Senior May 2019 Edition

THE GLEN BARD

May 2019 gwhsnews.org

Congratulations to West’s 2019 retirees!

West celebrates Mrs. Sammarco, Ms. Anderson, Mr. Letmanski, Ms. Oberg, Ms. Redmond, Ms. Quirk, Ms. Zartmann, Ms. Faber, their retirements, and what the future holds next Ms. Oberg: Get involved to find your passion

By Ellie Ostroff ’19 Editor-in-Chief Twenty-two years after first joining the Glenbard West staff, Ms. Linda Oberg, the current Assistant Principal of Operations, will retire this June.

When Ms. Oberg first began working at West, she “was here as a social worker” before becoming a dean. She then became the Assistant Principal for Athletics, and after four years became the Assistant Principal of Operations.

“It’s a really fun job,” Ms. Oberg stated in an interview. “It’s just neat to see the building transform.”

Ms. Oberg will miss the “staff, mostly” when she leaves Glenbard West. “They’ve become my friends, they’ve become my family. When I was Assistant Principal for Athletics, [my youngest son] basically got raised by playing underneath the bleachers looking for treasures...coming to all my athletic events.”

Retirees took a picture together at the beginning of the year. In the front row, from left to right, is Ms. “People here have watched my kids grow up,” she said.

Sammarco, Ms. Anderson, and Ms. Oberg. In the back row, from left to right, is Ms. Faber, Ms. Quirk, Ms. Oberg will also miss being a part of the building opera- Mr. Letmanski, and Ms. Redmond. Not pictured is Ms. Zartmann. Picture courtesy of Ms. Oberg. tions team. In recent years, one large portion of her job was managing the upgrades for the science wing. “The freshmen, Forest Glen P.E. teacher retiring this year, as well. Ms. Oberg will also spend more time when they walked in...it was no big deal” to see the new wing, Ms. Oberg stated. “But to with her parents. any of the underclassmen that came...the look on kids’ faces going from the old building Ms. Oberg’s final piece of advice for Glenbard West students is to “[get] involved in to the new building was just awe. And that was a pretty incredible thing to see.” many things because you never know what will lead you to your real passion in life.”

Ms. Oberg added, “Watching kids make use of that cool space in [the science wing] to “Life gets better and better,” Ms. Oberg said. “This is just the start.” meditate or to get AP help...I’m going to miss that, being part of that.”

Congratulations to Ms. Oberg on her retirement - West is extremely grateful for all of After retirement, Ms. Oberg plans “to travel a lot...for the next ten years” while she her hard work and will miss her! feels energetic. “First thing I’m going to do is go to Germany with Ms. Nobel,” who is a

Ms. Anderson: Most rewarding part is seeing students succeed

By Michelle Bishka ’21 Features Editor Ms. Anderson, a special education teacher who teaches a number of self-contained and resource-level classes, is retiring this year after starting her Glenbard West teaching career in 1992. Before Glenbard West, Ms. Anderson taught at Glenbard North, teaching a variety of special education classes there as well.

Ms. Anderson loves what she does, explaining that “special ed[ucation] students have to work a little harder, a little differently” and, thus, “when they achieve and grow, it [is] very exciting to see.”

She also loves that, on top of her students, she is also able

Ms. Zartmann: Glenbard West is a beautiful place to work

By William Hohe ’21 Social Media Coordinator & Photographer With the 2018-2019 school year coming to a close, the entire Glenbard West student body shares their appreciation for and celebrates the success of this very rewarding and memorable year. We will also say goodbye to many invaluable members of our faculty, specifically, our Administrative Assistant to the Assistant Principal for Athletics, Ms. Zartmann.

After working for Glenbard West for 25 years, Ms. Zartmann has had her fair share of differing responsibilities here at West. From “working in the hall when [she] first started to working as a study hall supervisor and loving every day, [t]hen working in the dean’s office,” Ms.

to meet a variety of other individuals—including “gen[eral] ed[ucation] kids”—and enjoys “seeing them grow” as well.

She co-teaches a driver’s education class and is close with her students there as well. She explains that one of her favorite memories is when she was in the driver’s education car that students drive as practice and, although she was supposed to be the calm one, sometimes she would “break down in giggles” with the other students in the car “making her laugh.”

Another part of Glenbard West that Ms. Anderson will miss is her department. Her department would occasionally dress up and wear a wig. They “look[ed] very silly” and it “br[ought] a lot of laughs” from their students, making them “feel better as well.” Her students’ reactions is what she enjoyed the most from those experiences.

She also recalls a moment in Mr. Zander’s health class that makes her smile. When a student asked if smoking leads to gray hair, Mr. Zander responded, “Yes, but Ms. Anderson’s

hair is not caused by [that].”

After she retires, Ms. Anderson plans on “tak[ing] six months to just relax and not having to do anything.” She wants to “travel, get caught up on reading, and spend some more time with her family and her garden.” She just looks forward to enjoying the simpler things in life.

Ultimately, from her Glenbard West career, Ms. Anderson feels that “it is very gratifying when you see [your students] being successful” and it is one of the most rewarding parts of being a teacher; a part she will miss the greatest. Congratulations to Ms. Anderson for retiring— West thanks her for all her work and will miss her!

Zartmann has been here, there, and everywhere in Glenbard West.

Now, in her last year, Ms. Zartmann is not only a wealth of knowledge but also a wealth of memories and shares that her favorite part of her time has been “the people I have worked with, some great people that will be my friends for the rest of my life.”

Throughout the hustle and bustle of her career, Ms. Zartmann states she will really miss it all. Among her favorite endeavours, she will miss “[g]oing to sporting events, being part of an awesome athletic department, hearing from the coaches about their games the night before, working with the best people and of course all the great athletes we are so lucky to have here at Glenbard West.” Above all, she admits that she will “miss coming to this campus every day; what a beautiful place to work!”

Ms. Zartmann shared some wise words. To students, she advised to “[b]e involved in as much as you can, enjoy every day and be yourself, don’t worry about the small stuff

it will all work out.”

All in all, although she states that she is looking forward to “Not getting up at 5:00 a.m., not having to worry about buses, being able to sit and enjoy a good book on my front porch.”

Ms. Zartman implores all members of our faculty to “enjoy every day, cause they go by so fast.”

Glenbard West truly appreciates Ms. Zartmann and her lasting legacy on the Athletic Department and beyond.

You will truly be missed by the whole community for your work in filling West with utter pride, tradition, and excellence!

670 Crescent Blvd Glen Ellyn, IL 60137

Features

2

Ms. Faber: Hard to leave behind the friendships she’s built

By Sean Swikle ’21 Graphic Designer/Video Editor and Theatre Liaison At the end of this school year, Glenbard West will be losing a kind and friendly person, Ms. Gail Faber. Ms. Faber has served as one of our school’s administrative assis-

Mr. Letmanski: ‘If it’s important to you, it’s worth fighting for’

By Genevieve Ick ’21 Entertainment Editor Mr. Rick Letmanski has been a business education teacher at Glenbard West for the past twenty-six years. He also has coached baseball, basketball, golf, and football during his time at West, totaling seventy-five total seasons.

