in the same library cubicle every day to be ourselves. We can be everything and everywhere at the same time. More than simply trusting that your identity is kept safe in our collective memory, trust that you are calcified into the memories of those who surround you. Trust that your coffee stain will remain on that one Clark Street table; trust that the courtyard bell will continue to ring with your laughter; trust that your ideas continue to bounce off the windows long after your words have.

Just like we worked to find a level of solace in discussions of violent undefinition, we will find ourselves when we commit to breaking, falling, cracking in half, only to be re-configured into new, stronger, more vibrant mosaics. The curiosity cultivated in those classrooms is undying, the vulnerability captured in our early Archer years stays within us. In the moments when it feels uncomfortable, when you don’t want to blindly break, remember this moment, remember the bursting of warmth, fear, and anticipation that is exploding from your fingertips. As Alice says when asked to recall her adventures in Wonderland: ‘It’s no use in going back to yesterday, because I was a different person then’; we are all going off to be different people now.

Class of 2023, when you walk out of here, allow yourself to get lost knowing we will never lose each other.”

- Georgia E. ’23’s Commencement 2023 Student Speech (excerpt)

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Class of 2023 graduates, reflects on openmindedness, excitement of the unknown AUDREY C. ’24, NEWS EDITOR MAY 31, 2023 Dressed in white attire and crowned with colorful flower wreaths, the Class of 2023 walked across the stage to receive their diplomas and celebrate the end of their Archer experience.

Graduation took place Friday, May 26, at the Skirball Cultural Center, the same location as last year’s ceremony. The event was livestreamed for friends and family that were unable to attend in person to ensure everyone who wanted to watch and support the graduates could. Before graduation, seniors went to Archer to take photos together.

In the week leading up to the ceremony, the Archer community celebrated the senior class with events, including the Senior Tea Party and the Senior Farewell, and the class also went on a Disneyland trip.

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Photo credit (This Page): Parker K. ‘25 The Class of 2023 applaud and cheer as English teacher and 12th Grade Dean Stephanie Nicolard finishes her faculty address. Their graduation took place Friday, May 26, at the Skirball Cultural Center.

The ceremony began at 11:00 a.m. with the processional, where students entered and gathered on the stage, which was followed by a welcome speech from the Board of Trustees Co-Chairs Frank Marshall and Tiffany Smith-Anoa’i and Head of School Elizabeth English.

After the welcome, Georgia E. ’23 addressed her fellow seniors. In her speech, she highlighted the moments, discoveries, and discussions she has cherished most throughout her Archer experience.

She encouraged her classmates to embrace being lost— whether relating to how they started at Archer, their shifts in perspective during their time there, or how they will feel lost when entering college.

“From thinking we would never survive

our first Arrow Week to puzzling over what the phrase ‘tolerance for adversity and uncertainty’ would come to mean, I have learned that what we believe to be true is always open to redefinition.

And even more so, the better we get at letting go of what should be, the quicker we can access what could be—who we have the potential to become,” Georgia said. “Getting lost does not mean losing. It doesn’t mean abandonment or carelessness. In fact, it means just the opposite. Lostness is built on a foundation of trust. It sows its roots in self-possession and curiosity. It takes the past and uses it not as a security blanket, but as a trampoline.”

English teacher and 12th Grade Dean Stephanie Nicolard presented the faculty address after Georgia’s speech.

Nicolard discussed the concept of being

“jolted”—moments when she has been electrified with passion—and why being open to and following these moments of realization is essential.

“Class of 2023, I would describe you as effectively jolted. You’re electrified, inspired. Complacent is the last word I would use to describe any of you.

Remember the particular feeling of this spark. Bottle it up for the years ahead—you might need it,” Nicolard said. “It is one thing to have an epiphany; it is quite another to have the courage to do something about it. The great thing about the jolts, too, is that they’re different for every one of us, and they are contagious… When you feel the jolt, pay attention. Spend your attention wisely. It will lead you somewhere authentic and true. I can’t wait to see where that is.”

The graduates performed “Landslide”

by Fleetwood Mac and the school song, “Within the Walls of Archer,” by

Marilyn and Alan Bergman to conclude the ceremony after the awarding of diplomas. Student Body President Rose C. ’23 introduced the commencement speaker: producer, actor, director, and activist Kerry Washington, who made her address after the first song performance.

Washington is a graduate of an allgirls school, an experience she said helped cultivate a desire to learn, a readiness to take on challenges, a value of fostering kindness and respect, and an understanding of the power of sisterhood.

