The Highliner Winter 2020 by The Highliner

CONTRIBUTORS

managing board

Belle Fraser

Didi Jin

Jaden Schapiro

Isabel Mudannayake

Mel Douer

Daniel Khazanov

Co-editor in Chief

Senior Editor

Head of Art 1

Co-editor in Chief

Senior Editor

Head of Photography

cover by mel douer, daniel khazanov, and belle fraser

The Highliner is a forum for serious, playful, and innovative thinking about student life at Avenues: New York and the world beyond. Founded in 2014, The Highliner is committed to elevating student voice through journalistic ethics and principles, curiosity, and joy.

staff

Caroline Connor

Katherine Sherman

Dylan Jackaway

Praharsha Gurram

Fiona Jasper

Rosie O'Byrne

Jenna Agin

Valentina Doukeris 2

EDITORIAL Power to the Students: Gen Z Takes on Climate Change By Belle Fraser

WORLD World School, World Issues By Isabel Mudannayake

WORLD

What's the Risk? By Katherine Sherman

HOME Freshmen! By Praharsha Gurram

13 HOME

Life After Avenues By Fiona Jasper

HOME Questions, Comments, Concerns By Valentina Doukeris

HOME

Where's The Spirit? By Caroline Connor

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CONTENTS HOME

Another Piece on the Wall By Rosie O'Byrne

HOME

Turnover Tantrums By Jenna Agin

CULTURE

Gentrification and its Incurred Implications By Didi Jin

CULTURE Why Avatar: The Last Airbender is so Compelling By Dylan Jackaway

CULTURE

Shadows Tell the Story By Daniel Khazanov

FUN N' GAMES Global Warming: Fact or Fiction? By Didi Jin Headliners Crossword

Power to the Students: Gen Z Takes on Climate Change By Belle Fraser

EDITORIAL

olding a sign that read “school strike for climate,” Greta Thunberg sat outside the Swedish Parliament on a Friday in August 2018. Some of her classmates came the next Friday, and a couple more on the Friday after that. A little over a year has passed and now millions of people across the globe have joined Thunberg in her mission. A sixteen-year-old has ignited a revolution and the whole world is watching. I do not need a paragraph detailing what climate change is or the urgency that surrounds it. You find it on the news, it is flooding our feeds, and it is impacting our lives. Put simply, climate change is the crisis that will define our generation and those to come. It is the crisis that cannot be ignored–– yet it is. “Wiser with age” seems strikingly irrelevant now as our seventy-three-year-old president refuses to acknowledge the scientific facts that fourth graders are chanting from the streets. We all dream about being “grown ups” and the wish has finally come true. But we were not granted our own apartment or no curfew. Instead, we were given the responsibility to save the world. Metal straws and shorter showers just will not cut it anymore. As a young child and even as adolescents, you are constantly looking for direction and answers from the adults in your life. But what happens when those with the most power have nothing to give? One could cry about it, throw a mini temper tantrum, or maybe lock themselves in their room for the foreseeable future. But students today seem to have a better take on things: if the adults will not handle it, we will. This new mentality has been instilled by Greta Thunberg’s unwavering drive and was overwhelmingly evident on the streets of Manhattan on September 20th, 2019. Avenues’ attention was brought to the Climate Walkout by numerous student-run clubs, one of them being The Committee for Social Change. Nina Cutler, a senior and co-president of CSC, knew this was an important event for the community to get involved. “In the midst of a climate crisis, everyone, no matter who they are, needs to understand that our earth is in danger and that no one is excused from doing something,” she said. Students from all grades gathered in the lobby at 11:45 and made their way to Foley Square, courtesy of the E train. More and more people with signs and handouts began to board as we neared the World Trade Center stop––everyone nodding to one another in solidarity. As we surfaced from the underground, it became abundantly clear that not only Avenues was uniting, but the city as a whole was, as well. Swarms of people shuffled down the sidewalks to the point of congregation. “I feel like students are the ones who are really taking action lately and it’s important for us to show adults who may not be investing as much time or effort into trying to solve this problem that this is something that we truly do care about and this is something that needs to be fixed now and changed now,” senior Lila Kempler said. The chants, the enthusiasm, and the crowds were concrete evidence that stu-

Art by Belle Fraser

"But students today seem to have a better take on things: if the adults will not handle it, we will."

Photos by Belle Fraser

dents had found their voice and taken on this responsibility with full force. Signs ranged from calling-out corporations like oil supermajor BP on their excessive burning of fossil fuels to more light hearted messages claiming, “the earth shouldn’t be hotter than Liam Hemsworth.” Either way, everyone had the same purpose in mind. Lucy Bernstein, a senior at The Packer School, said, “I think ideally this would show high-level, powerful corporations that we are not going to stop at anything until we accomplish what we are trying to accomplish… this issue involves everyone.” Although the United States likes to think of itself as a leader in many respects, activism around climate change is lacking. Lucas, an exchange student from Germany currently studying at NYU, said, “We also had these climate strikes in Germany for the past year, always on Fridays and I also went to those because I think we have to show the powerful and the politicians that something has to change and we want to make the change.” Noting the necessity for global attention, he said, “It’s very important that it’s not only in Europe, but also in the U.S.––especially in the U.S.––but also other parts of the world, so the impacts of the protests are bigger than when it’s only nation wide.” For some, the power of the walkout was not apparent until it was actually experienced. “I just came to the march because my grandma is here and she’s like ninetyyears-old,” Daniel Cabbage, a junior at Laguardia, said. “She has been talking about this for months, so of course I had to come. Before the march, I didn’t think there would be much impact, but now that I’m seeing this many people, it one hundred percent has to.” For others like Nina Cutler, the march reconfirmed the passion and dedication she previously held: “I went with my soccer team and nothing felt better than to be unified with a group of girls I love so much and to be among hundreds of thousands of teenagers who were also there as advocates

for our earth. If anything, this walkout demonstrates to the leaders of our country that we will not blindly allow them to pass legislation that progresses climate change,” she said. Just because thousands showed up at the march doesn’t mean climate change has magically reversed itself. But, it does mean that there’s now a global network of students supporting students supporting the earth. In the past couple of years, adolescents have become increasingly politically active, socially aware, and conscious of the impact they can make. Authoritative figures are not only being held accountable by those who can vote, but by those in the classrooms as well. Teens follow their favorite celebrities on Instagram, their hometown sports teams, and maybe a few dog accounts. But, they also follow their state’s governor, credible news sources, and rising activists. They post about new food spots, a pretty skyline, and the occasional selfie, but also about legislations being passed, senators’ phone numbers to call, and information regarding upcoming marches. In an age where it is seemingly easy for students to hide behind screens, most are doing the exact opposite––they are using technology for a greater good. In twenty years, as Gen Z looks back on their adolescence, what is it they will remember? Friends, school, and family are the obvious answers. But there have been greater defining factors––in my life at least––that compete with those responses. Movements like The Women’s March, March for Our Lives, and now the Climate Strike are all part of our history, our childhood, and inevitably, our future. Climate change affects every living thing on earth. No one can hide from it, so no one should hide from taking action, either. The overwhelming student initiative should be motivation for others to do their research and do their part. Evidently, it is no longer an adult’s issue, it is humanity’s issue and the sooner that people realize that, the more can be done. Gen Z is on board, are you? •