Mrs. Sammarco: Will miss smiling students, inviting environment

By Ellie Ostroff ’19 Editor-in-Chief Last December, Mrs. Kim Sammarco retired from Glenbard West after nineteen years of teaching science - specifically honors biology, biology, and anatomy and physiology.

Mrs. Sammarco’s favorite part of her job was being “creative in lesson planning - getting kids super involved in their learn-

Ms. Quirk: West is a second home

By Ellie Ostroff ’19 Editor-in-Chief At the end of this May, Ms. Kelley Quirk -- Glenbard West’s Substitute Coordinator and Administrative Assistant -- will retire after twenty-four years of working at our high school.

Ms. Quirk spends her days “[g]etting coverage for every teacher” who is missing a class period or day due to illness, personal time, or conflicts. “It’s a puzzle”

Ms. Redmond: Will miss her colleagues, interacting with students

By Julia Lane ’19 Managing Editor Tucked away on the second floor of Glenbard West’s halls is the hidden gem of the castle on the hill: the Bookstore.

Whether your school iPad is broken, your copy of Romeo and Juliet is lost again, or you have some other miscellaneous problem, the bookstore always has a solution.

For the last 15 years, Ms. Redmond has been West’s Bookstore Manager─helping

tants for the past eleven years now, helping students with their needs and supporting the staff.

Although Ms. Faber is disappointed to leave behind her friendships she has built throughout the years, she is “looking forward to having no obligations.” She hopes to find time to “volunteer, cook, and just chill out.”

Looking back to her days at West, Ms. Faber’s favorite memory was when Mr. Pose-

gay and Mr. Landi sang, “Happy Administrative Professional Day to You.” She went on to say that her “great co-workers” will be the hardest goodbye to make.

A piece of advice that Ms. Faber offers to the present and future student body is to “focus on your studies” and to enjoy “all the other numerous activities offered.” She wishes that she would have relaxed when she ever felt stressed and enjoyed her time even more.

He is retiring this spring but says he will miss everything about West: “It is the whole package,” he said.

Mr. Letmanski fondly recalls his first day at West sitting in a teachers’ meeting “looking out at the ivy [on] the windows on the

side of the auditorium” and thinking “what a special place.”

Mr. Letmanski’s advice to future students is: “If you are going to do something do it right, don't always take the easy way out; if it's important to you, it's worth fighting for.”

In retirement, Mr. Letmanski is looking forward to “getting an opportunity to visit [his kids] and see them more often” as he has “kids all over the U.S.” He will miss “having [his] classroom, [...] and the fact

that every day is different [...] and a unique challenge.”

When asked if there was any advice he wished he had when he started teaching at West Mr. Letmanski responded that there was “nothing” as he feels his time at West has gone smoothly, and he is very thankful for that.

Congratulations to Mr. Letmanski on his retirement, West thanks him for all he had done for the school.

ing through nonstop activity that feels fun as well as a worthwhile educational experience. Teaching to kids who have a smile on their face is the best!”

“I’ll miss it all,” Mrs. Sammarco said of her time at West. “I always loved the sense of history in that beautiful building - it truly ‘spoke’ to me of a community of people who have passed through there and hold memories created there so dear. There were many [important] moments that shaped my life and my [students’] lives at the same time.”

“I’m still very grateful for the outstanding and inviting environment when I first came

to West,” Mrs. Sammarco stated.

After retirement, Mrs. Sammarco plans to “spend time with [my] family more than anything. We are an active group and so I look forward to lots of travel and exploring with them.”

For students, Mrs. Sammarco advises one to “every now and then, stop and take a moment to reflect on” high school, “then add what you can to make it even better for those around you.”

“I can say with confidence that kids who have the privilege to be educated at West are in a special place where there are many

people of all ages who care about them and who are putting tremendous daily effort into creating a positive experience for them,” Mrs. Sammarco stated.

Congratulations to Mrs. Sammarco on her retirement - West is thankful for all of her hard work!

to put together substitute schedules, said Ms. Quirk.

“I’ve always liked it.”

One of Ms. Quirk’s favorite memories at Glenbard West is when the “Social Studies Department comes up and sings to us for Administrative Assistants’ Day. I’m gonna miss that one, that’s for sure.” Another one of

her favorite memories is of a years-old senior prank. The graduating class left “blue crabs all through the hallways. We all thought we were going to have a nice dinner” with the crabs, Ms. Quirk stated. “[The prank was] harmless but smelly.”

“I will miss [the stairs] because that is...my workout,” Ms. Quirk added. “I love the stairs.” Ms. Quirk will also miss working at West because it’s been a “second home for this many years.”

When she retires, Ms. Quirk plans to not set “an alarm clock and [see] if [she] can sleep in.”

“I start here at 6:30 [a.m.], but if it’s a crazy and heavy day, I could be here by 5 [a.m.],” Ms. Quirk said.

Ms. Quirk also plans to travel: “I have an Aruba trip coming up [which] should be nice.”

“Take advantage of everything they have here to offer,” she advised students. “[T]here’s a lot that everybody can participate in...You have it all here at your fingertips. It’s awesome.”

Congratulations to Ms. Quirk on her retirement, and our thanks go out to her for all of her hard work at Glenbard West!

to keep our school together and fix our numerous dilemmas.

What many might not know about Ms. Redmond is that, along with working at West for over 28 years, she attended our school herself. One of Ms. Redmond’s favorite memories happened twenty years after she graduated, when her geometry teacher became her coworker. He asked her not to mention that she was his student because

he didn’t want to seem old. Ms. Redmond will definitely miss her colleagues, including her geometry teacher, and all of the important relationships she has built over the years.

Not only did Ms. Redmond work tirelessly as our bookkeeper, but she also worked closely with most of the sports teams here at West. One of the things she will miss most is watching the athletes compete as our fans cheered them on from the stands. There is nothing quite like watching the fan section erupt when the Hitters score a touchdown or the Toppers nail a game-winning spike.

After years of interacting with countless students in the bookstore, Ms. Redmond

has learned the importance of treating others with dignity and respect. As she experienced first-hand with her geometry teacher, it’s a small world and you never know who you are going to end up working for or who may end up working for you─there will be no regrets if you treated them with respect.

Although West will definitely miss Ms. Redmond’s warm smile and ability to solve our every problem, we could not be more happy for what her retirement holds.

Everyone at GBW is incredibly grateful for everything Ms. Redmond has done for our school the past 28 years and can’t wait for her to come back and visit!

Did you know our retirees have over 182 years of combined service?

Glenbard West wishes Ms. Faber good luck as she explores the world of retirement and thanks her for all of her hard work she has put in for our school.

Features

3

Review of the Los Angeles teachers’ strike and why it matters

By Tricia McCormack ’20 Contributing Writer

From January 14th-22nd 2019, thousands of teachers of the Los Angeles Unified School District (LAUSD) walked off their jobs to protest the failure of LAUSD to meet their demands for their schools. It was their first strike in 30 years, and it affected hundreds of thousands of students as LAUSD is the second largest school district in the country and educates 9% of all students in California alone.

For years now, these teachers have been calling for greater financial aid because they said they have been dealing with the following issues: overcrowded classes (sometimes 40 to 50 students in one classroom); inadequate salaries for teachers; and lack of vital resources such as nurses, librar-

ians, and counselors.