In her address, Washington emphasized that although she and none of the graduates can know for certain what the future holds, the Class of 2023 has learned how to create meaningful relationships, to be resilient and flexible, to embrace opportunities for growth, and have established their unique voices and personal power. Above all, Washington encouraged them to be excited about the

unknown.

“I hope that my lack of answers to some of your questions helps to remind you that there really is nothing I can give you that you don’t already have,” Washington said. “Stay close to yourself and to your own wisdom and to your knowing, and stay close to your unknowing. Stay curious, stay teachable. Your strengths are hard-won. Take them with you and build on them. Take your heart and your mind and your voice and your sisterhood.

Take your passions and your sense of community and your love and your resilience. Take your curiosity and your willingness to learn. Take the grace that Archer has seeded within you, and go out there and grow, and get excited about all that you do not yet know.”

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On Thursday, June 1, we celebrated the Class of 2027 and their completion of Middle School during our annual 8th Grade Recognition Ceremony. The ceremony included remarks from Chloe W. ’27, Milan E. ’27, Middle School Student Body President Autumn W. ’27, Associate Head of School for Teaching & Learning Karen Pavliscak, and Head of School Elizabeth English.

Student musical performances featured Siena F. ’27, Charlotte B. ’27, Phoebe C. ’27, Penny F. ’27, and Liza L. ’27, as well as a rendition of “I’ll Always Remember You” by Hannah Montana sung by the whole class.

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We celebrated the last day of school with our Moving Up Day festivities! Among final gradelevel and mentorship meetings, Middle and Upper School Awards were announced, next year’s Student Council and Honors Education Council were sworn in, and faculty performed their end-of-year skits. Closing the school year, each grade ran through the Class of 2024 tunnel to the Front Lawn and the 6th grade performed their Maypole dance.

Congratulations to the following faculty and staff members on completing milestone years of service at Archer. We are deeply grateful for your dedication to Archer throughout the years!

RETIREMENT Marcos Lopez 2000-2023

Isaac Velasquez 2000-2023

•

•

Facilities Manager, 2010-2023 Facilities Staff, 2000-2010

•

Facilities Staff, 2000-2023

10 YEAR ANNIVERSARY

Carla Alcala 2013-2023 • •

Associate Director of Admissions, 2017-2023 Assistant Director of Admissions, 2013-2017

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Michael Carter 2013-2023 •

Engineering & Design Coordinator, 2013-2023

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Wendy Deming 2013-2023 •

English Teacher, 2013-2023

Pei-Ying Gosselin 2013-2023 •

World Language Teacher, 2013-2023

CLASS NOTES ’02 Elana (Schwarzman) Besserman ’02 started working as a real estate agent with the Shelton Wilder Group at Sotheby’s Brentwood. She’s especially proud of transactions she’s done with other Archer alumni!

’04 Catherine Carmichael ’04 and her husband Ben welcomed their first baby, Henry Sanders Kahane, on March 18, 2023, in San Francisco. Baby “Huck” is such a joy and they cannot wait to visit Archer with him when they are back in L.A. next. Catherine was recently promoted to Sr. Director of Global Supply Chain at Form Energy, a long-duration energy storage company tackling decarbonization at the grid level.

Maria Vera Whelan ’04 and her husband Stephen recently welcomed their first child—a little girl named Vera! Maria also was recently promoted to Vice President of Marketing & Brand Engagement at PBS KIDS.

’03 Isabelle Edwards ’03 recently got engaged to Julius in March surrounded by the redwood forest in the Santa Barbara Botanic Gardens! They’re getting married this autumn in Santa Barbara and look forward to sharing their life together in Switzerland.

’06

Liv De Carlo ’04 is the Director of Regional Product (UCAN) for Netflix.

Farrah Aldjufrie ’06 is the Co-Founder and a Real Estate Agent for The Agency, a global, boutique real estate brokerage that is ranked among the top producers in Los Angeles and the nation.

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C L A S S N OT E S .

Maxie Optican ’06 got married barefoot in Mexico and had a super small 50-person wedding. She also celebrated her 8th year as an Insurance Advisor with Parq Advisors here in Los Angeles, where she remains the only female advisor at the firm—something she knows her Archer family will appreciate!

’08

’09

Allison Klein Eisenson ’08 started a new job as a senior attorney at The Bloom Firm. It is a boutique victims’ rights law firm that is based in L.A. She also had twin babies (Aiden and Sophie) on August 22, 2022.

Hannah Cranston ’09 is the Founder & CEO of HCM, a full-service PR and communications agency focused on amplifying the voices of impact-driven leaders and brands.

