The Muse Volume 16 Issue 1

VOLUME XVI, ISSUE ONE, OCTOBER 2018 DREYFOOS SCHOOL OF THE ARTS

RETHINKING RECYCLING PAGE 29

VOTE ARTS 7

GOOGLE TAKEOVER 13

PASSION VS PROFIT 24

RETHINKING RECYCLING 29

UNGLORIFIED GOLDEN AGE 41

THE COMEBACK CUBE 51

NO STADIUM, NO PROBLEM? 57

STAFF

EDITORS-IN-CHIEF CHLOE GIROD JENNIFER JIA MANAGING EDITOR KATE MCNAMARA ASSISTANT MANAGING EDITORS CARLEIGH DICKINSON LILLY RANDOLPH ASSISTANT DIGITAL MANAGING EDITOR SEBASTIAN FERNANDEZ

EDITORS STAFFERS DESIGN JOEL SOTO

ONLINE CONTENT PRISCILA FERNANDEZ ELIZABETH WHITE SOCIAL MEDIA ALI HUSSAIN COPY IZZY KJAERULFF MULTIMEDIA VALERIE BETTS PHOTO HALEY JOHNSTON SHELBY RABIN BUSINESS ALLY MCGIVNEY OPINION TOMMY MCCABE NEWS LILA GOLDSTEIN CULTURE REBECCA BOSS DANIELA ESQUENAZI COVER HEATHER ROLLINS MADDY RUBIN ARTS SASHA MONACO FEATURES ANAMARIA NAVARRETE SPORTS TARYN REAGAN

DESIGN LILY GUMBINNER MADISON LAROCQUE ONLINE CONTENT JAROM GORDON

COPY EMMA GARRETT MULTIMEDIA MEGAN FENTON BRUCE WHITE PHOTO RACHEL JEUNE MORGAN NEINER SYDNEY WEBB ISABELLA WEISS BUSINESS DAVID YANES OPINION ASHER MOSS MARK SHTEYMAN NEWS MICHAEL PINCUS ISABELLA RAMIREZ CULTURE SAVANNAH RICHARDS MARIEL SILPE COVER NIRMIT CHANDAN ARTS ADAM GOLDSTICK SASHA SMITH FEATURES ELENA SNYDER GEORGE WU SPORTS JULES POPIEL

ADVISOR CARLY GATES

THEMUSEATDSOA

Cover photo illustration by Shelby Rabin and Carleigh Dickinson

Photo illustration by Shelby Rabin

MUSE MEMO

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o Energy Vampires!” This phrase, adopted from “The Energy Bus” book, has resonated throughout our newsroom over the last couple of months. Striving to seek out positivity in the face of obstacles, we have removed unwanted negativity and replaced it with a goal-oriented mindset.

Along with instilling positivity, we have changed some elements of the magazine. Culture, our new print section, is the combination of the former Lifestyle and Entertainment sections. Instead of a mini Spirit Week issue, we will be releasing a poster with photos covering the excitement leading up to 2019 Pep Rally. One of the most innovative changes is our new app, “The Muse at DSOA,” which can be download-

ed onto your phone. All our web stories will be featured in order to stay up to date with Dreyfoos news.

We have been diligently preparing since summer to produce the best issue possible. Despite some controversial choices, like removing the “the” from the masthead, this issue has pulled itself together due to our incredible, hands-on staff. Covering topics from recycling and canvassing to speedcubing and happy places, this issue provides a glimpse into the Dreyfoos community.

So, what is an energy vampire exactly? Energy vampires are people not on board with the energy bus who suck out the positivity from our environment. In turn, we handed out tickets to invite the staff to our vision, and we also invite you to join us for the road ahead. Honk honk!