For teachers, striking is the ultimate last resort when changes need to be instituted, as these strikes often initially have a negative effect on the students; however, strikes are sometimes the only way to attract necessary attention to the unacceptable problems facing districts and to attain long-term benefits.

The LAUSD gets 90% of its funding from the state government, but California ranks 41st out of 50 states in per student spending. This was primarily caused by Proposition 13, a tax reduction law passed in 1978 that essentially got rid of property taxes in California.

According to Mr. Sutton, Glenbard Education Association President and drivers ed. teacher at Glenbard West, “Amending this proposition would definitely help more funding to reach class-

rooms.” He then added that putting this in effect would “take careful planning by lawmakers, educators, and other stakeholders” in order to ensure funding is directed towards the students.

Charter schools can be another issue negatively impacting the already underfunded public schools in Los Angeles. Mr. Sutton pointed out that these schools “drain public funding from local schools” and that “despite being able to cherrypick their students and remove anyone not meeting their standards, they often don’t perform as well as local public schools.” He also noted that they do not provide special education services and that some have even been involved in “financial scandals” that forced them to close mid-year, thus leaving students without a school and forcing the students--but not their funding--to be absorbed by the

public school system, which adds to the lack of per student spending in California.”

There is some overlap between the L.A. school district and the Chicago Public School district (CPS) in the issues they both face.

Upon geographical examination, L.A. and Chicago districts are both inner-city districts and thus both face some natural “inequity in funding” as Mr. Staron, Glenbard West President of the Teachers’ Union and Glenbard West A.P. U.S. history teacher stated.

Mr. Staron also noted that “the things [the L.A. teachers] are looking for are not just more money, these teachers’ unions are asking directly for things that will impact student performance in the classroom.” These things include secondary services such as nurses and counselors that improve the physical and mental health of students.

Luckily, L.A. teachers can look forward to a 6% pay raise, a maximum class size of 38 students to be instated by fall of 2021, a $130 million increase in district funding, and at least one nurse in every school by fall of 2020, as well as full time librarians at every middle and high school. Unfortunately the teachers did not receive what they asked for: a 6.5% pay raise, a maximum class size of 27, and more overall funding; however, the progress that is resulting from the efforts of the teachers’ unions is beginning to pay off, and there is clearly an unparalleled dedication of teachers to give their students the education that they deserve.

Mr. Chambers, Glenbard District 87 Assistant Superintendent for Human Resources, was contacted for a school district’s perspective on teacher strikes, but did not reply.

12 tips on how to find that great summer job

8. Be clear and concise: Eliminate any filler words and contractions. Use easy-to-read fonts so that the employer will be able to easily and clearly read your resumé and cover letter.

By Amy Wozniak ’21 Contributing Writer

As summer approaches, many students are looking to find a summer job. Though it may seem daunting to begin the process of looking for jobs, getting a summer job is a pivotal point in one’s life that leads to many new opportunities. Having a job also gives you experience in the workplace - something that school or even volunteer opportunities cannot provide. Getting any job without experience may be difficult.

However, employers are looking for someone who is diligent, punctual, reliable, honest, and able to communicate well. These steps will help guide your resumé, cover letter, and interview, so that you can present yourself as someone who can bring these character values to the job.

1. Compile references: Have at least three professional references that are not your parents.

Ask a coach, teacher, counselor, mentor, leader, or neighbor to be a reference for you. Be sure to ask their permission first. Write down their first and last name, how you know them, a way to contact them (email and phone number), and how long you have known them.

2. Set up your contact information: Set your phone up with a clear, identifiable voicemail that includes your name, phone number, and a ‘thank you for calling.’

This will aid your potential employer by making you quickly identifiable. Additionally, create a professional email that is specifically for job hunting. For example, use an email like “tadphol@genericemail.com,” as opposed to “supercooltadl6000@ genericemail.com.” Again, this allows your potential employer to recognize you. Also, this gives the added benefit of funneling all emails relating to jobs into one place, eliminating the need to

9. Remember the purpose of the resumé and cover letter: The resumé and cover letter are not meant to help you get a job.

Instead, they are an aid that will allow you to get an interview from the potential employer.

10. Utilize your resources well: Before applying to any job, allow someone to look over your resumé and cover letter. This may mean asking your parents or other adults, such as a teacher, to read over your work. This ensures that your resumé and cover letter are an accurate reflection of your abilities.

Many high school students get jobs as lifeguards over the summer. What is your perfect summer job? scroll through hundreds of junk emails to find job offers or other responses.

3. Review your internet presence: Just a quick Google search of your name, phone number, or email address will give your potential employer a peek into your personal life. Delete all social media postings that are not professional. This is especially important, as potential employers are looking for new hires that will represent their business well.

4. Look for job opportunities: Do research about jobs in this area. Go over the requirements carefully, and be sure you fulfill all of them before you apply. The easiest way to find a job suitable for a high school student is utilizing the job board here at Glenbard West, which is found outside the counselors’ office on the third floor. Walking around downtown Glen Ellyn, or anywhere small businesses are located, is a great way to find a job. Many small businesses are looking for reli-

able and helpful people to aid at their establishment. Asking relatives or family friends is also a great way to find job openings.

5. Let your employer get to know you through your resumé: When writing your resumé, it is important to include relevant information about yourself. Include academic information, such as your school’s name and location and your GPA. Additionally, provide various other academic and extracurricular information. Mention all volunteer work you have done. Showing the employer that you have the traits required by the job is important, so list attributes that you have that make you perfect for the job you are applying to. Putting this into practice means that you should cater your resumé to each specific job you want.

6. Quantify your achievements: While “I am a high honors student” sounds impressive, putting numbers to your achievements gives them more value. In this

situation, you may want to say “I have a 5.6 GPA on a 5.0 scale.”

7. Write your cover letter with your potential employer in mind: Do not copy and paste your cover letter for each job you are applying to. Instead, use this as an opportunity to explain to the potential employer why you would make a good fit for the company.

Most importantly, show that you have the right values that align with the company’s. In the first paragraph of your cover letter, include who you are, what position you are applying for, and how you found this opportunity. In the second paragraph, include why you want to work at their establishment. Include something that impresses you about their business. To do this, you may want to use the company tagline, adding to the authenticity of your letter.

For example, if you were applying to Disneyland, you could say “I love helping people’s dreams come true.”

Did you know singer Gwen Stefani had a summer job as a teen at Dairy Queen?

11. Go to the interview with confidence: When you are called to the interview, be confident.

You want the interviewer to know that you are self-assured, but don’t act over-confident or cocky, as this comes off as rude or disrespectful. Having common courtesy is essential in an interview. This shows the interviewer that you are respectful.

12. Never lie or exaggerate on a resumé or cover letter. This will lead to problems down the road, such as a loss of job and reputation. Any potential employee will be able to tell if you are faking something, or hiding information from them, meaning you will not get hired. You want employers to hire you for who you truly are, not someone you are pretending to be.

By utilizing these steps well, you will be on your way to demonstrating to your future employer that you can be an excellent employee.