World School World Issues By Isabel Mudannayake

WORLD

Art by Belle Fraser

ne day in late August, I opened my phone to a flood of news notifications and horrifying images of the Amazon rainforest burning. Instagram was full of posts about the fires and all I could think about was what it must be like to suddenly look out the window to a smoky grey sky in the middle of the afternoon. I could not imagine it. Over the span of only a few days, this became one of the main news stories of the summer. However, at that point, the rainforest had already been burning for weeks—yet few people knew because the news had yet to reach mainstream media. Further, the rainforest is actually still burning today, regardless of whether people are posting about it. These terrifying events may feel far away and therefore, unimportant. In reality, however, it is essential that we are informed and understanding of the consequences that could arise from situations like this, as well as the questions that they raise. This is important not just for those living near the fires, but for the international community as well—both inside and outside the walls of Avenues. This issue is especially pertinent given that Avenues now has a campus in São Paulo, Brazil, one of the many areas that was so greatly affected. Avenues São Paulo Upper Grades Science teacher, Mr. Mike Maccarone says, “The fires raised a lot of important socio-political questions, [such as] how does the international community handle something like this?” As Avenues becomes a global community, opening campuses across the world, it is all the more important to be aware and to create an open dialogue about events like this, rather than shying away from meaningful conversation. This tragedy has garnered awareness, showing that sometimes it does take desperate situations to make people wake up. “It’s terrible, but it has raised attention and made people care,” said Maccarone. After the news of the fires finally came out, social media movements were started and all of a sudden, it seemed like people genuinely cared about the issue globally. However, although the fires raised awareness, open conversation at Avenues about them was still missing. As is the case with so many topics, the Amazon fires became highly politicized. They caused the relationship between national and global politics to become even more critical, because with issues that ultimately concern the entire world, it is both impossible and detrimental to only consider the views of one nation. In addition to politics, a relationship between the campuses within the Avenues community is also essential in the face of tragedies like this because a sense of mutual support and understanding is necessary. Although Avenues claims to embrace the idea of a global community and cohesion across its campuses, there is typically hardly any interaction between them. Returning to Avenues New York in the fall, I did not hear one mention of this devastating event that shook Brazil so severely over the summer. Shockingly, this lack of discussion was not only present in the New York community, but in the São Paulo one as well, despite their proximity to the fires and the smell

of smoke that swept through the air. Avenues New York sophomore, Kaia Mateo is one of several members of the girls varsity volleyball team that spent time in Brazil this summer completing preseason training with Avenues São Paulo students. When asked how the Avenues community responded to the fires, Matteo said, “At Avenues São Paulo, nobody talked about any of it until days after it was already in the news. It seemed like people in New York were posting more about it and more active on social media and everything. I only heard about it from my coach. I was surprised there was no big assembly for everyone at school.” Given the importance of and proximity to the event, it seems wrong that Avenues São Paulo did not bring any attention to it. This only shows the pressing need for communication about global affairs within both campuses: Avenues cannot claim to be a “world school” when one campus is completely in the dark about the other and there is hardly any sense of unity or even awareness between the two. “I feel like I had a responsibility to help in some way, but I didn’t know how,” said Mateo. “I worried about what would happen once I left—would this fire spread to my host family? What would happen to this school in Sao Paulo and the kids I had gotten to know?” The truth is that we all probably have similar feelings of wanting to help but not knowing quite how to do so. While we cannot resolve large-scale problems like the fires or know the answers to all of these questions, creating a space where we can openly communicate about them is a good place to start. A significant part of an Avenues education is engagement in interdisciplinary studies. This can be seen through the “integrated” curricula; rather than having separate Biology, Chemistry and Physics courses, for example, aspects of each field of science are incorporated into one multidisciplinary class. Further, the sciences are often not only important to STEM areas and history is not exclusively a humanities topic, but they are all interconnected. This integrated model is also applied across classes and to many class discussions and, often, world issues are not believed to be only scientific, economic or political, but a complex combination. Conversations surrounding global problems such as the fires in the Amazon Rainforest could be relevant parts of a variety of courses, from Integrated Science to World Course to many others. As Maccarone said, “One of the things Avenues has done well is recognizing that this is a group of future leaders who are not afraid to examine complicated problems.” Students at Avenues are given a voice and many opportunities to take action against important issues that touch on a variety of fields. Thus, if Avenues truly aims to become a “world school,” it is all the more essential to extend Avenues’ model of integrated learning beyond the parameters of the classroom and to promote engagement in productive, global discussions. •

WHAT'S

THE

By Katherine Sherman 11

WORLD

Art by Mel Douer

RISK?

t was only around a minute ago that the freshman I’m interviewing asked me for the definition of civil disobedience—smiling. Now, she’s turned serious: “A lot of the things I do and say are actually shaped around thinking four years of college sees this; I’m gonna be screwed. Just kind of sad that I think that way…” We’re talking about activism and the newfangled struggle among teenagers to stand up for their beliefs while safeguarding personal interest. Youth rage has gone out of fashion; now skipping school to protest can result in detention, suspension, or even an expulsion—conflicts that will quickly set one back along the rat race to college. Students everywhere are between a rock and a hard place: they are understanding of both the consequences and the merits of action, but often tend to support (only) the idea while believing ‘somebody else will do it’—an exculpatory train of thought allowing them to act in self-preservation without even considering it. Some are cognizant of this path of self-preservation, and do their best to tread it while finding alternate methods to stand up for what they believe in. This is true in senior and activist, Avalon Scarola. At first, It was easy to suspect that she might be someone prone to civil disobedience, defiant in the face of the administration, but talking to her, it became clear how she went about things ‘the smart way,’ simultaneously managing self-preservation. On whether or not she engages in civil disobedience, Scarola said, “No, not in the way that maybe you’d think. Usually for walkouts or things, they have them on weekends, or I’ve had amnesty for them, so I’ve never had a detention for walking out or things like that.” In Avenues’ recent climate walk-out, she was the organizer and responsible for garnering amnesty for those who registered. Not every student viewed this as a favor though, and some teachers cautioned against this approach. In the words of Mr. Widelec, “If students engage in civil disobedience, they should accept that there are consequences with that, and if they create a scenario where there are no consequences, then they’re not really engaging in civil disobedience. Then they’re on a school trip.” Another student, preferring to stay anonymous, asked, “Is it really civil disobedience anymore if you don’t get in any shit for it?” This question doesn’t have a clear answer, but instead spawns more of them on the subject of risk. Is having amnesty for a protest the removal of risk-taking? Does it mean the real risk is too great? And the reward–what if it's simply getting to survive?—a question for issues like climate change. That would most certainly change what we regard as self-preservation. This was also something addressed by Widelec. He said, “if there are no consequences, then it almost disempowers the people who are engaged in it, so I think that consequences within reason… We’ve seen some horrible images coming out of places like Ferguson, of police marching through the streets with M16s pointed at people, things like that. I’m not opposed to the concept that there should be consequences. I think in some ways that’s empowering, but I think, often, the way society responds to it is far too harsh, and it shows the way people in power are terrified by disobedience; it really worries them.” A final piece of my discussion with Mr. Widelec that was particularly interesting concerned who has the power (or privilege) to take these risks: “Older people work, they have children, they have mortgages, they have huge responsibilities that if they march out of work one day they have huge consequences, whereas students live in a relatively consequence-free zone. Even a suspension or detention, these are relatively minor consequences that don’t really have long-term impact. Children are sort of powerful in that way because they have less to lose.” The problem with this, though, is that those consequences don’t feel so minor to students with parents breathing down their necks about college—which is most students; the freshman I spoke to, Mariela Narvilas, anxiously confirmed, as mentioned earlier. It’s sad, almost, when desires for college circumscribe normal life, but students know how important it is to safeguard their futures… If there are ones left. •

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Art by Oscar Lennon instagram: @art_scah