&

CONTENTS OPINION

STAFF EDITORIAL TOMMY MCCABE PAGE 4

NEWS

COLLEGE CONFUSIONS LILA GOLDSTEIN PAGE 9

CULTURE

TATTOO TABOO REBECCA BOSS PAGE 15

COVER

RETHINKING RECYCLING HEATHER ROLLINS MADDY RUBIN PAGE 28

ARTS

SM(ARTS) SASHA MONACO PAGE 37

FEATURES

MASON TAYLOR CARLEIGH DICKINSON ANAMARIA NAVARRETE PAGE 45

SPORTS

UNPACKED: NINA ZAREMBA JULES POPIEL PAGE 54

Photo illustration by Shelby Rabin

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STAFF EDITORIAL

hunder growls. Earthquakes rumble. Hail pelts. To us, prevent gun violence, let’s just pray and see what happens.” these events have scientific explanations, but to ancient Let’s start over and understand this situation from a logical religious worshippers, these events were messages sent standpoint. Religion was developed in time periods that weren’t by the gods. Hinduism, Buddhism, Judaism, and known for being knowledgeable by today’s standards. The science Christianity are all religions developed by ancient civilizations and technology during that time period was significantly more that people still practice today. According to Adherents, a relilimited than it is today. Ancient cultures had almost nothing to giously unaffiliated organization, around 4,300 different religions tell them that the thing that their ancestors had been worshipping are practiced around the world. With so much diversity and diffor the last 300 years was not a god, but a cloud. Who is to say ference of opinion, it’s illogical to tell someone that their beliefs that this wasn’t the case with any other religion? What if the man are incorrect or that one religion is superior. So why, in our that Jesus brought back from the dead was just sleeping? After all, free country, are some states requiring schools to display the only evidence we have that any of this actually happened is a the words, “In God We Trust”? book, transcribed thousands of years ago, translated to multiple

According to Forbes, “Six primarily Southern languages and through multiple people. Think of it like a game of states—Louisiana, Arkansas, Telephone: The probability that the Bible is NOW THAT FLORIDA Tennessee, Florida, Alaperfectly transcribed after all of these years is bama and Arizona—have SCHOOLS ARE REQUIRED incredibly slim. approved legislaPublic schools should value each indiTO GIVE REPRESENTATION vidual tion since last for who they are, regardless of race, year explicitly ONLY TO THE SELECT sex, gender, ethnicity, or sexual orientation. requiring or Now that Florida schools are required to give allow- GROUP OF STUDENTS representation only to the select group of ing students who believe in God, other students WHO BELIEVE IN GOD, public may feel excluded and less valued. It’s absurd schools to display the words, ‘In God We OTHER STUDENTS MAY to think that after everything this country Trust,’ which has been the national motto FEEL EXCLUDED AND LESS has been through, from racism to slavery to since 1956 and is inscribed on American gender inequality, we still haven’t learned currency.” The fact that this legislation is VALUED. that inclusivity is an absolute necessity. In targeting schools is especially offensive. Teenagers are already over- school, we are taught to make everyone feel included, to never loaded with school work, the stress of college, and hormonal disleave anyone behind. It seems that the Florida legislature needs to balance. They don’t need government officials trying to convince re-educate themselves on basic elementary school material. them that trusting in God is going to solve all of their problems.

Personally, I believe in God because I want to. I don’t want my

Kentucky state representative Brandon Reed stated in life to be over after death; I want to believe that death isn’t the a press release, “In a time of rampant drug use, increasing end. But the fact that Florida schools are now required to display school violence, and mounting cases of suicide “In God We Trust” is illogical and completely biased. How can among our youth, we need God in our our country pride itself on its tolerance when we can’t even walk schools now more than ever.” He should to our next class without trusting in God to get us there? have said what he really meant: “InCONTRIBUTOR: stead of actually taking action to

TOMMY MCCABE

Graphics by Chloe Girod

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Poll results for 18 out of 24 editors on The Muse staff

themuseatdreyfoos.com | OPINION

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DISCUSSION DILEMMA POINT

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n school, we spend countless hours dissecting our history textbooks, learning about conflicts and controversies that occurred years ago. We master the news of the past but are effectively blocked from learning about current news. To me, it seems almost ironic that when it comes to discussing political issues that are happening today, our teachers feel pressured to stay silent.

The ability for teachers to lead respectful, meaningful discussions on political issues is essential for proper education and for significant change. As an immigrant and a student, it feels immoral for me to sit quietly, not talking about topics such as immigration reform and gun violence in school.