Lauren Meepos ’08 currently works as a Pediatrician at Premier Pediatrics Beverly Hills and shares that the most rewarding part of her job is getting to form longterm relationships with her patients and their families.

Kamille Jackson ’09 married her now husband Daniel Janulaitis at the historic Hotel del Coronado in June 2023. Daniel and Kamille were introduced by Archer alum Stephanie Chassman ’09 who was also a bridesmaid.

’10 ’07 Maria Cortez ’07 graduated in May from California State University Los Angeles with her Master’s in Public Administration.

Janine (Doyon) McCall ’07 and her husband Taylor McCall welcomed their son Jack McCall, born January 15, 2023.

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Sarah Rosenblum ’08 married Abe Epstein on July 10, 2022, in Laguna Beach, CA. They were surrounded by family, friends, and fellow Archer alumna: Allison (Klein) Eisenson ’08, Juliana (Klein) Sager ’08, Ariel Cohen ’10Lauren Meepos ’08, and Andrea Stern ’10.

Ari Cohen ’10 married Adam Berger at Riviera Country Club this past April.

She recently moved back home to Los Angeles after over a decade on the East Coast, where she did her Ph.D. in Jewish History. Adam is a Technology Investment Banker. One of her bridesmaids was Lauren Meepos (’08). She is still in close touch with Jane Friedman, former AP Art History teacher at Archer.

C L A S S N OT E S .

‘11 Morissa O’Mara Hollander ’11 just got married in February of this year to her wonderful husband and the love of her life, Max Hollander. They met in July of 2020, during the pandemic and will have been together 3 years in July of this year.

He proposed a year after they started dating, with all of their friends and family in attendance, in the park where they had their first date. They moved into their newly renovated home Memorial Day weekend, after having spent over a year and a half making it their forever home. After getting her Master’s Degree and teaching elementary school for 6 years, Morissa has moved on to the next chapter of her life and will be working with the Brill Group selling residential Real Estate

’18 Maria Roussos ’14 got married on June 24, 2023, in Santa Monica, CA. She and her husband John Sutherland met their freshman year of college at Oberlin College, where they both were student athletes. Maria and John shared their special day with several of her Archer classmates, including Marisa London ’14, who was their Maid of Honor. They live in Chicago with their dog Mickie!

’15

’13 Rebecca Samuelson ’13 got engaged in November. She currently lives in Santa Barbara and just started a new job in Ojai.

’14 Alana O’Mara ’14 got engaged to her fiancé Zachary Browning in March 2023.

They met at work in 2018 and are getting married in the spring of 2024. Alana and Zach have been living in Seattle but are moving back to Los Angeles in July and are excited to be closer to friends and family again.

Briney Harris ’15 is a Wish Assist Coordinator at Make-A-Wish Greater Los Angeles where she helps create memorable experiences for critically-ill children and their families as they go through the most challenging times of their lives. Briney shared, “I feel so grateful to have a profession doing what I’m passionate about and helping others daily.” Briney credits her passion for non-profit work to Archer, where she traveled to India with the Girls Educating Girls Globally club to mentor and empower young female Indian students living outside New Delhi, and volunteered for Adopt-A-Family at the Cathedral of Our Lady of Angeles, delivering Christmas gifts to families in inner-city Los Angeles.

Cameron Thompson ’18 works as a reporter for CoinDesk and her and her team’s work to take down FTX and Sam Bankman-Fried was featured in a recent article in New York magazine. Cameron remarked, “I’m beyond lucky to work with such talented journalists who broke the FTX story, [and] as a result, taking down a criminal and his empire built upon fraud. I’m grateful I got to have discussions about cryptocurrency while a student at Archer—I probably wouldn’t be where I am today without them.” Cameron also co-hosts a podcast, Carpe Consensus, a show for crypto fans and fiends, DeFi degens, non-fungible enthusiasts and the crypto curious.

’20 Leila Mirdamadi ’20 was named Executive Board Chair on the Cornell Undergraduate Research Board Peer Mentorship Program at Cornell University and has also been appointed Research Coordinator for her research laboratory on campus with Dr. David Levitsky. Leila’s lab is studying AgeRelated Weight Gain, and she leads her team, which focuses on GI hormones and food intake.

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A LU M N I M I L E STO N E R E C O G N I T I O N S

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On June 1, 2017, the Archer Alumni Association inducted the first three Archer alumni into the Hall of Fame for their contributions to Archer and to the greater community. Recipients embody the Archer mission to its fullest extent through their drive and compassion, embracing the themes of empowerment, kindness, challengeseeking, and leadership beyond the walls of Archer every day. We are so proud of their incredible accomplishments and dedicated service, and we look forward to expanding the Hall of Fame.