Entertainment

4

West sophomore to release first EP ‘Million Songs’

By Amy Wozniak ’21 Contributing Writer

West sophomore Brye Sebring has her sights on releasing her original EP, or “extended play,” at the end of May. EPs are shorter than albums and are usually two to five songs. Brye’s EP is titled Million Songs as a reference to one of the songs the EP. Besides “Million Songs,” the EP features two other songs: “In and Out” and “Overrated.” The songs will be available on Apple Music and Spotify.

Brye has been writing songs since she was twelve. “I really enjoyed it, and it was a great coping mechanism, even if I wasn’t sharing them,” she explains. She began sharing music with her friends and family. Many songs and performances were shared via her personal Instagram page. However, in December of 2017, she opened the Instagram account @ bryenoelle. This account focused on her music, as she “[has] some great tunes [she] [wants] to share.”

Brye is a member of choir and enjoys participating in the theatre program here at West.

This year, she wrote and directed a Black Box Theatre show called Falling From Afar, whose storyline, according to Brye, centers around an “unfortunate and complicated love triangle.”

Brye’s writing shines in this hour-long musical, with the script and songs that she wrote herself.

She found an interest in music from her mother’s side of the family. “[They] are all classically musically trained,” she said. “They were [...] the reason I started doing choir, [...] taking guitar, and [playing] piano when I was younger, and I think without them, I probably wouldn’t have gotten into it.” However, Brye believes that her mom is her biggest inspiration, as she did singing and theatre when she was in high school. “Just knowing that I get to continue that is really cool,” she added.

Brye credits her love of music and sound as a main force behind her writing. “I really love experimenting with sounds and different types

Brye Sebring during a recording session. Photo courtesy of Brye Sebring. of feelings and emotions.” She always begins by writing a chord progression, creating the background music alongside the lyric writing, so that “everything progresses as one.”

Savannah Morse, who graduated from Glenbard West in 2017, has acted as Brye’s manager throughout this process. She has always had a passion for music and the entertainment industry, but “never wanted to be the person in the spotlight.” She added that “[b]eing an artist manager means that I can help other artists that want to share their craft achieve their dreams.”

Ms. Morse oversees business aspects, such as scheduling, marketing, and distribution. “Simply put, Brye tells me her vision, and I do ev-

erything in my power to make it happen,” she explained.

One of the most important things in Brye’s life is her friends, who are reflected in her work.

She appreciates the input they provide on many of her songs.“In ‘Overrated,’ most of the lyrics, especially in the first verse of the song, are from my friends,” she said. “I texted my friends that have fallen in love before and I asked them what it was like to fall in love. I got such varied responses.”

The songs on this EP are written about various people in her life. “I wouldn’t say people I’ve loved, but people that have been significant in my life romantically,” she noted.

Through her work, she wants listeners to know that “it’s okay to feel a lot at once [...] I’m a feeler and I express that in my writing.” She aims to take “small little tidbits of moments and [turn] them into bigger, more exciting things.”

Brye has certainly turned the small moments in her life into big moments for her music career as she works hard to release her first EP to the public at the end of May. To follow Brye’s story and to listen to “Million Songs” when it releases, follow her Instagram page, @bryenoelle.

Taking a closer look at E. Lockhart’s works

By Michelle Bishka ’21 Features Editor

E. Lockhart provides several quick reads centered around mystery and suspense, though in a different manner than the norm of young adult literature.

Explore the two novels of E. Lockhart below that best display the uniqueness of her works and their appeal to readers as well as their flaws.

1. We Were Liars: We Were Liars centers around Cadence and her slow realization of the events that happened during the summer she was fifteen — the summer that she suffered from a serious head injury while vacationing on a private island owned by her family.

Part of the wealthy Sinclair family, who values their appearance to the utmost, Cadence realizes that remembering the events of that summer will be more difficult than she expected, as everyone is keeping secrets — including her mother, who does not allow Cadence to return to the island the summer after.

However, at seventeen, Cadence vacations there once again, and she soon recalls fragments of what truly went down the summer she was fifteen, including the death of her grandmother — which was the tip of the iceberg.

Just like the memories of Cadence, the plot of the novel is introduced in a vague and ambiguous manner, with

more details about the story appearing as the novel progresses. Despite the incorporation of this information, the ultimate mystery—the memory Cadence is unable to fully recall—is difficult to unfold.

Continuing the theme of the disorganized and foggy, E. Lockhart cuts her sentences into fragments throughout the novel in order to mirror Cadence’s confusion throughout her journey of recollection. This is either an added bonus or a detriment to the enjoyment of the novel, based on the preference of the reader. Though the format is completely subjective, the blandness of the characters is ultimately the detraction

from the author’s intended effect. Despite the book being dependent on secrets and lies, it seems that those are the only factors that add complexity to the novel’s cast rather than character development.

Fortunately, the intriguing plot ferments an obsessive need to crack the case of the summer two years prior and compensates for underwhelming characters, making the novel not one to skip.

2. Genuine Fraud: Similar to We Were Liars, Genuine Fraud centers around secrets and lies as well. It follows the friendship between two girls,

Jule West Williams and Imogen Sokoloff, who come from completely different backgrounds. Crossing paths and forming a dangerous bond, Jule becomes immersed in Imogen’s life, unaware that nothing is truly as it seems.

The structure of the novel is backwards, jumping messily through time.

Secret after secret is revealed, including disappearances and murder, causing the reader to question who each girl truly is and who to trust. The format of the novel disillusions the reader, changing the way they view the end of the mystery and even the beginning. For instance, an insignificant detail introduced in one chapter is later revealed to play a key role in the mystery, adding to the unsettling energy.

Formatting aside, it seems that the scenes themselves in the novel can be generic and mundane. However, the way that the information is revealed is what truly makes the novel interesting, in addition to its characters. Each narrator is complex and unreliable, causing the reader to switch alliances frequently. Rather than a true mystery, the novel likens itself more to a psychological thriller. Therefore, its lack of traditionalism in the mystery world enables Genuine Fraud to become a must-read.

Photos are courtesy of emilylockhart. com, E. Lockhart’s official website.

Did you know that E. Lockhart also write The Disreputable History of Frankie Landau-Banks?

Features

5

West Senior Profile: Ahalya Lettenberger, champion swimmer

By Julia Lane ’19 Managing Editor Many of you know Ahalya Lettenberger. What many of you may not know is that, over the past four years, Ahalya has been swimming all over the world, winning medals while earning straight As. Ahalya’s passion for swimming began eight years ago. Even though she has always had fierce, competitive edge, Ahalya found that other sports were painful for her to play.

That’s when she found swimming and the rest, as she says, is history.

Ahalya currently swims for the local B. R. Ryall YMCA Swim Team and represented GBW her sophomore and junior year on the Glenbard West/South swim team.

Most impressively, however, is that Ahalya also swims for the U.S. Paralympic Swimming National Team. In 2015, Ahalya competed in the Parapan American Games in Toronto ─ essentially, the Olympics for countries in the Americas.

What Ahalya will never forget from this experience is “winning the gold medal in the 100 back-

stroke” and “standing on the top podium hearing the national anthem.” She says that “there is truly no better feeling than representing your country.”