Recently, teachers on campus have received complaints for showing the Kavanaugh hearing during class and utilizing media outlets such as CNN. Admittedly, these complaints have some reasoning behind them. Those who believe that political discussion should be muted are scared to hurt or offend students. However, it is proven that students learn from having political discussions.

In the book, “The Political Classroom: Evidence and Ethics in Democratic Education”, authors Diana E. Hess and Paula McAvoy discuss how to approach political conversations in the classroom using a study conducted from 2005 to 2009. It involved 21 teachers in 35 schools and their 1,001 students. They concluded that schools ought to be bipartisan political places.

They found that when teachers lead discussions on politics, students are more likely to vote in every election, follow the news more, and show more interest in listening to those with opposing viewpoints.

In the 2016 election, youth voter turnout was a mere 50 percent according to the Brookings Institution. A lack of voter turnout can be solved by working to mold students into more knowledgeable and involved citizens.

An important distinction to make is that teachers should not be advocating for a specific sides, but rather explaining and illustrating both sides of an issue. Teachers shouldn’t be scared to talk about political topics and formulate a discussion in the classroom.

Moreover, it’s not just students such as myself who believe that we can’t separate politics from education. Many teachers agree that in today’s political climate, it is not possible to be ignorant to these topics. Valerie Strauss, cover and foreign affairs reporter for The Washington Post, wrote on Oct. 14, 2016, about 10 former state and national Teachers of the Year who wrote an open letter explaining why they were taking sides—publicly—in the 2016 general election.

At the end of the day, students are going to hear about political issues, whether it’s from their friends, families, or the media. The important thing is that students are knowledgeable about both sides of conflicts and are able to articulate their opinions and understand their decisions. That only happens when we incorporate politics into education and encourage intelligence rather than ignorance.

BY NIRMIT CHANDAN 5

OPINION | themuseatdreyfoos.com

SHOULD TEACHERS BE ABLE TO EXPRESS THEIR OPINIONS IN THE CLASSROOM?

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COUNTERPOINT

chools are places of learning, safety, and shelter, a place where the pursuit of education trumps all other issues. But what happens when politics inevitably break through these gates?

What happens when teachers, meant to educate our youth, become preachers of political ideas? Do the students become more involved in today’s issues, or can groups of politically radical students begin to form?

While many speculate that teachers expressing their political ideas can lead to discussion on issues, this is highly unlikely. Instead, it would lead to students becoming more politically charged on an issue in accordance with their teacher. This is due to the age of many teacher’s students: They are very impressionable and could follow their teacher’s opinions simply out of good will, eventually evolving into actual opinion.

This can be most clearly seen in totalitarian regimes, specifically the Soviet Union. My father grew up in the Soviet Union, in Estonia. When he was in school, he had to take a specific test that would allow him to progress into college, and part of the test was a series of five essays whose topics were randomly designed by a teacher at the school. The topics of these essays varied, but one topic was almost guaranteed to be chosen: communism and its greatness. This was the same throughout the entire school system in the Soviet Union, teachers expressing their opinions as their teachers had to them.

The cyclical nature of the school system, with all citizens being taught by the same government, allowed the Soviet government to push propaganda and brainwash its populace with increasing potency every generation. Imagine teachers spitting out propaganda from their previous teachings.

Who’s to say that what happened in the Soviet Union couldn’t happen here? The answer is that it could, and we’ve already seen it happening with this type of argumentation appearing in our classes.

“Although it’s been good to see students engaged with the topics and linking them to current affairs, their arguments about the EU referendum have veered from an evidence-based analysis of facts, figures and research—which they have shown themselves so capable of in essays and assessments—and focused instead on the questionable sound bites from politicians and dubious statistics presented by both the remain and leave campaigns,” The Guardian contributor Andrew Jones wrote in an article.

Therefore, as we can see, teachers should never give their opinions in class.

If they do, it will only make future generations wrongfully influenced and sectionalized. In order to keep our society functioning, we need people who can look at things from different angles, not single-minded students just doing what their teachers told them to.