Professional Achievement Award The Professional Achievement award is presented to a graduate who has achieved significant success and/or prominence in their professional career or vocation.

Rising Star Award Introduced in 2018, the Rising Star award recognizes a recent graduate who stands out in their field or studies, and is a leader in the community who gives back to their peers, family, and alma mater.

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P RO F E S S I O N A L A C H I E V E M E N T AWA R D

Dr. Ebony King is a Los Angeles native, eldest of two siblings, and a boardcertified Family Medicine physician specialized in Geriatrics. She is a proud alumna of The Archer School for Girls, starting at just 10-years-old in the 6th grade in the Palisades. King completed high school in 2004 and was a part of the fourth graduating class of the School. She went to Brown University, graduating pre-med with a Bachelor’s of Science in Psychology.

She returned to LA and worked in the non-profit sector for AIDS Project Los Angeles and Planned Parenthood

Los Angeles before matriculating to the Charles R. Drew UCLA Medical Education Program. There she graduated with a Medical Doctorate, with a focus on research in health care disparities.

She completed residency training in Family Medicine at Kaiser Permanente Los Angeles Medical Center, and completed a fellowship at the UCLA/ Veterans Affairs Geriatrics Program. As a current post-doctoral researcher in Geriatrics at the VA and with support of the Charles R. Drew University, she is completing a Master’s in Public Health Disparities and continuing research focused on geriatric polypharmacy and

health care disparities particularly in the Black American community. Dr. King has four journal publications and is on the path to becoming a professor in medicine.

She gives back to the Archer community as a donor, and was recently a speaker at the Parents of Black Archer Students (PBAS) graduation event. When not doctoring, Dr. King shows true joie de vivre, immersing herself in photography, dance, and travel. She has a lifelong desire for learning, exploring the world, and contributing to its positive change.

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R I S I N G S TA R AWA R D

Following her time at Archer, Brooklin Cohen graduated with a B.S. in Mechanical Engineering from Clarkson University in northern New York.

Throughout college, she completed two internships and a semesterlong co-op at NASA Jet Propulsion Laboratory, where she now works as a Mechatronics Engineer. Since joining JPL full time in 2018, she has been working on operations development for the Adaptive Caching Assembly within the Sampling and Caching Subsystem on the Mars Perseverance rover. She now leads the team dedicated to the Adaptive Caching Assembly and has recently

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started a new role spanning Robotics, Systems, and Mechanical Engineering on the Sample Transfer System of the Mars Sample Return Lander that will be responsible for returning rock samples collected by the Perseverance rover to Earth.

During her time at Archer, Cohen was in one of the first Honors Research in Science classes and has since contributed to the program postgraduation by serving as a judge for the Archer STEM Research Grants in 2018 and 2019, and more recently the Archer STEM Symposium in 2022.

Alumni Event Dates for 2023–2024

Alumni Back to School Day: Thursday, January 4, 2024 for the Class of 2020, 2021, 2022, 2023 Milestone Reunion: Saturday, June 1, 2024 for the Class of 2004, 2009, 2014, 2019

Stay Connected with the Archer Alumni Community Social Media Facebook & Instagram: @archeralums

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Contact Information 89 archer.org/classnotes

Beyond Standardization

continued from page 15 Advanced Study. It was a process of finding a balance between giving each course the agency to have specific assessments while also maintaining standardization within the Advanced Study program.

I sat down with representatives of each department to hear their pedagogical approaches to developing an Advanced Study curriculum. In some ways, the shift was department-specific in its application.

Some departments, such as History and English, relished departing from the AP framework to create an engaging new curriculum. Others, such as World Languages, remained close to the AP curriculum because it hit many of their markers for achievement. However, they still greeted this new change as an invitation to personalize and adapt their lesson plans.

World Languages Department Chair Dr. Travis Nesbitt said, “The first year out, we essentially taught the AP course just under a different name. But it was through doing that that we realized that maybe there were better ways to engage the students.” In lieu of AP’s stiff testing modules, the World Languages department incorporated more authentic ways to teach and assess global competency. This year, students interacted with native speakers around themes of environmental or social justice, wrote letters to foreign language newspapers, and Zoomed or Skyped with students from foreign countries. It was a far cry from the pre-recorded conversation tapes of my youth. As a result, teachers have seen greater engagement in their students and a dissipation of drop off in class enrollment.

Ultimately, the department found it liberating to be able to pick and choose what worked from the AP curriculum.