Ahalya’s road to victory hasn’t been easy. Swimming is a yearround sport, and each week Ahalya has eight to nine practices that can last for two to three hours. Just this year she’s “missed a crazy amount of school due to international competitions,” totalling to “over a month and a half.”

Ahalya admits that this definitely made balancing her schoolwork and swimming difficult. However, she is deeply grateful to her teachers and classmates for being supportive and helpful. Even though there have been many sleepless Ahalya shows off her medal with two of her teammates on the U.S. Paralympic nights and sacrifices and lots of Swimming National Team.

Ahalya also plans to study bio- the 2020 Tokyo Paralympic Games. hard work, the feeling that she gets as she races through the water medical engineering and hopes to As she is currently on the U.S. Na“design prosthetics and other medi- tional Team, she hopes to “continue makes it all worth it.

Ahalya has committed to Rice cal devices to help others with dis- to represent the USA at competitions around the world” and “make University and plans to continue abilities.”

Ahalya’s vision for the future her dream a reality.” her athletic career by swimming on the school’s team. She couldn’t doesn’t stop there. Her ultimate be more “excited to compete at the dream that she’s had since she first started swimming is to qualify for collegiate level.”

The Gle May 2

6

Graduating in White & G

sdfjsdjflksdjflkjsdkfjskldjfklsjdfkljsdklf

Seniors started at Glenbard West

2015

2016

Vine died :(

Announced: Harriet Tubman will be on the new $20 bill

Leonardo DiCaprio won an Oscar for The Revenant

Chicago Cubs win the World Series

Donald Trump is elected President

The new science wing is built

2017

Fortnite h many wast

en Bard 2019

7

Green: Class of 2019

Solar eclipse

helps te time

2018

Meghan Markle and Prince Harry get engaged

Avengers: Endgame comes out. Students can’t stop spoiling the ending for those who have not seen the film.

Avengers: Infinity War comes out

Chloe Kim wins gold for snowboarding at the Winter Olympics

Midterm elections occur

2019

West’s Class of 2019 graduates!

Entertainment

8

West wraps up the main stage with a successful run of ‘Still Life with Iris’

By Sean Swikle ’21 Graphic Designer/Video Editor and Theater Liason Glenbard West Theatre concluded their show season with the show-stopping children’s play Still Life with Iris the weekend of April 11-13. Although it was a bitter-sweet moment to see the class of 2019 take their final bows, seniors reflected back on the show and their experience within the theatre club.

The audience throughout the performances watched the growth of a young girl named Iris. She lived on the fictional island of Nocturno, home of many whimsical people and creatures that are in charge of creating the clouds in the sky and beautiful flowers below.

Everyone on the island wears a coat that keeps all of their memories safe and without it, no one would remember anything.

When asked to join an island full of the most perfect objects due to her grace and kindness, Iris has to sacrifice her coat, making her lose her memory. However she managed to retrieve a button off of her coat, the only memory she had.

Using the button, the audience was able to follow Iris as she found her way back home to her family in the end.

Senior Katie Laird, playing the role of Mom and Miss Overlook, expressed she is going to miss her “family-like bond” the theatre club has made for her. She is so thankful for theatre at West and is excited to see the theatre club “grow in years to come.”

Senior Kelly Maganini, playing the role of Gretta Good, loved playing a “comedic role, something [she] never really gotten to do” on the stage and loved the rush “waiting backstage before going on.”

Additionally, senior Alex Stolfe

played the role of Memory Mender and elaborated that she enjoyed how the show “had a message for everyone” and was not “just for the kids”.

After crafting and performing twelve

different shows here at West, the senior thespians of Glenbard West theatre should be extremely proud with their outstanding accomplishments they have made in their high school careers.

The cast of Still Life with Iris.

Predicting the Top 10 places for Eurovision 2019

By Michelle Bishka ’21 Features Editor and Genevieve Ick ’21 Entertainment Editor Eurovision—an international song contest with most of its participating nations within Europe—is airing the week of Monday, May 13th.

With two semifinals—one on Tuesday, May 14th and the other one on Thursday, May 16th—as well one Grand Final on Saturday, May 18th, the wait is almost over.

The history of Eurovision traces back to 1956, where seven countries participated and submitted two songs each, for a total of fourteen performances. The song contest has since gained popularity. Currently, Eurovision 2019 has a total of 42 participating countries, each with one performance, making for a total of 42 entries.

However, not all of these entries make it to the Grand Final. Six nations automatically get admitted to the final: the biggest contributors to the contest, the United Kingdom, France, Germany, Italy, and Spain, as well as the previous winner of the contest. For the 2019 contest, Israel will automatically advance to the finals because of their win-

ning performance in Eurovision 2018. The two semifinals split up the remaining entries, 18 participants each, and choose the top 10, resulting in a total of 26 nations participating in the Grand Final.

After all songs have been performed, both in the semifinal and the final, determining the ranks of the performances blends the process of public vote and each individual nation having its representative voting for another entry other than their own. These points are totaled and ultimately determine who passes through the semifinal or who wins the final.

Explore the list below to see the prospects of who is most likely to win Eurovision 2019!

10) Michela Pace - Malta Second Semi-Final Representing Malta, Michela Pace is performing her song “Chameleon.” An overall feel-good song that encourages confidence, Michela Pace is predicted to represent Malta well, most likely finishing in the top ten.

Michaela was chosen to represent Malta through winning the debut Maltese X Factor competition in January 2019.

9) Eliot - Belgium

First Semi-Final Representing Belgium, Eliot will be performing his song, “Wake Up.” Eliot is only 18 years old and still a student who was discovered in season 7 of The Voice Belgique.

“Wake Up.” is a call to young people to be active and rally together for a better world.

Eliot wanted to send a positive message of friendship and open-mindedness with his song.

8) Luca Hänni - Switzerland Second Semi-Final Representing Switzerland, Luca Hänni is performing his song, “She Got Me,” which is an energetic pop song. Luca rose to fame when at age 17 he won Deutschland sucht den Superstar, Germany’s version of American Idol. With an upbeat song and an exciting music video to match, it is sure to be a unique performance and a fan-favorite.

7) Bilal Hassani - France Final Representing France, Bilal Hassani is performing his song, “Roi,” which centers around his self-acceptance. At only 19, Bilal Hassini is a singer, YouTuber, and one of the thirty youth icons of the French LGBTQ+ community. He has proved to be a hit back home and with his positive song, he is likely to do well throughout the competition.

6) Miki - Spain Final Representing Spain, Miki is performing, “La Venda,” a song that advocates for individuals to embrace their life and put prejudices behind them. An upbeat song, the piece is promising to do well in the contest though it may be too light for some critics. Miki rose to his fame after finishing in first place at the Spanish contest Operación Triunfo in 2018.

5) Srbuk - Armenia Second Semi-Final Representing Armenia, Srbuk is performing, “Walking Out,” which tackles a loveless relationship that is purely pretend at this point. At a press release, she perfectly describes the theme of her piece: “don’t kill love, but don’t let it kill you.” The music video of “Walking Out” has received more views than most of its competitors, making it a promising piece for Armenia’s position in the competition.