BY MARK SHTEYMAN

Photo illustrations by Carleigh Dickinson, Isabella Weiss, and Shelby Rabin

themuseatdreyfoos.com | OPINION

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AR T S

THE FUTURE OF COUNTY ARTS PROGRAMS RESTS IN A SINGLE VOTE

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potter’s wheel sits, unused, in an empty visual arts classroom. A violin rests in silence in an orchestra practice room. Meanwhile, 400 student artists sit down to begin testing in the gym. Although we have made great strides in integrating arts in the classroom, the School District of Palm Beach County (SDPBC) will always prioritize testing over any artistic thought.

If school funding diminishes, the arts will be the first place spending is cut. That’s why it is so important to vote in favor of a referendum on Nov. 6, 2018, wherein voters will be asked whether to increase property tax in order to fund arts teachers, hire school police officers and mental health professionals, and improve educator pay.

According to Mike Burke, School District Chief Financial Officer, 650 arts and elective teachers would be fired if this referendum fails. Assuming there are roughly 25 students in a class, that is around 16,250 people who may never have the opportunity to find a love for the arts.

“This may include Dreyfoos teachers,” Assistant Principal George Miller said. “I don’t know how that will work out because we’re already buying five or six teachers AP money, THE ONLY THING TO DO IS with [the money the TO PROTEST AGAINST THE school receives students PEOPLE WHO DON’T THINK when pass the AP IT’S IMPORTANT ENOUGH. exam].”

Additionally, NOEL MAZMANIAN Florida’s legislation has increased the need for additional school funding in the past few months. After the Stoneman Douglas shooting, it required a psychologist and resource officer in every school, which puts even more pressure on the school districts to allocate their limited funds effectively.

But as Mr. Burke explained, the state gave the SDPBC only 28 percent of what they need in order to afford hiring a psychologist for every school. While the state’s grand

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OPINION | themuseatdreyfoos.com

pronouncements may sound nice, when underfunded, they hurt schools.

“There are a lot of [young] students I teach arts to, and it would be sad if they could never do again do art,” visual senior Jessica Moorehead said. “It boosts the quality of their life.”

This trend against the arts is also troubling for our society and its future as a whole. Our public officials are failing to consider the breadth of impact of ending school art programs.

“What it comes down to is that students should be given the opportunity to be a part of something that they love and want to do,” Assistant Principal Corey Ferrera said. “If you take that away and then students don’t have that opportunity, I would venture to say that other areas of their career might be impacted.”

A 2012 study by the Arts Education Partnership revealed a correlation between high school arts education and math and writing test scores. It tracked study participants for three years and required them to take a minimum one credit of art education. Students who took more than the minimum requirement did 1.5 times better on the ACT. “That’s why kids love coming to school every single day: They get to do their arts every day,” Principal Dr. Susan Atherley said. “In other schools they don’t get to do that.

We’re all about the arts, but we have become a very strong academic school. I can’t tell the district what to do, but we know from this school that it has become very successful.”

Simply spreading awareness is not enough. Unless we convince everyone we know to vote in favor of this referendum, we will lose arts funding and may lose teachers.

“The only thing to do is to protest against the people who don’t think it’s important enough and say what you believe in,” visual freshman Noel Mazmanian said, “because it’s going to be hard [if the referendum fails]. Keep up with it; do what you love.”

BY ASHER MOSS

I THINK THE ARTS ALLOWS ME TO BE CREATIVE AND MORE OPEN. WHEN I’M BORED, I JUST DRAW. THE ARTS ALLOW ME TO THINK FORWARD AND THINK BIG. NICHOLAS MADRUGA

WHEN PEOPLE DO THINGS LIKE ART AND MUSIC, IT HELPS PEOPLE UNDERSTAND ONE ANOTHER AND SEE WHAT’S GOING ON. JESSICA MOOREHEAD

JUST FOCUSING ON ACADEMICS WILL SUPPRESS OUR CREATIVITY AND WILL AFFECT US IN THE LONG RUN BECAUSE WE WON’T BE AS CREATIVE. AUTUMN WONG

Photo illustrations by Shelby Rabin Graphics by Asher Moss and Chloe Girod

WHO WOULD YOU BE WITHOUT THE ARTS?

themuseatdreyfoos.com | OPINION

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COLLEGE CONFUSIONS 9

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or many students, college plans and post-high school programs are a top priority. As the student body settles in to a new school year, the DSOA School Counseling Team has scheduled over 40 colleges and universities to make presentations for interested students along with several college fairs, making this time-consuming and often difficult research process integral to the Dreyfoos experience.