Still, this does not mean the shift has come without challenges. One specific benefit of the AP tests is that they are longitudinally assessed across schools. However, Nesbitt

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says we do not have to rely on College Board for these kinds of assessments.

World Languages is looking to fill the void by using the standardized assessments offered by ACTFL, the American Council of Teachers for Foreign Languages, as well as exams and certificate programs from the French and Spanish governments.

Archer’s Math department has similarly looked outward for curricular inspiration.

They pulled practice sets from CPM, a student-centered collaborative learning curriculum, for 6th grade through Calculus.

Math Department Chair Maggie Cenan said one of the students’ favorite projects was from CPM, which is an opportunity we would not have had if we stayed with AP. The unique dilemma for math was that AP Calculus had long stood as a pillar of what was required for students to be competitive in college. However, Cenan’s mindset was shifted when she attended the California Mathematics Council (CMC) South Conference in November 2021, where four different professors from various University of California schools came together to determine computer science as an alternative that would be regarded as equal in rigor to calculus. This was a watershed moment for Cenan. “The big thing for math is always like ‘I need calc so I can get into college’ but that’s not necessarily true because these colleges came together and shared that. So that was a huge motivator for myself.” Like the World Languages department, the Math department has not moved away from the AP requirements, but have simply allowed themselves to not be limited by them. “We’ve been able to add to the curriculum because we are not teaching to a test anymore,” Cenan remarks.

“So that slight difference has actually given the students more opportunities to be exposed to different topics… We can add in more complex questions actually. Because we know that they’re not necessarily covered on the AP test, but they could be covered in the next college class.” Cenan believes the pacing is now better for the students as the courses are able to meet them where they are. Students are still able to take the AP Calculus test if it is individually beneficial for their college applications, but that is no longer the be-all, end-all of the math curriculum.

Throughout my discussions, I couldn’t

help but notice similarities across the board. All faculty members I spoke with mentioned a freedom that came with the shift away from APs. This freedom was noticed by students. Isabelle V. ’23 took two AP classes in the 2021-2022 school year and two Advanced Study seminars in the 2022-2023 school year.

Of the Advanced Study courses she said, “It seems like the teachers are able to express themselves more through the curriculum and that makes them more excited to teach and that makes the classes more engaging overall.” Her humanities classes gave her the flexibility to research her passions, the Classics, but it was her math classes where she felt the greatest impact of the shift away from AP. “This year [12th grade] I noticed a huge difference in math, because going from 10th grade, when I was in honors math, to 11th grade AP… it felt more automated and not as genuine. Now that it’s Advanced Study math, it felt like more of a return to that 10th grade math style that wasn’t AP. More engaging, more collaboration with your peers, which was something that I missed out on in junior year.”

Marin T. ’23 similarly appreciated the liberty of the Advanced Study curriculum. After taking one AP in 20212022 and three Advanced Study seminars in the 2022-2023 school year, Marin said they “definitely preferred Advanced Study. It allowed the teacher(s) to have a lot more freedom, which hence allowed the students to have more freedom with what we did.” Marin also pointed out that the Advanced Study courses taught analytical skills, while AP was much more rhetorical. These analytical skills were often embodied in academic research, which was a new skillset to learn.

Marin relates their first experience of conducting academic research to “diving into the deep end.” They muse that “...at first it was terrifying, but once [my classmates and I] leaned into the discomfort of ‘oh, I can choose what I want for this,’ it was amazing.” Spaces where students were able to share their work with each other validated the importance of choice in Advanced Study.

Marin says they particularly enjoyed attending the Archer Advanced Study Humanities Symposium and hearing what “wildly different topics” everybody was researching. “Nothing was similar to each other’s at all, so that was definitely

really rewarding.”

It was notable to me that neither student said they missed the AP curriculum, which perhaps signals a shift of mindset in younger generations. “I don’t think a test determines somebody’s intelligence. It doesn’t determine how well somebody understands a topic.

Because… some people just aren’t good test takers,” Marin remarked. “I just don’t think it’s a good way to measure if somebody is comprehending a topic.

So I think Advanced Study was a way to have that same rigor, but give people an outlet to actually express what they did understand without being in such a linear, boxed-in format.”

This notion is not isolated to Archer or its students. Colleges have seemed to embrace a similar philosophy. “Education is changing. Colleges are much more interested in interdisciplinary majors and students who can engage in academic work beyond a test. The AP tests are not designed for that. So there’s a reason why more and more colleges are actually not allowing students to use AP scores to pass out of classes,” said Ivan Hauck, Director of College Guidance at Archer.