4) Mahmood - Italy Final Representing Italy, Mahmood is performing, “Soldi,” a song about his disconnect with his father, who is quite unreliable. “Soldi” means money in Italian and the title reflects the way that Mahmood’s father is not usually there for him, as his main focus is earning money. This piece is predicted by many to do well at this year’s contest. The lyrics of the song are meaningful and, despite its lyrics, the beat is fast and catchy as well.

3) Sergey Lazarev - Russia Second Semi-Final Representing Russia, Sergey Lazarev is performing, “Scream,” with its lyrics basing themselves on tears. Through his piece, he alludes that even though that tears are clear, they have a deeper meaning. Lazarev was actually part of a Russian boyband in his past and finished third in the Eurovision 2016 contest, increasing his likelihood of success in the competition this year.

2) John Lundvik - Sweden Second Semi-Final Representing Sweden, John Lundvik is performing his song, “Too Late for Love,” which is insanely popular in Sweden. It is currently the most played song on Swedish radio. The song is how it is never too late for love, and how he truly believes that everything can be solved with love. The song has a unique tone and with its hints of soul and gospel his performance is sure to stand out and be remembered when it comes time to vote.

1) Duncan Laurence - The Netherlands Second Semi-Final Representing the Netherlands, Duncan Laurence is performing his song, “Arcade,” which is an incredibly heartfelt and genuine song that has slowly gained popularity around the world. This lyrically challenging and musically impressive piece is sure to draw in quite a few judge votes. The song is calming and emotional — just what is needed to pull at your heartstrings and gain some public vote as well.

Photo courtesy of Eurovision.tv.

Did you know that Eurovision was founded in 1956?

Editorial

9

Competitive creative writing is valuable, powerful

By Ellie Ostroff ’19 Editor-in-Chief

Friday, April 5th, 7:40 p.m.: I’m sitting on a kid-sized stool in the children’s section of the Geneva, Illinois Barnes and Noble. I’ve browsed the shelves and downed the best free sample of a Starbucks Frappuccino consumed in my life, and it’s time to get started.

After weeks of anticipation and dread and a week of writing preparation, the moment has arrived. I step onto the cutely decorated children’s stage and lose the traditional round of Rock, Paper, Scissors. My opponent instructs me to go first; I grab the microphone.

With trembling knees and shaky hands, I read my poem.

To anyone who has ever written anything, the terror is familiar, almost near-and-dear to one’s heart. It’s the fear of poor feedback—of putting thoughts onto paper and out into the world, where they can’t be taken back, and receiving dislike, distaste, or— worst of all—disdain.

But anyone who has ever written anything also understands the power of words.

There is a magic present in transforming the abstract ideas of one’s mind into symbols on paper that mean something to other people.

Stories bind together our lives. Large or small, grand or ordinary—stories thrive everywhere. Humanity has been telling stories since our inception. One could even argue that the capacity to capture a story is an integral part of the human experience. Creative writing harnesses all of that power to tell one’s own unique experience.

In short, creative writing— whether in the form of poetry or prose—expresses individuality. Your writing embodies you.

Which, of course, then makes competing in creativity absolutely terrifying. One could, in this lens, interpret a creative writing competition—especially one in which a contestant personally presents their work—as a competition of selves, with a potential ending of utter, devastating embarrassment.

So, why do it?

Firstly, writing is an integral communication skill in any setting of today’s modern age.

We write to each other all the time, all day long. Not only do we write argumentative English papers or documentbased-question essays, but also emails and social media posts. Texts count as writing.

Every job in America today will require some form of written communication—from the job application to the daily tasks of a chosen occupation.

We are a verbal society and most of our communication happens via the spoken or written word. Communication is vital to success, and the only way to improve communication is—as in many things—to practice.

Therefore, any kind of writing improves the rest of one’s writing. Why not write creatively? It can only better writing ability.

Secondly, creative writing is a valuable outlet. Contrary to popular belief, creative writing isn’t just telling a madeup story in a far-away land— though one could easily find countless examples of that type of creative writing making its authors millions, from J. K. Rowling to Stephen King to Hollywood screenwriters, such as those, say, of Marvel’s multi-billion-dollar franchise.

Creative writing is any form of written word that expresses one’s personal ideas.

So, that persuasive essay you wrote for English? Creative writing.

Glenbard West combatants Molly MacDonald, Ellie Ostroff, Rosa Galvan, and Ainsley Soane pose with their Geneva competitors.

That editorial in the news today? Creative writing.

That amazing Super Bowl advertisement you still can’t get out of your head? Actors playing out—you guessed it— an author’s creative writing.

“While people should make decisions based on logic, it’s in our nature to use our emotions when making decisions as well,” said Mr. Whitman, West’s Write Place Coordinator. “Of course, marketers and advertisers know this and appeal to emotions all the time to persuade people to buy this or support that, so creative writing persuasive arguments are very apropos to persuasion in professions like those and for the good-old-fashioned way we try to win hearts and minds in our personal lives.”

Creative writing, in short, is the best way to showcase opinions—to share one’s voice.

You are unique—no one in the history of humanity has ever been exactly like you or will ever be exactly like you. The power to move mountains lies in creative writing. We may feel powerless at times but our writing is not. Give the gift of your personal story.

Logic then demands that if writing requires practice and

Ellie Ostroff reads her poem during the Write Club competition.

remains a necessary life skill in today’s information age, why not compete?

I am an unskilled public speaker, and crowds make me nervous. I went to my first creative writing competition, Write Club, anyway. Mr. Whitman describes this club as a place where “three to five pairs of creative writers write pieces about opposing topics and deliver them to a live audience…something like an ironically edgy Story Slam.”

“Write Club is the whetstone that grinds writers’ blades of persuasion,” said Mr. Whitman. “[I]t is a low-commitment opportunity for student creative expression. Combatants only need to write an approximate five minute ‘piece’ and then deliver it at the event.

So, it is most valuable for students who are involved in other activities or athletics who don’t have much time to commit to other, more demanding clubs or teams. Definitely writing and speaking skills are honed from performing in Write Club, but more importantly, confidence in articulating your own voice and style is the best benefit for combatants.”

And my personal experi-

ence at Write Club proved Mr. Whitman correct. While getting onto that tiny kids’ stage was nerve-wracking—despite the friendly atmosphere consisting of enthusiastic audience members and the familiar comforts of a bookstore—I felt far more confident after speaking.

My knees wobbled and my hands shook and adrenaline raced through my veins and I’d stumbled on some words, but I’d done it. I spoke, and I delivered.

And the audience—bless them—applauded.

Competitive creativity matters—it lends one an outlet “to express themselves…in their own authentic voice,” as Mr. Whitman stated. My participation in Write Club helped me to grow in persuasive abilities, as I had to argue for an abstract concept—chaos—in poetry, and the performance improved my confidence in public speaking. These valuable results all stemmed from a willingness to try something new—in a supportive and lowstakes environment.

So get out there and write.

Share your voice—you may be surprised in how far creativity can take you.

Mr. Whitman, Glenbard West Write Place Coordinator and Write Club Referee, explains the rules of Write Club to the audience and competitors.

Did you know that Write Club was born in Chicago?