However, the array of needs for each individual, especially concerning arts programs, alongside ever-present college counselors can leave students more confused than informed.

COME VISIT

Colle

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College Fair

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Because Dreyfoos is a rigorous and highly rated school, there are no shortages of college prep events to help students move on to top universities. During the summer, the school counselors hosted a college application bootcamp for seniors, and the event was so popular another was planned for the fall.

“The college boot camp was an incredible help,” theatre senior Olivia Troast said. “Being at school with the school counselors allowed me to have reliable people answer my questions and focus on getting [my applications] set up. Most schools do not offer things like this, so as a Dreyfoos senior, I am very lucky.”

Administration is aware of the varying needs for every individual, and it emphasizes that students of all grade levels not only attend the college lunch meetings but also do their own research.

“Information is crucial,” school counselor Mark Carson said. “There are tons of opportunities. There are different places that might be looking for people from Florida or from aCollege unique Fairschool like ours. They may offer you more financial aid as opposed to other schools.”

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SEARCHING FOR SCHOOLS

Financial aid and scholarships are a top priority for many students pursuing a college education, and visual junior Danielle Hoogterp believes that visiting college representatives should go into more depth on the topic and alleviate the uncertainty of interested students.

“A lot of colleges, especially great schools, are incredibly expensive, and sometimes the representatives will shy away from telling you how much it actually costs,” Hoogterp said. “I wish financial aid were more talked about.”

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NEWS | themuseatdreyfoos.com

APPL

FINANCIAL AID

APPLIC

The search for leading arts programs and schools is critical as many students wish to pursue skills related to their major. This search becomes more complex when students take into account desired college demographics. Theatre junior Oliver Marten is one student looking for schools with notable theatre programs as well as a diverse campus.

“Since I am Co-President of the GSA and a racial and ethnic minority, it’s very important to me that a school has a diverse student body,” Marten said, “especially in the theatre departments.”

Marten’s dedication to his major takes up much of his free time, so he and many other dedicated artists can’t take advantage of the lunchtime college visits. Due to the scheduling of visits, it is hard for students to attend every one that they want to. Lunches are often a time to fulfill other responsibilities.

“I haven’t been to any of the college visits yet, and I definitely want to go,” Marten said, “but I’ve just been super busy because of theatre.”

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SEEKING A DIVERSE CAMPUS

COLLEGE LUNCH VISITS

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However, many students can take advantage of these lunch meetings and find it especially convenient that colleges come directly to school.

“Schools [I want to apply to], like ones in California, were too difficult to make a trip to,” Troast said. “These college visits allowed me to get a true feel for the school and program.”

FOCUS ON GRADUATION Despite what may feel like an overwhelming amount of responsibility for juniors and seniors, Mr. Carson suggests that students find solace in the fact that “they aren’t alone” and that “everyone has confusion about the college experience because it’s a lot to think about.”

“I know our students don’t have a lot of free time, and this is why we try to offer [as many resources as possible] so that one can see a variety of different options,” Mr. Carson said. “The best thing you can do is try to prepare early, as freshmen and sophomores, so that you have a good picture when you get to senior year where you’re looking to apply.”

e.

BY LILA GOLDSTEIN

Graphics by Madison LaRocque and Chloe Girod

themuseatdreyfoos.com | NEWS

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KNOCKING FOR CHANGE

NOT OLD ENOUGH TO VOTE, BUT OLD ENOUGH TO GET INVOLVED

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ith the November midterm elections quickly approaching, students are expressing political interest despite the fact that they are too young to vote. Though they can’t go to the polls themselves, students are still taking action, using their voices to make a difference.

I THINK OUR GENERATION IS ONE OF THE MOST ACTIVE IN POLITICS YET. CASSIDY ZENG Students are making efforts to become politically informed and participate directly in democracy. One popular method of doing so is volunteering for political campaigns by knocking on doors, making phone calls, interning in offices, and scheduling other volunteers. Visual junior Cassidy Zeng is one student who is becoming politically involved on the local level.