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"In many ways, [9th grade] is simply another year of middle school, just with a bit more work and a bit more responsibility." —Spencer Martin, freshman

very September, a new class of Avenues students enters the high school as they move into the next stage of their academic career. The very idea of high school itself and what it entails is ingrained into American culture, with countless movies and shows about it. The freshman is supposed to be an innocent little kid hugging their books, while frequently getting lost in the many school halls. They are supposed to be in a daze wherever they walk about, fascinated by high school. It is a time of great change and anxiety, as students adjust to a new set of responsibilities and expectations. And at Avenues it seems to be no different. The freshmen gain access to building 536, are finally allowed to participate in the Mastery program, and classes are taught in discussion-based formats. Freshman year at Avenues opens up a host of new opportunities, all of which entail more freedom than middle school. But the changes aren’t really that big. “So far it feels like any other grade,'' said Spencer Martin, who has been at Avenues since its opening in 2012. “There aren’t many differences between 8th and 9th grade. The new free period we get to choose is much like the elective block last year, and freshmen are still in sections and cohorts, much like in middle school. In many ways, it is simply another year of middle school, just with a bit more work and a bit more responsibility. Middle school at Avenues also does a great job of preparing students for high school, with harkness-like discussions and Exeter Math beginning in the 8th grade. Minimester is the stepping stone towards 5th Term, and Global Journeys trips begin in middle school. Contrary to the stereotypes generated by mainstream media, freshmen at Avenues aren’t just thrown into high school—they are gradually introduced to what it is like in middle school. “Middle school here really prepares you for the unique parts of Avenues high school,” says Luke Rizzo, who has been at Avenues for 7 years. The high school schedule is al-

most entirely the same between the middle and high schools. Also, a few of the big differences between the high school and middle school were removed this year. Office hours and out lunch are two high school privileges at Avenues that were repealed before this years 9th grade class could enjoy it. The naming conventions at Avenues also show how similar high school and middle school are. Both fall under the “Upper Division,” unlike at many other schools where middle and high school are seperate, and the middle school begins emulating the high school more and more every year. Electives were introduced last year for the middle grades, giving middle schoolers more freedom and responsibility Additionally, crew was introduced this year for all of upper division. While a few distinct programs are exclusive to the high school, 9th grade isn’t yet given all these privileges. This explains why grades 6-12 fall under the upper division category, because in many ways 9th grade is an extension of middle school, leaving many new freshmen very disappointed. This ultimately makes the transition into high school easier and less daunting. In middle school, high school seems like a faraway place where people have a lot more freedom to pursue their passions, while carrying more responsibility. 9th grade is supposed to be a year of new possibilities and challenges, allowing freshmen to not only adjust to high school, but to flourish in it. In the movies, freshman year is jarring, akin to being thrown into a pool of sharks. Everything is supposed to be completely different, as if 8th grade was a bygone world. But at Avenues, this simply isn’t true. Middle school is cleverly used to make freshman year less scary. 9th grade subverts expectations at Avenues, because very little is new. Students can focus on exploring new opportunities, instead of struggling to adjust to a new setting. “I feel like middle school isn’t very different from high school,” said freshman Kyra Menon. “There’s just a little bit more freedom and a little more responsibility.” •

Art by Belle Fraser

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Life After Avenues By Fiona Jasper

or the majority of students at Avenues, the years spent here are incomparable to those spent at any other school. With features like the fully-functional Café in the lobby, a discussion-based math curriculum, and 5th term projects, students are accustomed to feeling as though they are a part of some strange and magical bubble. According to Avenues graduates, the aspects that make our high school experience so unique are what make it difficult to transition into college environments, but not in the ways you would expect. For Anna Polo (class of 2019), it is the people that have defined her experiences at Avenues and now at the University of St. Andrews in Scotland. When describing her first few weeks in college, she said, “I am excited to be experiencing something so cool and different, but I think what would make this feel complete is my friends from Avenues.” She then added, “Something that has made things a bit easier, though, is that Tallulah [a Junior at St. Andrews who graduated from Avenues in 2017] has taken me under her wing and made me feel like I have a mentor I can trust.” Connor Wise (class of 2017) who is at Tulane University, seems to have similar views as Anna. He said, “One of my best friends here also went to Avenues actually. I think having her here has made me feel more connected to the environment, and it also lets me feel like that chapter isn’t completely over because she and I grew up together in a way.” For both Anna and Connor it seems that having that Avenues connection with someone, no matter how well they knew them before, serves as a comfort in a place where everything seems new. He later reflected on the idea, saying, “It’s actually surprising. I remember thinking that after four years with such a small group of people, I wanted to be in a new environment so badly. But, I have ended up spending so much time here with one of those 40 kids who had been in my grade.” A common complaint among students is that after years with such a small and close-knit collection of students, the social climate at Avenues can feel stifling. When something happens and all sixty kids in the grade hear about it by last period, it is not an unusual day in the modernized warehouse we call home. However, Lauren Schulsohn (class of 2019) does not necessarily see this as a negative thing now that she’s graduated. She said, “You don’t see it now, but you’ll miss it. There is a certain comfort that comes with feeling as though you belong to such a small group for so long. Everyone just knows each other. I always knew who was more likely to eat lunch in the café than in Food, who was in the most advanced math classes and could send me homework, or who was most likely to go up during assembly. That’s not something you get in college, or ever again frankly.” Most Avenues students think that, once they graduate, they will feel a lack of preparation as a result of our unorthodox academic practices. The infamous Exeter Math System and the absence of finals in the curriculum are two commonly used examples. However, alumni only have positive things to say about their Avenues education. In fact, when

asked about the highlight of his high school experience, Connor mentioned the Social Innovation program and said, “It allowed me to practice entrepreneurship and real-world professional skills in the safe environment of high school, and not only did it give me experience that most people wouldn't have in high school, but it also taught me what I enjoy doing and has ultimately guided where I want to go professionally.” Similarly, when Anna Polo spoke about what has made her transition throughout this first semester difficult, she said, “This may seem dramatic, but the other day I was thinking that there is literally no other education that compares. And I think everyone agrees on that, which is why we all have a tough time adjusting.” For all of the criticism the forward-thinking practices at Avenues receive, they seem to be what benefit alumni most. Of course, the seminar class styles across all subjects and interdisciplinary projects differ from the common high school curriculum. Instead, they mirror what students experience in college. Lauren made on a joke on the matter, saying, “Avenues might as well be an extremely small liberal arts college. I think that’s the best way to describe our learning experience. I mean, for god’s sake, I read the other day that people applying to Avenues High school can E.D. if they want to.” Everyone who passes through the Avenues Upper Division has spent a large part of their experience counting down the years and number of sports seasons left until they can move onto the next and most glorified stage of life: college. Considering all the stressful weeks and drama-filled weekends that comprise high school years, it makes sense. However, take it from people who are struggling to move forward and never thought they would; what we have at Avenues is pretty special. I said it on the first day of school, but I will say it again. We are unique. We are probably the only students to have experienced countless schedule changes within our few years here, to have designed our courses alongside our teachers, and to have taken math classes in three different buildings. But, we are also the only high schoolers to have two different clubs go to the South By Southwest Education Conference, a class where students can create businesses with the potential to receive school funding, and a mini study abroad program that has simply been retitled as “global journeys.” At Avenues there is the good, the bad, and the ugly. When you, yourselves, are alumni you will miss this place despite it all. In the words of graduates themselves, “Take advantage of everything, every moment you have right now.” •

Art by Mel Douer

ean’s meeting is coming to an end. You glance anxiously at the clock, wondering how it is possible that not even a minute has gone by since you last checked twelve seconds ago. Any last questions, comments, or concerns? You wish your dean had not asked. Looking around, you suddenly see four hands in the air. Students rush to make their points heard: “My class has too many kids in it.” “I have too much homework.” “Yeah, adding on to that, my homework takes too long to do.” “My math class is being graded unfairly.” You heard this all throughout last year, you heard it just last week, and you will probably hear it again next week. Despite the fact that things have improved, nobody is satisfied. Why is that? After doing some research and having a conversation with Mr. Aaron Whatley, the Upper Division psychology teacher, I narrowed it down to two things. The first reason for complaining, Mr. Whatley says, is “the catharsis: the release of things bothering us inside that we want to let out to the world.” Let’s be honest–– few things in life are as relieving as texting your closest friend a recap of your terrible day. We expel the negativity in hopes that somebody will hear us and validate our feelings. Sometimes this comes from needing a place to dump emotional distress, while other times it comes from an underlying craving for attention. What most of us do not realise is that this emotional release has repercussions. While having a shared dislike is one of the easiest ways to bond with someone, this whining can actually harm neural connections in your brain. When you complain, your brain releases a stress hormone called cortisol. An elevated cortisol level is generally just bad for your health. It interferes with your memory, learning, and cognitive functions. This applies to second-hand complaining as well. That is, listening to someone else gripe could actually be impacting your brain and ability to perform well academically. The second reason that people complain is out of habit. Complaining leads to more complaining. When you do a certain action, pathways in your brain form that remember said action, making it easier for you to do that action again.