Sports

10

Glenbard West athletics: A year of excellence in review

By William Hohe ’21 Social Media Coordinator and Photographer

Pride, Tradition, Excellence. In our very motto, the consistency, ability, and legacy of this school is prominent in almost every aspect of West itself. From academics to athletics, and with every passing year, the talents and trials of all students and faculty alike end in monumental successes.

This year alone, focusing on athletics, the amount of triumphs and heights that the Glenbard West sports teams reached was incomparable.

Taking a step back to look at the year as a whole, here are some of the many highlights of the year in sports from 2018 to 2019.

Boys and Girls Cross Country: This year, the Boys and Girls Cross Country Teams had a successful run at the State meet.

The Boys Cross Country team qualified for the State meet for the second year in a row. Rory Cavan, senior, won All-State 5th place and Stephen Moody, senior, won AllState 6th place. The team overall earned 6th place.

For the ninth season in a row, the Girls Cross Country team qualified for the State meet.

Katelynne Hart, junior, won the State Championship meet for the third consecutive year and took home a personal record in the three-mile with a time of 15:59.

Furthermore, Katie Hohe, senior, also earned All-State honors with her 15th place effort, crossing the line in 16 minutes and 59 seconds.

Katelynne Hart went on to win second place at the Foot Locker National meet.

Girls Field Hockey: For the Varsity Field Hockey team, Glenbard West took home yet another state trophy this year. The team had lost a close game in the semifinal but came back to beat North Shore Country Day, capturing 3rd place for the IHSFHA State Tournament.

Girls Gymnastics: This was huge year for the Girls Gymnastics team. The team nabbed a back-to-back State Championship win as a team. To add onto this exciting State title, Maddie Diab individually captured State wins in all events except the Floor Exercise, which she narrowly took second place. Maia Lee and Taylor Ramirez also performed successfully in event finals.

The Glenbard West Girls Gymnastics team truly made their mark in IHSA sports this year and in the history of Glenbard West tradition.

Girls Track and Field: Recently, the Girls Track and Field team has been blowing up the competition meet by meet. After scoring 127 at the WSC Silver Indoor Meet, the team has placed high in all meets and competitions they have participated in since, only losing one of their invites.

Key players such as Aaliyah Collier, Katelynne Hart, Audrey Allman, and Katie Hohe, among others, look to take this team to State with high rankings and the possibility to finish on the State podium.

Swimming: Girls Swimming made waves at the State competition. The West/ South combined 200 Yard Medley Relay placed 7th in the finals, along with individual performances of 1st and 5th for Kate Morris in the 200 and 100 Freestyle events.

Boys Gymnastics: After a second place team finish last year, the Boys Gymnastics Team is looking strong as they enter into Conference and State series. The whole Glenbard West community wishes them good luck as they move on in their final meets of the season!

The Girls Gymnastics Team celebrates their back-to-back State Championship status at awards during the IHSA Gymnastics State Competition. Key athletes for West’s win included Maddie Diab, Maia Lee, Taylor Ramirez, and Claire McGurck, all seniors.

The Boys Gymnastics Team poses for a photo on Senior Night. The team went on to win as a whole 140-135 against Hinsdale Central.

Girls Tennis: After winning Sectionals, the Girls Tennis team -- including Sienna Lopez, Shannelle Lopez, Sarah Burke, Sophia Fausey, Emma Chriilia, and Ashley Samuta -- all qualified for State. As a whole, the team placed 5th at the State tournament, one of the highest performances for the program to date.

Lacrosse: Coming off a State third place win, the Glenbard West Boys Varsity Boys Lacrosse The Boys Lacrosse Team commemorates Senior Night on Memorial Field. That night, the team went on to defeat Schaumburg 16-6. team is looking promising heading into the State series. to 42. This admitted them to the Rerecently, the team defeated Hinsdale Most recently, the team beat SchaBoys Basketball: gional Finals and they played versus Central 7-3 at Village Green, using a umburg 16-6 on their Senior Night.

The Boys Basketball Team had a Geneva.

6 run in the 4th inning to their advanThe team, led by a talented group of very exciting season. One of the most tage. seniors, looks to head back to State memorable games for the team was Girls Softball: and possibly reclaim a place on the when the boys won 57-51 in overThe Girls Softball team at West has Overall, Glenbard West has had state podium. time to win against Naperville North. had a very successful spring season. its fair share of successes and highThis home game solidified their bid Most recently, the Varsity Hilltoppers lights. Congratulations to all stuGolf: to the IHSA Regional Championship. defeated York 6-5 in the WSC Silver dents, staff members, teachers, parIndividually, Griffin Roscich Game on April 23rd. ents, and community members who scored a 73 at the IHSA Boys Girls Basketball: have helped Glenbard West continue Golf State Finals in BloomingSimilar to the Boys team, the Girls Baseball: pride, tradition, and excellence in all ton in October of last year. This Hilltoppers Basketball Team won a Similar to other teams at West, the accolades and events throughout this earned him a 9th place in State thrilling game in the Regional SemiVarsity Hilltopper Baseball Team has 2018-2019 school year! and All-State honors as well. finals against St. Charles North, 60 had a widely successful season. Most

Carter Lindstrom won the IHSA 4A 3-Point Championship.

Photo courtesy of @ GWHilltoppers Twitter account.

Girls Track Varsity, Frosh, and Soph champs at the Sue Pariseau Invite at Glenbard West. Photo courtesy of @GWHilltoppers Twitter account.

Varsity Boys Tennis were champions of the 37th Annual Hilltopper Invite Photo courtesy of @GWHilltoppers Twitter account.

Did you know that the sport of golf originated from 15th century Scotland?

Entertainment/Features

11

Technology benefits young students if interactive, engaging

By Asiya Mohiuddin ’20 Contributing Writer Technology is nearly everywhere these days. Whether it’s your cell phone, tablet, or computer, everyone is constantly surrounded. In recent years, however, it has occupied a prominent role in not just our jobs, but in schools as well, serving as a tool for students to use. This, of course, has raised the question as to whether or not technology is truly helpful for these young students, specifically kids who are still in middle school and elementary school.

Those who grew up in the early 2000s and before remember not having a tablet or laptop constantly with us throughout our elementary education.

However, kids born soon after seem to suddenly be surrounded with all these

Both photos courtesy of Pixabay.

electronics during their school day as a means of learning. Although devices such as laptops and tablets allow for quick and easy access to the Internet, the question remains as to whether or not it is truly useful.

According to Lisa Guernsey, an early education researcher, young kids do actually benefit from the use of technology such as tablets and computers; however, they do not benefit when the activities they participate in are not interactive.

In a study by Georgetown University published in Infant Behavior and Development in 2016, researchers discovered these results quite quickly. Researchers conducted an experiment in which three groups of kids watched a puppet show - one group simply watching it on a screen from a tablet; another on a computer monitor that required them to tap on the keyboard space bar to figure out what would happen next; and the last group watched a live version that looked similar to the puppet show

the other kids were watching on screen.

Afterwards the kids were asked to find the puppets in the room.

The results were quite interesting: “Researchers found that the videowatchers went through a process of trial-and-error before they succeeded.

It was as if they weren’t sure where to look. But the kids who had played the interactive game or watched the live demonstration did quite well, with most of them heading straight for the right place.” This experiment offered a correlation with how interactively kids got information and how well they were able to apply that information to a scenario that needed it.