“We’re out here getting people to do something about the state of our country,” Zeng said.

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NEWS | themuseatdreyfoos.com

“As volunteers, we’re kind of the [catalysts] to change, and I think that’s just amazing.”

Zeng is an Organizing Fellow, meaning she is a part of a team that regularly organizes and canvasses for Lauren Baer for Congress, a political campaign that has attracted students’ attention.

Lauren Baer, a Dreyfoos alumna, is running for the District 18 House of Representatives seat in Florida.

“We had some Dreyfoos students volunteering for the campaign over the summer,” Nathaniel Romero, a field organizer for Lauren Baer for Congress, said. “Suddenly, we had a huge Dreyfoos contingent of really passionate and engaged young students who want to make a difference.”

While some students spend time volunteering for local candidates, others focus on larger organizations and parties. Canvassing, the act of going door-to-door to spread an idea, is one way candidates spread their campaign.

“I’ve canvassed for the Palm Beach County Young Democrats, and I’ve also canvassed for this company called Door to Door,” band junior T Shusterman said. “I figured they’d be a good way to get involved with the smaller local elec-

tions because they focus on countywide [issues].”

As topics like reproductive rights, LGBTQ+ issues, and gun reform have become prevalent, students have become more politically aware. Their views have not only impacted the on-campus atmosphere but also their involvement outside of school.

“Compared to a lot of other schools, we’re more politically active,” Shusterman said. “From what I see in our area, we tend to be pretty involved and pretty conscious of social issues.”

Some students find further motivation to participate in political campaigns based on the school’s political climate.

“The political environment [of Dreyfoos] is pretty much liberal and Democratic, with the exception of a few conservatives and Republicans,” dance sophomore Ekko Greenbaum said. “When you’re passionate and dedicated to an art, that kind of carries over into other aspects of your life, so I think people carry over the same dedication and passion into politics.”

The majority of students will not be old enough to vote in the 2018 U.S. Midterm Elections, but that hasn’t stopped them from pushing for change as November approaches. Students are hoping that their involvement will help make the changes they seek.

“I think our generation is one of the most active in politics yet,” Zeng said. “So, even though we can’t vote, our energy is spreading, and I think it’s really important because this is going to manifest all the efforts and everything that we’ve been doing.”

Graphics by Chloe Girod

BY MICHAEL PINCUS

themuseatdreyfoos.com | NEWS

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LEARNING

s many teachers shift to paperless classrooms through the use of Google Chromebooks, social studies teacher Kathleen O’Hara has stuck to her analog methods, fearing technology’s negative impact on learning.

“My worry is that learning will be fleeting,” Ms. O’Hara said. “What’s the purpose of school if you’re just forgetting and moving on?”

Ms. O’Hara describes technology in the classroom as being “too distracting.”

“If you have a computer open in front of you, it’s way too easy to open up a new tab and go down a rabbit hole instead of working,” Ms. O’Hara said.

English teacher Peggy Mellon conversely believes that Chromebooks are a supplement to learning, providing new and effective methods.

“I think students are more engaged,” Ms. Mellon said. “I can add things for them [on Google Classroom] to do at home.”

Students are aware of the shift toward paperless classrooms, and many recognize how it can become the future of education.

“It’s almost unavoidable that schools will eventually become completely paperless,” communications freshman Emma Kutcher said.

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NOTE TAKING

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or Ms. Mellon, being without technology would be a “crawl back to the caveman days of paper and pen.” Ms. O’Hara, however, feels that proper note taking requires paper and pen.

“You’re going through a mental process [when you write] that forces you to spend time thinking about the information,” Ms. O’Hara said, “whereas with typing you can just mindlessly write every single word and you don’t actually have to think.”

Students like Kutcher agree with Ms. O’Hara, believing that Google Docs can interfere with note taking.

“I’m a visual learner, so I like writing notes and circling,” Kutcher said. “[Typing] on the computer takes that away.”