So when you complain, you form and reinforce the pathway in your brain that makes it easy for you to resort to complaining in the future. Unlike venting, this chronic complaining does not serve the same purpose of finding emotional relief. In most cases, complaining is not done consciously. Despite the lack of intent, though, people are affected in the same negative ways. In addition to affecting your brain, complaining affects others’ moods. When you express a negative sentiment, it gets passed on and influences whoever is on the receiving end. I spoke to Allison Tiberi, the general manager of FLIK at Avenues, because one of the things I often hear complaints about is the food served at school. Ms. Tiberi shared that she has received complaints from both kids and parents. She also told me that hearing blatantly negative comments is “upsetting because the entire staff spends the entire day cooking and preparing the food for [the students].” Ms. Tiberi told me that she genuinely appreciates constructive comments because that is the only way she and the chefs will know how to improve the quality of lunch at Avenues. But when students go up to her and complain that “pork loin is served every day” even though it is not true, it feels like the effort FLIK puts into preparing food goes unnoticed. While receiving feedback helps the team move forward, hearing it in a manner that dismisses their hard work is hurtful on a personal level. The food at Avenues is not the only thing I hear students criticise, with topics ranging from the elevators to grading methods. We are all guilty of doing it, and I think it is a product of environment rather than our character. I spent this past spring semester abroad and took online classes to complete my junior year. During that time, I had nothing to complain about. I was the only student in my grade, which meant classes moved at my pace and I got feedback on my work almost immediately. On top of that, I got to live in South Korea. My life was by no means perfect, but looking back, I do not associate negativity with my experience. Having come back to New York, however, I have fallen into old habits. The majority of conversations I have (or overhear) are fueled by something being wrong. Honestly? It is frustrating. We are students going to a prestigious school, in an incredible city, with a plethora of resources available to us. Yet we get worked up over the smallest things, like testing in certain classes or homework

"While having a shared dislike is one of the easiest ways to bond with someone, this whining can actually harm neural connections in your brain."

assignments in others. I think that we should break this cy-

cle of ingratitude and start looking for positives to outweigh

the negatives in our lives.

Hopefully, at this point, you have considered the last

time you complained. What was it about? Were you com-

plaining about a real issue, or was it something trivial?

You might be reading this and thinking, It is pretty hyp-

ocritical to complain about complaining.

But I am not complaining—I am presenting a prob-

lem that needs a solution. Flat-out complaining would be

me saying: I hate how negative everybody is all the time and

proceeding to do nothing. What I am doing is outlining some-

thing I believe is an issue and suggesting we solve it. Let’s

start here.

When I talked to people about the negative comments

they hear or receive themselves, I also asked them to share

their own methods of incorporating positivity in their lives:

Ms. Tiberi (General manager of FLIK): Take time every

day to name at least one thing you are grateful for.

Mr. Whatley: You do not need to go looking for happi-

ness. It will come to you if you choose to see it.

Tenley Smith (Grade 12): Focus on the future and re-

member that tomorrow is always a new day. Also, maybe

eat a cookie.

Mr. Deegan (Biochemistry teacher): Have a moment in

the morning where you welcome the day and set your in-

tentions for it.

Caroline Connor (Grade 12): Be on a team for some-

thing! That is, find a community to be a part of.

Jonathan Morales (Grade 12): Spend less time compar-

ing yourself to people you see on social media. Instead, focus

on yourself.

Lexi Buechel (Grade 12): Watch Netflix.

Jackson Meli (Grade 12): Try throwing everything aside

and taking a personal hour to just not do work–give yourself

a break.

It can be hard to remember that there is more to life

than obsessing over academics and extracurriculars when

everyone around you is doing the same thing. That is why

it is so important to take a step back and acknowledge the

good things you have going for you. You do not have to sud-

denly stop complaining or voicing your woes, but taking a

break from it might bring more light into your day-to-day

life.•

"Were you complaining about a real issue, or was it something trivial?"

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Where's The Spirit? By Caroline Connor

Art by Mel Douer

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venues, along with other New York City private schools, does not compare to other high schools in the country in terms of athletic school spirit.. High school movies such as High School Musical have scenes where the whole school fills the bleachers at a basketball game. This is not the case at Avenues. The school has been open for eight years and has never had the attendance at games as some other New York high schools. While the number of people at girls volleyball games has been solid, other sports still lack an audience, even at home games. Why is there this lack of spirit at Avenues? More generally, what is it that makes people respect and show support for sports teams? Well, it has to do a lot with perceived talent. Last summer, the United States Women’s National Team (USWNT) won the World Cup in France. Nonetheless, there was little respect and support for the team. During the World Cup, the top comments about the USWNT under Bleacher Report Instagram posts would frequently denounce women’s soccer. Anya Button is a current Pomfret School student who works closely with the USWNT, National Women’s Soccer League (NWSL), and other foreign club and national teams. When Button was asked about why people bring up how the USWNT lost to FC Dallas’ under-15 team on the topic of the equal pay dispute, she said that “they try to use that as an excuse for ‘oh, they can’t keep up with [the] men’s [team]… even if the men’s national team loses every single game, they will still beat the women’s national team.’ But I’m not sure if they understand that [the] men’s national team play other men’s national teams and women’s national teams play other women’s national teams.” The questioning of professional female soccer players’ talent seems to also be a trend at Avenues according to current Avenues’ Tara Kerr. Kerr said: “I don’t remember what the context was, but the [Boys Varsity Soccer team] [was talking about] the subject of the women’s national team— the US Women’s national team—and then their game against Thailand which they won I think 13-0”... “And then the some of the boys who were on the varsity soccer team were saying they could beat Thailand [...] they were taking this point of the FC -15 Dallas team that was beating the Women’s National team in a scrimmage, but I just said, “You guys don’t even win your crappy New York City league… let alone rivaling teams that are actually pretty good in the state.” The PSAA, the athletic league Avenues is a part of, is a very weak league compared to many other New York City private school leagues. Meanwhile, teams in the competitive AAIS league in New York draw large crowds to watch their games. Romy Dub, a current senior who plays for the Girls Varsity Volleyball team at Marymount School of New York, said, “Marymount volleyball has become a really big aspect of Marymount that garners a lot of support from teachers

and students. The schools within the AAIS league are all very well known private schools in NY so everyone knows each other. ” Dub also said that schools in the AAIS have more than two hundred spectators during finals games. This idea of greater interest in stronger, more competitive leagues is also present in women’s soccer. When asked why National Women’s Soccer League players don’t play overseas where they can earn more money, Button said that part of it is skill based: “Overseas is not just a direct competition with all of the US players, but it’s a competition with all of the best in the world. So, it may be a college player in the US who is able to play at the [NWSL] level itself ”... “[European clubs] don’t have room for those low level college players who may be good, but not necessarily good enough.” The strength of the leagues plays a huge role into the interest, support, and respect that a team garners. Although, Jennifer Innis, the Director of Avenues Athletics, mentions another reason for the current level of interest in school teams: “It seems to be a trend amongst private schools in New York City. There’s not the most amount of spirit and spectators. I find that schools that have a campus, like an athletics facility or fields generate more spirit and more fans just because they have more pride in their building.” Does this connection between facilities and respect translate to the professional level? When talking about some of the USWNT games that she has attended, Anya Button said: “There [was a] game at Pratt and Whitney Stadium which is in Connecticut, and I believe that it’s actually used for UConn football. So obviously the field conditions weren’t ideal and it was a little less soccer oriented." This could mean that what Jennifer Innis said about athletic facilities having a direct connection to support from the community, remains true for professional sport teams. There are some things that we have no control over; it is nearly impossible for a Manhattan school to have extensive athletic facilities. Plus, the PSAA isn’t as competitive and prestigious as leagues like the AAIS. But for a Manhattan school not in the AAIS, Innis thinks that we are doing pretty well in attendance: “Even when I used to coach, [I would go] to opponents gyms and it would be empty. So, I think we are doing pretty good for being, you know, only eight years old.” Not only is it looking up for Avenues in terms of spirit, but also in women’s soccer. As women’s national and club teams start to play in larger stadiums, they are growing in popularity rapidly. For the overseas club teams, Anya Button said that the investment is “coming back as women’s soccer becomes more prominent.” And it will only get more prominent as the leagues continue to become more competitive, both at the club and international level. The same thing can be said about Avenues; as school rivalries continue to grow, so will the spirit. •