As someone who had myself used AP test scores to pass out of general education college credits, this came as a surprise and signaled a substantial shift in college admissions.

Hauck noted that for students who want to get ahead in credits, they still have the option to study for AP tests on their own or take community college classes over the summer, but that there’s a reason why colleges, even post-COVID, are staying test-optional. “They realized that standardized testing is such a limited way of understanding a student’s trajectory and ability. And the same thing for AP tests, so consequently they are looking for other ways of evaluation, whether it’s in teacher recommendations, or counselor recommendations, or personal stories and narratives,” said Hauck.

These personal narratives were bolstered by the independent nature of research in Advanced Study. Hauck says that by getting rid of APs, “it’s allowing us to differentiate students in a way that we have never been able to before.”

“With the exponential rise in applications, colleges are trying to find ways of picking

the unique students, both in academic interests and with social and emotional skills that are going to contribute to a holistic and diverse community.” By no longer offering APs, Archer had more opportunities to help each student stand out in really powerful and unique ways.

Hauck believes this is one of the reasons Archer had multiple students admitted to many very impressive schools. “Even our students who were applying to the same schools were very unique in their ambitions and their interests and so there was rationale for why a college or university was able to select more Archer students,” he said.

As its name suggests, Advanced Placement was designed as a system to award high school students “advanced placement” in college. As that benefit dwindles, Archer has restructured our academic programs to emphasize “advanced study” skills. So not only has Advanced Study helped students get into college, it also seems to be preparing them well for it. Isabelle and Marin both felt that the Advanced Study curriculum was teaching them research skills that would serve them well in higher education. Marin noted that Advanced Study marked a good half-way point between middle school and college. “[Our teachers are] teaching us how to be independent, but we’re still being taught how to be independent rather than just throwing us in.” Isabelle felt that “the thesis, research paper idea is really helpful for seniors because that’s the thing that’s going to prepare me the most for college, especially as someone who wants to do humanities.”

This research experience seems to have already benefited our alumni. Hanna Robertson will never forget one student from the first year of the shift away from science APs who was the most vocal opponent against the move. This student told Robertson that she had always wanted to take AP Bio and felt that the opportunity had been taken away from her. In its absence, she was forced to take Honors Research in Science instead.

“She came back years later to thank me, and to tell me that was one of the most pivotal courses in her career. She’s now a doctor,” Robertson said. As I heard this story, I couldn’t help but reflect on my own trajectory since high school and how different my discussion-based college courses felt from my more

memorization-heavy high school classes.

In fact, each interview and step on my journey of discovery led to a series of surprising self-reflections. More so than the differences, what really struck me was the similarities between my personal AP experiences and those at Archer. I couldn’t help but notice how little the AP system has changed, although the circumstances of the world and college admissions have transformed greatly. On the other hand, in the Advanced Study curriculum, I saw something not only more reflective of my college studies, but also a shadow of what my high school experience could have been. Unlike Isabelle, it never would have occurred to me to describe my high school math classes as “collaborative.” Nor did I have the opportunity to attend a symposium of my peers’ research like Marin. Perhaps I had missed something I didn’t know could exist: an agency and curiosity to guide my own education, rather than a series of checkboxes to mark on my path towards higher education.

From my many conversations, it seems that Advanced Study serves as a framework to push beyond those checkboxes. Crucial to this vision is that the curriculum remain dynamic. Archer faculty are in an ever constant effort to better the Advanced Study curriculum.

How is it meeting student needs? How is it meeting the learning outcomes goals that we have? These are questions faculty grapple with when they survey student experiences and reflect together about what did and didn’t work throughout the year. The development of the Advanced Study curriculum is never complete, nor should it be. It is an iterative process that will learn year over year, and adapt as necessary. That is part of its design.

Wogensen emphasizes “the importance of iteration and review and reflection so that the Advanced Study program isn’t just a structure that’s girded and solid.”

Rather, it can evolve to meet the goals of an ever-changing education landscape and prepare modern-day students for the future.

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A Hebanon in a Hat

continued from page 19 helmets, Germanic references, folk festivals, and "The Lord of the Rings" admiration do not exist in a vacuum, but instead, a “political laboratory.”

This laboratory repurposes originally unproblematic Nordic myths as justification for hate. For many Asatraur Nordic religious groups, two texts are primary inspirations: a Viking-era Icelandic poem, “Hávamál,” and an old Norse prophecy, “Völuspá” (Meylan).