When Mrs. Beilfuss, a social studies teacher at Glenside Middle School, was asked about whether or not she notices a difference with technology occupy-

ing a prominent role in the classroom and if it is beneficial, she mentioned that “there is so much freedom in having technology in the classroom. Students have access to media, Internet, and word processing all the time.”

When used interactively, technology offers several benefits that allow kids to noticeably expand their learning.

However, she also mentions that “[t] he drawbacks are all the tech issues that happen every day, throughout the day.” The main problems tend to be issues with the functioning of the devices themselves.

Overall, it seems that, if used properly -- so that students are constantly engaged and participating in learning activities -- technology will benefit education in a significant fashion.

Lizzo: The hot new musical artist everyone needs to know

By William Hohe ‘21 Social Media Coordinator and Photographer

Who is Lizzo? A few years ago, this question would have been met with a couple shrugs and silence. Today, a wide majority of teens and fans across the U.S. know about this funloving, loud, and highly expressive talent that is sweeping the music scene. From Coachella to Jimmy Kimmel, Lizzo

has shined her light, flute and all, to a wide crowd in recent years. Yet, many seem to have confused looks when they hear the stage name of this talented songstress. So, who is Lizzo?

Born with the name Melissa Viviana Jefferson, the young star resided in Houston from a young age.

Dealing with many issues involving finding herself, her voice, and her persona, the almost-thirty-one-year-old has

found herself training to find her inner song.

Through all her doldrums and sadness, the singer eventually worked through the pain and suffering to come to a deal with Atlantic Records. Her name was Lizzo. Her message? Make the world a better and happier place through songs of self-love, confidence, and pure euphoria.

Using her platform as a plussize individual, Lizzo speaks openly about therapy, loving every part of yourself, and embracing life as it is. Known for her hilarious Instagram and unfiltered speech, Lizzo has transferred her fun-loving personality into music.

Though songs such as “Good as Hell” from her previous EP and other singles have topped the charts, Lizzo’s most monumental endeavor has to be releasing her first full-length album, titled Cuz I Love You. Released recently on April 19, 2019, Lizzo’s upbeat persona shines through in this new album. With tracks such as critically acclaimed single “Juice,” this vivacious character known as Lizzo offers a freshness that many other artists lack. Her collaborations with rappers like Missy Elliot and Gucci Mane

Photo courtesy of Apple Music. find themselves in the album as wide appeal. well.

Lizzo is a monumental figure However, the album also in- in music. Changing the scene cludes quite emotional songs. and actively speaking out about For instance, the song “Cuz I the social issues of weight, imLove You,” to which the al- age, appearance, and self-love, bum owes its name, cuts deep Lizzo offers the character and into Lizzo’s musicality, range, authenticity which many other and personal story. Focusing singers lack. on themes of body image, selfNeedless to say, if this is your confidence, and more, Lizzo’s first time hearing about the ability to combine emotion force that is Lizzo, it will surely filled tracks with relevant top- not be the last. ics in pop culture speaks to her

Photo courtesy of Consequence of Sound.

Did you know the Apple iPad was invented in 2010?

Features

12

West’s 59th Annual Student Art Show stuns with talent, power

By Ellie Ostroff ‘19 Editor-in-Chief On April 23rd, 2019, at 6:30 p.m., Glenbard West opened its doors to the surrounding community to showcase the amazing student art in our school.

Parents, students, and administrators alike all gathered to admire the exhibition - and to congratulate, during the latter half of the show, the award-winners on

their hard work.

Mrs. Doyle, Glenbard West art teacher, was extremely proud of this year’s Art Show and said, “I think it was a success. I think we had our largest attendance that we’ve had, ever, and I think that the kids who were in attendance who won were truly, genuinely excited and surprised, and shouldn’t have been because they’re fabulous.”

“They’re all my favorite pieces,” Mrs. Doyle said of the art.

When asked about her students, Mrs. Doyle stated that she felt “[e]ven more proud because I know that they are even more motivated and affirmed” in their abilities.

“I think the art show is really important because I think any chance that we get here at Glenbard West to celebrate art, it should

be celebrated,” Mrs. Doyle said. “This is on a big scale and brings in the community. And to be able to celebrate art...for the community...to see what we do here and how fabulous it is...can only reinforce how important art is.”

Congratulations to each student in the 59th Annual Student Art Show, and a special congratulations to each of the forty-two award winners!

Glenbard West 59th Annual Student Art Show Award Winners:

“Ceramics is the best part of my day,” Lucy Brizzolara, pictured above with her two of her works, said in an interview. “[It’s] a nice little break in the day to not have to think about school and just make what makes me happy.”

Honorable Mentions: 1. Anna Davenport 2. Jessica Mills 3. Megan Pihlstrom 4. Drew Orr 5. Stephen Moody 6. Nathan Lifka 7. Hannah Skelton 8. Emma Raczka 9. Riley Mangan 10. Noah HillDyer Second Place Winners: 1. Mayne Gonzalez 2. Ani Boghossian 3. Mina Shahid 4. Alexandra Sanchez 5. Lucy Brizzolara 6. Rebecca Gathof 7. Lucy Lawrence 8. Ashley Purvis 9. Maddie Melton 10. Desiree Gawle 11. Logan Solarz 12. Dean Carroll 13. William Hohe 14. Elisabeth Shanks 15. Dev Dabral 16. Finola Hammersmith 17. Emily Heneghan 18. Sydney Wirtz 19. Amber Bode 20. Gian Esmalla

(Above) When interviewed, Ani Boghossian said, “That it’s really fun to work with people who inspire you.” On the subject of her piece, pictured above, Ani mentioned that “putting paint on people’s faces is fun.”

(Below) A spread of students’ art pieces is displayed on the wall of a third-floor hallway.

(Above) Celeste Sevilla, pictured with her District Purchase piece of artwork, said of the award: “You know you always have these dreams...but I didn’t actually believe it.

I worked so hard on that and it’s all pencil.

That piece means a lot to me...to have that (Above) William Hohe said, “My favorite thing about art is that message out to the world that we are all ce- you’re able to express different things that you aren’t able to say lestial bodies...it just means the world to me.” with words, and the inclusivity of the community.”

First Place Winners: 1. Celeste Sevilla 2. Drew Orr 3. MaryAlyna Sladewski 4. Emma Funk 5. Desiree Gawle 6. Lucy Brizzolara 7. Ani Boghossian 8. Elinore Tollman 9. Sage Wuertzer 10. William Hohe Student Choice Award Winner: Elinore Tollman District Purchase Award Winner: Celeste Sevilla

“I’d probably say my favorite thing about art is the free expression I get to have in a controlled setting,” Drew Orr said when interviewed. “It’s amazing to have that kind of freedom in school.”

Drew Orr’s piece is pictured above.

When interviewed, Elinore Tollman - pictured above with her Student Choice Winner - said, “This is definitely my best piece I’ve ever done and it’s the piece I’m most proud of. It’s nice to see how far I’ve grown...it’s just rewarding...seeing that kind of growth in me.”

Did you know that the earliest known pieces of art date from 38,000 B. C. E.?