Another Piece on the

Wall: By Rosie O'Byrne

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omething I have always felt proud to have included in my education is an education in art. My grandfather, Ciaran Lennon, is an abstract artist who during the summer of 2012 before Avenues opened its doors, gifted to the school two Color Collections – separate series of individual copper plates wiped with acrylic paint. After they were hung on the walls on the south side of FOOD and the ninth floor commons, I went with him to check that they were hung properly, safely, and beautifully on the walls of my new school. Since then, I have felt a connection to all of the artwork exhibited around school as well as particular pride for those Color Collections. In the eight years of Avenues’ existence in 259 10th Avenue (our “main building”), many more art pieces have found their way in. Most of the art here is part of a private collection owned and curated by Doulgas Oliver, our building landlord among many other important things to our school and to our community. A few years ago, the ninth floor Color Collection was removed to accommodate lockers for our growing student body. The other Color Collection has been divided so that only a handful of individual paintings remain on the southwest side of FOOD, now adjacent to the ARTOLUTION collaborative student mural. The few remaining paintings are scratched, positioned over garbage bins, frequently leaned on by cleaning supplies and sports equipment, and the accompanying nameplate and dedication have begun to fade. In contrast, the paintings, photographs, and framed graffiti owned by Oliver are in pristine condition, leading me to ask myself: Why is there a disparity? Who at Avenues is accountable for tending to works that come from within our community? And finally, what makes some art more “valuable?” Excluding my grandad’s paintings, the professional art displayed in the building is chosen by Oliver and maintained by the Avenues Operations Team. Originally, he considered the medium of video art to play on the TV screens lining the halls, but practical limitations like time, restrictions, and appropriateness closed the door on that idea. Still, Oliver was determined to bring the outside world of original, highly-valued, and globally respected works of art into Avenues. “[The students] are in the middle of Chelsea, which is the art world,” Oliver said, and he felt that there should be “real art on the walls.” Avenues founders Chris Whittle and Allen Greenberg also encouraged Oliver to use parts of the school to exhibit art. In Oliver’s words, they said something along the lines of “Knock yourself out. We have no money for art. If you want to use our walls, go for it.” The Director of Operations, Ariella Diamond, works

directly with Oliver’s collection, especially at the start of every summer when school-wide renovations begin. Her team and Oliver both ensure that the collection is protected year round, but especially during the times when dust, paint, and tools pose more of a threat to the art than students do. An outside team of professional art-movers are hired each year to “wrap it up, put it in storage, [and] bring it back,” says Oliver. Naturally, this led me to wonder about my grandad’s work, and more generally, about student artwork in our building. If the standard for protecting these works is so high as to require trained people outside of the Avenues community to handle them, should an equal amount of attention be given to works made by members of our school community? I learned that because Oliver hires the art-movers himself, using his own finances and not the school’s, he was never asked to tend to my grandfather’s Color Collections, or what is now left of them. The presence of professional art in our school, some of which has current cultural significance, is really unique: our halls are a private kaleidoscopic gallery of varying mediums, art movements, and messages. The inclusion of professional art in any high school can be an important contribution to student life, emphasising and maybe even inspiring creative expression. The abundance of professional art by world renowned artists like Shepard Fairy and Tom Friedman is another level of ‘amazing.’ Director of Visual Arts and teacher, Ms. Kate Howard, said “To have real objects by creative professionals, at the top of their professional careers, is really special.” We have a unique opportunity to view these pieces in our daily lives - but our roles as students, teachers, faculty and staff do not always accommodate time for appreciation. Ms. Howard said, “We’re not a museum, we’re an educational institution. We are a business, but we’re an educational institution, so what are the implications of that in terms of what you put on the walls?” Also, when considering the rarity and impact of ‘real art’ on students, she said, “I don’t know how much of that is lost on kids– probably a lot– but I also think that’s an attention thing that we all suffer from.” Information about a piece such as the artist's name and the year of creation influence a viewer’s understanding of a piece, but it’s been hard for students to content with a lack of context. It would helpful for this information to appear near each piece. Artist names, titles, and curatorial statements would go a long way in encouraging students to learn more. Avenues students face different challenges in displaying their own work. The Upper Division arts program is in constant motion, with students producing original content in classes and in clubs. When projects are completed, there is

"The inclusion of professional art in any high school can be an important contribution to student life, emphasising and maybe even inspiring creative expression."

limited space around both buildings for it to be seen. When I asked Jonathan Wilmers,an 11th grade Design and Engineering student, about his experiences with exhibitioning, he said, “I made two architectural models that have been sitting in display boxes… for like 6 months now, and I don’t know if anyone looks at them. It’s almost like they're just there to be there, and it’s not like there’s an artist’s blurb or anything to explain what it is.” He added, “I love being in a space where there is professional art… but student work should also be held––not to the same level––but a higher level than it is currently.” Teachers are willing to be untraditional in how to show this work, utilizing wall space and niches in unexpected ways, but they lack a formality that some student creators crave. They also accommodate only 2D and 3D pieces like photographs, posters, paintings and small sculptures, but a much broader variety of mediums are used. Howard, as a current Film class and Senior Seminar teacher, has considered this often. She said, “what would be really terrific to our school program is to have a gallery space, a dedicated room where we could exhibit all the incredible things that students are making–– so have films looping, show stuff that’s coming out of the engineering classes, stuff that’s coming out of science classes!” Mr. Zoltan Sarda, a Design and Engineering teacher, has recognized this need as well, but has a slightly different take. He said, “part of it is expanding our notion of what is an exhibition space. Does it have to be formal? Sometimes you might want to peer into something, look up at something. Can we hang things? Those are all the questions I think we want to ask ourselves as we are looking for possibilities.” As the student body grows and the collection of our work accumulates, how much we fill the buildings with evidence of ourselves must grow accordingly. When student work is visible, it “provides an example of what is happening currently… and also provides a history,” said Sarda. Its presence sets a standard of what can be made in school, while professional work is an example of what can be made in the world. “The more personal a space is,” said Sarda, “the more people care for it.” If communal spaces speak for the community that resides there, it’s worth taking another look at what the 9th floor studio and 5th floor commons say about our high school. Filling our school spaces with more student work as a celebration of our community should become our new goal. After years of watching my grandad’s work deteriorate from indifference, I am left wondering about the value of our own work as students. While many of us have seen our creations tucked away in classroom corners, consider the possibility of our work spanning out into the common spaces. Imagine the context this would add to our community, and what we would stand to learn about one another, and appreciate in one another, as a result. •