Scholars note that Hávamál “comes closest to providing a behavioral code of sorts, and more generally a worldview, to those screening Old Norse-Icelandic texts for cues about pre-Christian values” (Meylan). The Icelandic poem laments that the values of friendship, faith, and family are most important and offers counsel to believers about bravery and tradition. Three central values connect these texts and white supremacists: sexism, belief in selfsufficiency, and desire for violence…

White Supremacists are clearly drawn to the violent defense narrative, utilizing these texts and others with religious disguises to defend their efforts. The Norse poem “Völuspá” justifies violence and describes redemption for men who sacrifice themselves for their cause…

Hate groups appropriate this language to inspire supporters that their souls will be redeemed for their purifying deeds on earth. These Nordic texts are used to excuse violence and justify caste systems, missing many dimensions of ancient Scandinavian thought that contextualize social perspectives through spiritual beliefs in Asatro… The appropriation of myths for religious purposes allows groups to build and sustain networks of like-minded hateful individuals, strengthening their goals and radicalizing their communities.

A new form of religion connects these texts and their newly attached alt-right interpretations. By merging the sanctity and sacrifice from Christianity and 92

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the raw masculinity of Norse myths, religious supremacists have amassed a loyal congregation. Experts have tracked a consistent and increasing influence of Christian identity on Nordic supremacist networks...

White Supremacist groups seduce interested individuals with the safety of Christianity and carefully propagate them with violent goals through the manipulation of Nordic myths. Puzzling sociologists, groups have adopted “the ideal of the noble savage, embodying the exact antitype of everything civilized and southern, elicit[ing] a veritable Viking hype” (Halink) ...

The impact of this curation is not related to spirituality; their intention is to use Nordic texts to disguise hate speech in religious belief. Their values are distinctly impure: “The White Supremacist movement presents the world as a place where heroic warriors – white, heterosexual, (mostly) Christian men and women – are in constant battle with a number of ‘others’: non-white races, Jews, homosexuals, etc.” (Berlet). They love no neighbor.

Their intention is to manufacture an in-between pseudo-religion. The brute warrior aesthetic of Nordic mythology and religion balances the caste systems and concepts of purity that exist within alt-right Christianity; a fusion of virtuous and violent theology emerges.

White supremacists stoke this fire of hate by endorsing brutality and insurrection through the guises of strength and tradition… Manipulating texts with mentions of fighting courage like “Hávamál” and “Völuspá, these groups endorse the use of weapons in assisting political prayer... Historians describe that in the political sector, “the far right’s love of medievalism was never about historical accuracy… it was always about constructing narratives” (Rose). Masters at communication and propaganda, leaders in white supremacist groups have found Scandinavian myths to be an effective and compelling drug. These efforts reflect a concentrated political effort.

Historians note that “the aesthetic moment in fascist propaganda has a history of reconfiguring perceptions so that they prefigure and culminate in violence and warfare” (Askanius).

Online, through memes and misinformation-ridden posts, these groups secure their armies. With goals to anger and empower people who feel left behind, all general ideology leads individuals to consider systems of power that make them feel oppressed.

These brazen and dense folks feel camaraderie to take down power systems… The use of online forums coupled with organized alt-right social networks increases political violence.

The goal of this extremism is “noble” saviorism. And how do they plan to save the world? Political power. These networks branch into the legislative sector, imaging smaller governments with more social influence and forced implementation of traditional values.

Founding American figures of Norse white supremacist groups are quoted as saying: “fascism failed because of its centralized totalitarianism,” and in connection: “Hitler should have kept to his original, socialist and folkish agenda” (Askanius). Hoping for work comparable to the dictator, Nordic networks of hate lead their members into battle, convincing martyrs of their dignity and vowing vengeance for their oppressors.

While Norse symbols seem onedimensional, vapid, and brute examples of strength and power, there is overwhelming proof of deeper roots.

First, the development in Southern Europe of sects devoted to the political interpretation of Scandinavian mythology proves motive and intention. Second, the evidenced online growth of Nordic white supremacist networks identifies a widespread and building threat to progress, as opposed to meaningless symbols.

Third, the existence of alt-right political figures who vocally endorse Nordic texts proves the insidious spread of Nordic misunderstanding to the far-right. Pretending symbols exist in vacuums is foolish and does not account for the rich history of hate through similar textual appropriation; it is too dangerous to look away now.

SCAN THE QR CODE TO READ CHARLOTTE'S FULL ESSAY AND VIEW THE LIST OF WORKS CITED

Kate Berlant

Blossoming Traditions

continued from page 41

continued from page 50

Her willingness to deviate from the norm challenges comedians to reevaluate the limitations of their craft and explore new horizons. Berlant’s influence extends beyond her own performances, inspiring a new generation of comedians to embrace alternative forms of expression, blur genre boundaries, and challenge the status quo.