Art by Mel Douer

Turnover

Tantrum By Jenna Agin

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Art by Mel Douer

venues students are frustrated that their teachers are not returning to school each year. “We don’t know about the process of a teacher leaving until after they’ve left,” said senior Tara Kerr. Kerr has attended Avenues since the year it opened in 2011 and has seen a large amount of teachers leave the school. Upper division head, Todd Shy and Academic Division Head, Scott Klepesch, both said that one of the main reasons for teacher turnover is that living in New York City is not easy. Mr. Shy also linked teacher turnover to the fact that Avenues is a newer school. He said, “some people are gonna feel like ‘this place is moving and growing in the way that I want to move and grow’ or ‘it’s not and I want to go to another place.’” However, students at other New York City private schools don’t seem to have this same frustration. When asked about the teacher retention rates at Riverdale Country Day School in the Bronx, junior Maya Rackof said “Teachers rarely leave my school. At the end of each year, there is a ceremony for all the faculty leaving in the middle and upper school and there is usually no more than four.” In the instance that a Riverdale teacher leaves the school, the school brings the community together to address and notify the students. In the middle and upper grades at Riverdale, approximately four teachers depart each year, while 17 teachers left Avenues in 2019 according to Becca Howlett, the Director of People and Culture at Avenues. At Grace Church School in the East Village, junior Galen Hopper said, “Only one teacher I know of left the school to go to Packer [a private school in Brooklyn].” Additionally, junior Nellie Richards of Trevor Day School located on the Upper East Side, said “They are all pretty much still here except two.” When asked about teacher retention, Avenues students respond very differently. Avenues junior, George Weiser, said, “If you think about all of the faculty that departed it is kind of alarming to have more than 10 a year leave. It seems to be kind of a lot.” Whether or not teacher retention rates are linked to the difficulty of living in New York City as suggested by Mr. Klepesch and Mr. Shy, teachers are departing Avenues in bigger numbers than any other New York City private schools. Avenues students feel as though improving the transparency surrounding the teacher turnover would benefit their transition into the new school year. A teacher is a big part of the reason why students sign up for certain classes, but the lack of transparency leaves the students with a tougher transition than expected. “It just seems that there's definitely a lack of communication,” said senior Nicole Do-

mingo. “ I came back this year and I didnt know that one of the teachers that I had signed up for their classes was gonna be gone, so the fact that that’s happening is the biggest issue, like things should be a little bit more transparent just to give students an easier time.” Mr. Klepesch also said “I know some staff decided to move on after students had left over the summer.” In cases like these, it is out of the schools control when it comes to notifying the student body of teachers that departed in advance of the school year. Members of Avenues administration are realizing that perhaps if they can’t improve their retention rates they should make a greater effort to communicate to the student body more proactively to give students a heads up on departing teachers. Sophomore Garrick Onggo said, “It might be helpful if administration would send out some sort of email or report about teachers leaving weeks prior to the end of school.” Klepesch also proposed that, “to some extent, maybe it’s worth sitting with students to think about that level of communication.” Doing so may alleviate some of the concerns coming from the students and make the issue of teacher turnover more transparent. However, certain Avenues faculty members believe that the rate of teacher turnover can be beneficial for the students. "Whatever reasons the teachers are leaving, the new teachers that are coming in are high quality instructors, really dynamic, creative, smart educators as well," said Mr. Klepesch. Furthermore, teacher Erin Sheehan said, “I absolutely think Avenues benefits from consistently bringing in new faculty. I know that I have personally benefited from the constant influx of new ideas, energy, and different ways of thinking. My new colleagues make me a better educator; they highlight my blindspots. It's like having a constant feedback loop helping me to iterate.” Many Avenues students feel similarly to Avenues faculty members in the way that there is a benefit to higher teacher turnover rates. “At the same time, I guess it’s positive because you get so many different teachers, so many different perspectives, so we’ve all have the opportunity to learn from people with different backgrounds which is great so I guess that's the positive side of things,” said Domingo. Many Avenues students believe that it is in the school’s best interest to clear up the communication with students regarding teacher turnover, and that it would improve the school’s reputation in their eyes. Avenues needs to think about ways in which they can be more transparent with their students on this matter. •

Gentrification and its Incurred Implications By Didi Jin

CULTURE

Photo by Belle Fraser

entrification. It is a term that is often thrown around when people discuss local politics and evolving neighborhoods; perhaps you have seen the word in the newspaper or heard it said at the dinner table. The word is particularly pertinent to New York City, and it has its ties to the Avenues community. Whether it is a new smoothie bar or a high-rise apartment building, all five boroughs have come face to face with gentrification. It has changed the culture and normalities of what and who the city is to its citizens in ways both positive and negative. But what does it mean? In a recent survey of 71 Avenues Upper Grades students, 93% of them said that they had heard of the word “gentrification” before. However, only 60.4% of the students surveyed said that they knew what it meant. When asked to define the word, their descriptions varied greatly, but there were a few commonalities: big companies, rich people, something bad. This is the typical vernacular that surrounds the term “gentrification” in today’s society. It has grown to become something of a dirty word lately, developing a rather negative connotation in the past few years. Search ‘gentrification’ into your Google search bar and streams of recent and strongly-worded articles will appear. When Upper Division teachers were asked what the term meant to them, the responses were also generally critical. “It definitely has a negative connotation for me. I often think about neighborhoods that become more expensive,” said Ms. Stephanie Shore, Upper Division World Course teacher. “I invariably think of white people,” said Upper Division Spanish teacher, Mr. Christopher Bolduc. Gentrification is defined by Merriam-Webster as “the process of repairing and rebuilding homes and businesses in a deteriorating area (such as an urban neighborhood) accompanied by an influx of middle-class or affluent people and that often results in the displacement of earlier, usually poorer residents.” On the surface, gentrification clearly has two sides, and one seemingly cannot exist with the other. Some simply label gentrification as an unpropitious force that needs to be stopped, while others only see the upsides of what gentrification can bring to a community. However, the issue is not so black and white. Ms. Miscandy Corporan, Upper Division administration coordinator, shared her split opinion on the debate. “There are pros and cons [to both sides]. Obviously, generating more business and more jobs is great, but then I fear for those people that have been there for so many years that can’t afford to be there anymore… With new construction and new offerings, where are [the original tenants] going to go?” Mr. Bolduc echoed Corporan’s sentiments, speaking of the landlords who attempt to push out tenants in order to gain a profit. “There are definitely lots of ‘scum lords’ who try to force people out of rent-stabilized buildings that they have a right to for life. For example, [landlords] will start construction on an apartment next to them or shut off water or heat or electricity. They intentionally won't do repairs on an apartment in hopes to push them out.” In a system that places economic capital at the forefront of worth, landlords have no incentive to try and keep conditions good for their tenants. As a result, concern among tenants in “un-gentrified” neighborhoods is growing; they fear for their housing, and they have an inherent—and justifiable—defensiveness towards any new residents. “I think there are some really angry people [in my neighborhood]… I can kind of sense [a] palpable tension in the neighborhood [where I live] because it's changing so quickly. There are no forces really pushing me out of the neighborhood because of the rent stabilization protection, but the

"This moral dilemma forces them to rationalize their immediate needs against the long term needs of another community at large." tension can be uncomfortable,” said Mr. Bolduc, a longtime resident of Crown Heights in Brooklyn. What many people who criticize gentrification fail to realize, however, is that those that move to the historically poorer neighborhoods are not all rich, obnoxious snobs looking to make a profit. The aspect of gentrification that is often lost among people is the “middle-class,” which is particularly relevant as it relates to teachers. According to The United Federation of Teachers, the average salary for a first-year New York City secondary school teacher was $56,711 in 2018. Meanwhile, the average monthly rent for a 703 square foot apartment--approximately one bedroom and one bath-- in New York City was $4,085 in 2017, a number that keeps on growing. As a result, many teachers at schools in New York City live in boroughs outside of Manhattan, such as Brooklyn. However, even housing prices in Brooklyn are increasing, and it has quietly become the second most expensive place to live in the nation. Therefore, those who earn a ‘middle-class’ salary are forced to move deeper into boroughs outside of Manhattan, where they become part of a larger wave of gentrifiers. Ms. Shore is one of these people. “I consider myself a ‘gentrifier’ versus someone being affected [by gentrification]” explained Ms. Shore. Shore recently moved from Fort Greene to Prospect Lefferts Garden in order to be able to afford a larger apartment for her family. However, in doing so, she feels a level of moral culpability. “It’s a difficult position because I definitely consider myself a ‘gentrifier’, but I also work really hard to support community businesses and get involved within the community so I can understand what’s going on from everyone’s perspective… even though I know I’m making a negative impact, [I want to learn] if there’s any way that I can mitigate that impact.” Considering these complexities surrounding gentrification, it can be difficult to envision a solution to the issue. It certainly does not help that life in New York City is not getting any cheaper; the cost of living in New York City is at least 68.8% higher than the national average. Between 2010 and 2016, there was a population increase of roughly 4.6%, a total of approximately 375,300 residents, where Brooklyn