In an era where being candid is valued, Berlant’s commitment to remaining true to her creative vision is a beacon of inspiration. Her style resonates with audiences who seek genuine connections with the entertainers they admire. In an age of superficiality, Berlant’s willingness to tread uncharted comedic territories demonstrates the potential of comedy to be a platform for both entertainment and meaningful cultural discourse.

cherished part of Japanese culture.

During the Victorian era in Europe, flowers took on an additional layer of symbolism, becoming their own language. Known as “floriography,” this practice involved using specific flowers to convey hidden messages and sentiments. For example, red roses were associated with love and romance, while yellow roses symbolized friendship. This intricate floral language was often used in celebrations, particularly during courtship rituals and weddings, where the selection and arrangement of flowers carried deep meaning.

By redefining the possibilities of comedic expression, she’s well ahead of the curve when it comes to a seismic shift in the industry. The rise of TikTok comedians, who share candid snippets of their lives through seconds-long videos, speaks to this trend. In an age of curated online personas, Gen Z craves comedy that speaks their language—real, unvarnished, and refreshingly honest.

Unlike TikTok comedians, though, Berlant’s performances transcend a 60-second clip; while she shares many themes with her social media contemporaries, Berlant’s performances are visceral “IRL” experiences that engage people enigmatically, away from their screens.

Berlant’s creative process is a testament to the power of genuine experiences and innovation. As she continues to carve her own trajectory, she sets the stage for her own success and a new generation of comedians. Her journey is one of artistic evolution, an odyssey that has solidified her status as a transformative force in the comedic realm and a harbinger of the boundless potential that lies ahead.

In more recent times, the tradition of wearing flower crowns has become increasingly popular, particularly in North America. While the origin of flower crowns can be traced back to ancient Greece, where they were worn during festivals honoring the gods, their modern significance has evolved.

Flower crowns have become a popular accessory in music festivals, weddings, and other joyful celebrations.

One unique adaptation of the flower crown tradition can be seen in all-girls schools in North America, where flower crowns are often worn during graduation ceremonies. This practice has gained prominence in recent years as a way for these schools to celebrate and honor the achievements of their graduating students. The flower crowns are typically made using fresh flowers and are worn by the graduates as they walk across the stage to receive their diplomas.

The adoption of flower crowns in all-girls schools during graduation serves multiple purposes. For Archer seniors about to graduate, flower crowns symbolize girlhood, grace, and growth, aligning perfectly with

the values and aspirations of the graduating class. The crowns act as a visual representation of the personal growth and achievements they have experienced during their time in school.

Specifically, flower crowns serve as a unifying symbol among the graduates.

By wearing these crowns, the students create a sense of camaraderie and solidarity, celebrating their shared journey and accomplishments. The flower crowns become a badge of honor, signaling the completion of an important chapter in their lives and the beginning of a new one.

In the rich tapestry of human history, flowers have adorned our celebrations with their delicate beauty and profound symbolism. From the ancient temples of Greece to the bustling streets of modern cities, the language of flowers has spoken volumes, conveying emotions and messages when words fell short. The world’s diverse cultures have woven their unique stories with petals and stems, using flowers to mark transitions, honor deities, and express love.

Whether it’s the vibrant marigolds of Diwali, the cherry blossoms of Hanami, or the solemn lilies of funerals, these blooms continue to shape the emotional landscape of our lives. Flower crowns that once graced the heads of ancient goddesses now rest upon the graduates of allgirls schools, symbolizing growth, unity, and the blossoming of dreams.

In every petal, we find a piece of our shared history. Each fragrance carries the echoes of festivals, weddings, and ceremonies that have marked our passage through life’s seasons.

With their ephemeral grace, flowers remind us of the transient nature of existence, urging us to seize the beauty in each passing moment.

As we continue to celebrate life’s milestones and cultural traditions, let us remember the flowers that have always been there, silently speaking the language of our hearts. Their legacy lives on, reminding us that amidst the chaos of the world, a simple bloom can hold power to encapsulate our deepest emotions, connecting us to our past and weaving our stories into the vibrant tapestry of humanity.

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In Memoriam

Katie Mock '13 Katie was a vibrant and beautiful woman and deeply cherished her time at Archer. While a student, she participated on the swim team and was a proud member of the Class of 2013. After graduating from Archer, Katie went on to receive her Bachelor’s degree from Bard College in 2017. Most recently, she worked in finance at Bloomberg LP. Katie will always be remembered for her smile, poise, and kindness, and she is greatly missed.

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