has witnessed the most growth at 5.3%. The second most substantial change is in the Bronx, which reflected a 5.1% increase, followed by Queens (4.9%), Manhattan (3.7%) and Staten Island (1.2%). As a result of this ever-growing influx of residents into New York City, more and more neighborhoods, particularly in the boroughs outside of Manhattan, are being subject to the evidently inevitable process of gentrification. Thus, teachers and many others who are considered the ‘working class’ in New York City are being forced to make decisions that could potentially be socially problematic. This moral dilemma forces them to rationalize their immediate needs against the long term needs of another community at large. These sorts of problems do not only present themselves for teachers in New York City who face a predicament in determining where to live. Everyone is faced with these problems, whether we realize it or not. Take recycling as an example. We know that throwing one plastic bottle into a trash can will not in and of itself have a detrimental effect on the environment, but millions of plastic bottles into trash cans instead of recycling bins will. For teachers and others that earn what is considered to be a middle-class salary in New York City, it is an analogous situation; one family moving to a historically poor neighborhood will not displace that neighborhood’s citizens, but hundreds will. Every day, we are faced with these types of decisions that pit our own, personal expediency against the perennial ethical implications of our actions. So what can we do? We can post on Instagram and raise as much ‘awareness’ as we want, but until we are prepared to sacrifice certain convenient aspects of our lifestyle, significant and long-term changes will not take place. This is not to say that teachers who become a part of a larger gentrification wave—or those that occasionally toss a plastic bottle into a trash can—are hypocrites and terrible people. It simply means that we all need to be a little more conscious of our actions and what we do on a daily basis, and to truly consider whether or not we are willing to follow through on what we deem to be the ‘right thing to do.’ •

Why Avatar: The Last Airbender is so Compelling By Dylan Jackaway

WATER

CULTURE

EARTH

n 2005, an original, award-winning Nickelodeon cartoon permanently embedded itself into modern popular culture. Along with it came a sequel spinoff, a graphic novel series (whose author, Gene Luen Yang, visited Avenues in May 2017), a less-than-critically-acclaimed film adaption, and an original Netflix live action series currently in production. This is not the James Cameron movie with the blue aliens. I’m referring to Avatar: The Last Airbender, one of the best-received animated series in the United States in recent decades. ATLA presents us with complex and well-considered worldbuilding, compelling and nuanced character development, and conflict with clear and present stakes, all of which we see reflected in our own world. In addition to being entertaining and humorous, it explores themes of politics, philosophy, and spirituality. This is what makes it such an outlier among media marketed for children, and what makes it a masterpiece. The story takes place in a world where certain people, known as “benders,” have the ability to physically control one of the four elements: water, earth, fire, or air. Likewise, the world is divided into four nations: the Water Tribes, Earth Kingdom, Fire Nation, and Air Nomads; each state contains benders of their respective element in their population. One person, the Avatar, can bend all four elements, and is always reincarnated from one nation to the next in the order listed above. The Avatar is responsible for keeping balance between the four nations and between the human and spirit worlds.

We are introduced to two siblings from the Southern Water Tribe, Katara (14 years old) and Sokka (16). 100 years earlier, the Air Nomads and the Avatar mysteriously vanished, leaving the Fire Nation free to wage war on the rest of the world. Katara and Sokka come across Aang (12), an Air Nomad frozen in an iceberg, alongside his flying bison, Appa. After Aang turns out to be the Avatar, the posse is chased around the world by the prince of the Fire Nation, Zuko (16), while they look for bending masters to train Aang and restore balance to the world. In my view, one of the most important takeaways from the show is the potential for people to shape their own destinies, and there is no character that illustrates this potential better than Zuko. During the first season of the show, Zuko is depicted solely as an antagonist, although even then we learn his backstory and that he has a valid motivation for capturing the Avatar. He is accompanied by his uncle Iroh, who consistently advises Zuko to take things easier and enjoy some tea. Iroh, contrary to the popular viewpoint in the Fire Nation, sees value in each of the four nations’ cultures and is reminiscent of Dumbledore or Gandalf as a mentor figure. At one point, Zuko and Iroh are offered the chance to start new lives in Ba Sing Se. Before long, however, Zuko inevitably finds himself again involved with the Avatar. As he grapples to decide what to do, the following incredible piece of dialogue takes place: Zuko: “I know my own destiny, Uncle!” Iroh: “Is it your own destiny, or is it a destiny someone

else has tried to force upon you?” Zuko: “Stop it, Uncle! I have to do this!” Iroh: “I’m begging you! It’s time for you to look inward, and begin asking yourself the big questions. Who are you, and what do you want?” At Zuko’s age, many of us are making important decisions about our future. This advice is relevant, especially considering the external influences like family, school, and culture that we might have. On my most recent rewatching, I had a new appreciation for this scene. By the end of the show, Zuko undergoes a redemption arc and a profound transformation. From early on in the show, we learn not to see him as a two-dimensional villain but as a real, conflicted person. Another relevant instance of character development is that of Aang, the eponymous protagonist. At the outset of the show, he is depicted as immature. Through his travels, connections with his friends and challenges faced, he develops into a fully-fledged Avatar. Like Zuko, he has to make the best of a destiny he did not choose. A main theme discussed throughout the show is spirituality, specifically drawing from elements of Eastern philosophy and religion. The idea of the Avatar itself comes from Hinduism, in which devas (deities) would appear in human form through an “avatar” (from Sanskrit, meaning descent). In Buddhism, spiritually enlightened beings known as bodhisattvas (of which the Dalai Lama is believed to be an example) reincarnate repeatedly as humans to aid others in reaching enlightenment. In 2018, I went on a Global Journeys trip to China led by Mr. Baron to study Buddhism, and this year we are currently discussing Hindu theology in his Eastern Philosophy elective. Thus, I wanted his perspective on the show: “I think, as someone who’s not Asian or from

an Eastern country, that it’s pretty tasteful, in general. They put in all these little motifs that are hinting at stuff but not verbatim, like a translation of something, and so it’s just a little nudge or an homage, and I think it’s really a very beautiful tribute to a bunch of different stuff.” In the story, societies that are more spiritual have more benders in their population, ranging from the Earth Kingdom with the least to the Air Nomads, all of whom are benders. At one point, a character resembling a Hindu guru spends several minutes teaching Aang (and the audience) about the role of chakras. Some characters can use meditation to enter the spirit world, which exists alongside the human world and is home to the spirits, who sometimes become involved in human affairs. This is important for the Avatar’s journey, since the Avatar’s role is to be the bridge between the two worlds. Such material is highly unusual for mainstream television, let alone content produced by Nickelodeon for a target audience age of 6 to 11. This respect for the audience is one reason why it appeals so well to people outside this range. As you might have guessed, the show’s setting draws major inspiration from Asia. This is first evident from the show’s opening sequence, which features Chinese calligraphy prominently. All writing that appears throughout the show is in a form of Classical Chinese, the language spoken in China during the era of the Roman Empire, and that remained the written standard until the early 20th century, similar to the role of Latin in Europe. The styles of bending associated with the four elements are also drawn from martial arts; Waterbending derives from Tai Chi, for example. In this way, mainstream American audiences have been exposed to elements of East Asian culture without drawing attention to their foreignness. This

FIRE

Photos by Belle Fraser

AIR

is common in the anime genre, which has attracted a significant following outside of Japan. As Mr. Baron put it, “A lot of different shows will touch on different concepts that [students] might have not known before they studied things in the Eastern Philosophy course, and then they’ll say, ‘Oh, that’s from Naruto,’ or ‘that’s from this,’ and so it’s fun to see little light bulbs go off.” Furthermore, the four nations have significant real-world parallels. The Air Nomads are modeled after Tibetan monks. They share the same style of dress, deep spiritual tradition including vegetarianism and pacifism, and residency in isolated, gender-segregated temples. When the Avatar reincarnates as an Air Nomad, he or she is identified through having candidates select toys that were known to have had significance to their past lives; this parallels the Tibetan tradition for identifying the Dalai Lama in real life. The Earth Kingdom appears to draw from China during the late Imperial era, with its wide diversity, similarity in architecture, cuisine, apparel, and important distinction between the common people and the aristocracy. Its capital, Ba Sing Se, is based on the Forbidden City in Beijing as well as the Great Wall of China. The Earth Kingdom occupies the largest continent in the Avatar world, just as China occupies a large part of East Asia. The Fire Nation is located in a series of volcanic islands and most resembles Japan, industrializing before its neighbors (due to their native ability to control fire). Its justification for conquest of “spreading prosperity” mirrors that of Imperial Japan between the late 19th century and World War II, and honor (or the lack thereof ) are of the utmost importance. The Water Tribes are located in the planet’s polar regions, and are based on Inuit societies. They construct icebased structures such as igloos, rely on fishing and use furs to keep warm. Their seafaring vessels resemble those used

in Polynesian navigation. There exists a Water Tribe at both the North and South Pole, but the Northern Tribe is much more advanced, having built a large city out of the ice with canals similar to those in Venice. Another important takeaway from the show is the necessity of balance. The main goal of the Avatar being to maintain balance in the world between the four nations is referenced frequently throughout the show, in a world thrown out of balance by the Fire Nation. As Iroh teaches Zuko lightning redirection, a firebending technique he invented through studying waterbenders, he offers this sage advice: “It is important to draw wisdom from many different places. If you take it from only one place, it becomes rigid and stale.” This connects with certain aspects of our experience at Avenues like Global Journeys or Mastery, which are intended for us to learn through experience interacting with different people and fields. There are also episodes focusing on the balance between humans and the environment or between humans and spirits, and connecting back to the theme of spirituality. The danger of ideology is another one of the show’s key points. Like many belligerent nations in our own history and the present day, the Fire Nation was motivated by nationalism, the belief of inherent self-superiority. The story explores the global repercussions of this conviction taking hold in a prosperous nation with the technological means to act on their desires. In short, Avatar: The Last Airbender is a highly enjoyable experience well worth your time. It is entertaining, thought-provoking, memorable, and sure to become a classic. If you have never seen it, it will come as no surprise that I recommend it. For those who have, hopefully this has given you something to think about or a novel perspective on what makes it so compelling. •

Shadows Tell The Story a photo series By Daniel Khazanov

CULTURE

Although I did not set out with a specific artistic goal in mind, I tried to be in the moment while taking my photos. Being present allowed me to notice moments that uncovered untold stories. The contrast between light and dark on the streets creates a sense of importance and intruige while drawing attention to certain aspects of the shot. 45

All of the photos in this series were taken around mid-day. I made an attempt to shoot in a time where the shadows would be intense and in an unique position. Having the sun directly or mostly directly above the subject creates interesting interactions that can’t happen otherwise. Being focused on the actual scenarios at hand and not on an artistic “theme” or “goal” allowed me to remain calm and keep my eye out for new compesitions.

Art by Naomi Reyes

Global Warming:

By Didi Jin 49

FUN N' GAMES

“You always hear bogus and misleading phrases like ‘rising global temperatures’, and ‘we need to protect the earth’ or ‘caring about the people of the future’ and it’s like… what?” — Ralph, 9th Grade

ast winter, Chicago and a number of other cities in the Midwest experienced record-breaking temperatures that dropped to as low as -60 degrees Fahrenheit. Public transportation was canceled, schools were closed, and all outdoor activity seemingly halted. The freezing weather has left many in America scratching their heads and asking themselves one question: what happened to global warming? The idea of global warming has been in existence for decades, and the concern of its effects on the earth has increased in recent years. We’ve seen documentaries, legislation, and international conferences as a response to combat this ‘threat,’ however, given the recent climate activity that we’ve witnessed in the past few months, it seems safe to say that global warming has officially been eradicated. “I mean… it was, like, really cold last week,” said, Keith, a Manhattan resident. “I kinda don’t mind it though… after all, I love my fur coat.” Keith isn’t the only one that is struggling to understand why people are still concerned about global warming. “I Think Those Climate Change People Should Be Locked Up In An Insane Asylum, Because You Have To Be Seriously Mentally Ill To Think Climate Change Is Real,” tweeted avid keyboard warrior, ConservativePisces92. And, based on what we’ve seen, it’s gotten harder and harder to disagree with that perspective. The #GlobalWarmingIsFake movement has quickly garnered support from citizens across the United States, and it is easy to see where they’re coming from. However, ac-

cording to the movement’s president, they’ve faced their fair share of opposition. “It’s not easy, being a climate change denier in this country,” he recently said in an interview with The Highliner. “I think that the discrimination that we face for being progressives is extremely disheartening, and honestly, it’s a little frightening. It’s really quite comparable--and I’m not over exaggerating, here-- to the treatment of 46-year-old white males who enjoy taking their coffee at 6:30 a.m. ” Despite the United States’ supposed dedication to inclusion and the freedom of speech, global warming deniers continue to have their voices suppressed and their rights kicked to the side. The viewpoint of the deniers is further supported by cold, hard facts: “You always hear bogus and misleading phrases like ‘rising global temperatures’, and ‘we need to protect the earth’ or ‘caring about the people of the future’ and it’s like… what?” said Ralph, my golf partner who got an A- in 9thgrade science. “I mean, take a look at what’s going on in Hawaii right now, it’s snowing for God’s sake! Once you get into the real science of it, and we begin to look at what’s right in front of us, it makes it much more difficult to make a coherent argument from the other side.” It has become alarmingly clear that we need to begin re-examining our societal and cultural beliefs. For too long, we have cared about saving the planet while ignoring the existential crisis of the people. It is heartbreaking to see the beliefs of white men around the country being ignored, and something needs to happen. Something needs to change.•

Headliners

The Stories we "Couldn't" Tell Students hide in bathroom after sixth fire drill of the week. Are advisories too mainstream? Crew thought so too. Study shows Avenues’ $4 sparkling cafe water tastes exactly the same as what comes out of free machines in FOOD. New course comes to colleges: TikTok 101. Tensions rise in dress code debate: red Canada Goose coat deemed ‘out of uniform’ despite aggressive AC in January. Study finds that percentage of parents taking elevator from 1 to 2 has risen by 30%. Reports: Trump builds pillow fort in Oval Office to avoid impeachment inquiry. Breaking: 80% of Avenues students shudder at the sound of “Exeter math.” Avenues files cease and desist to student council over blue homecoming hoodies.

crossword: teen slang By Didi Jin

across

down

2. A respected friend 5. Verb for getting away with not doing the homework 8. An informal invitation 9. Anyone who uses a hydro flask 11. Very cold 13. I’m not lying 16. What happens when they’re not into you 17. Jealous 18. Let’s hang out 19. A great song 21. Response to: “I can fit my entire fist into my mouth” 23. A short-lived, ‘made-up’ disease 24. An attractive person

1. Being socially and politically aware 3. Please stop talking 4. A motivational phrase 6. Showing off 7. Said at the end of a sentence for emphasis 10. Thing, object, person 11. Let’s do it, friend 12. A term of emphasis 14. An ancient drink synonymous with ‘gossip’ 15. Our student body president 17. A try-hard 19. A loved one 20. Deceased butt 22. Another way to say true