Although Ms. O’Hara has advocated for paper-and-pen note taking, she acknowledges that there are some benefits to typing notes.

“It can be positive because it’s quicker and leads to more unique ways of organizing,” Ms. O’Hara said. “But, if the student doesn’t review and interact with the notes later, [there is no benefit].”

Despite mixed opinions, typing notes gives students flexibility in how they learn.

“I might not like [typing notes], but it gives students an alternative,” Kutcher said. “It doesn’t work for me, but other people might find it better. At least it gives us that option.”

*Name changed to protect identity

KEOVER Graphic by Joel Soto

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CHEATING

haring homework through programs like Google Drive has enabled students to revolutionize the way they cheat on assignments.

“With a fully paperless classroom, [cheating] might be a concern of mine,” science teacher Elyce Hill said.

Google Forms allows teachers to create digital tests that can score work instantly. Although beneficial for teachers, it has also made cheating easier for students.

“Searching up answers is a lot easier with online tests,” freshman Lise Jon* said. “Now I can quickly switch to a new tab and copy and paste the question.”

Aware of the risk of cheating, Ms. Mellon has established her own methods for monitoring electronic tests within her classroom. “[Students] can try to cheat during a test, so I have to stand and watch them,” Ms. Mellon said. “The Chromebook has to be flat on a desk without the keyboard there so that they can’t shift over to another web page.”

Discussion on the relationship between paperless classrooms and cheating has made some students reflect on the overall issue of cheating.

“Paperless classrooms have not helped with cheating, but really, nothing ever will,” Jon* said. “I’m guilty [of cheating], and most students are. [Cheating] doesn’t come from technology; [it comes from] the students.”

Logo and icons courtesy of Google

ENVIRONMENT

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t its heaviest, Kutcher’s backpack weighed 15 pounds; it was “flooded with assignments” that “just get thrown out” by summer.

Now, with paperless classrooms, Kutcher feels the weight taken off of her shoulders and is more considerate of the environmental benefits of technology.

“Some teachers give out hundreds of pieces of paper a week,” Kutcher said. “By the end of the year, students and teachers are left with all these packets that they won’t ever use again. It’s pointless to waste so much paper when there’s a more environmentally friendly option.”

As an environmental science teacher, Ms. Hill is glad to see other teachers become more aware of paper waste.

“I think it’s great if teachers are able to use technology because paper is the number one municipal solid waste, [which is] our business and our home waste,” Ms. Hill said.

“If [teachers] can prevent some from going into landfills and being incinerated, that’s a really good thing.”

Considering environmental concerns, Ms. Hill believes that paperless classrooms will become standard.

“I think paperless classrooms will increase in the future,” Ms. Hill said. “I’m not sure if you’d ever fully be able to get every single teacher and educator on board with it. There are times and places that we will still need to use paper and pencil, but I think it will continue to go in that direction.”

BY ISABELLA RAMIREZ themuseatdreyfoos.com | NEWS

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THE CONTROVERSIAL BODY ART

BY REBECCA REBECCA BOSS BOSS BY

Photo illustrations by Shelby Rabin

Pictured: digital media junior Beau Eavenson

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CULTURE | themuseatdreyfoos.com

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Pictured: communications senior Elizabeth White

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he permanence of ink can be intimidating. Perhaps this is why it has such a strong significance in today’s society, ranging from a memorial to an artistic statement to a cry against political institutions. In the past, tattoos have been stereotyped as a “hipster” or “rebellious” sort of fashion, but this form of body art is now a part of mainstream culture. While many conservative thinkers still associate tattoos with an unconventional, bohemian lifestyle, recent generations have a different view on the topic: Tattoos are a personal form of expression that should not be frowned upon.

According to The Pew Research Center, 38 percent of young people ages 18 to 29 have at least one tattoo. Tattoos are not only increasing in prevalence but also becoming the norm.

Gone are the days when they were kept out of sight and hidden underneath clothing. In the 21st century, ink is displayed with pride. Dreyfoos even has a handful of students who have taken the step to get a tattoo themselves.

Communications junior Sophia Pregadio sports a dainty outline of a butterfly in black ink on her lower right tricep. While the aesthetic is trendy and eye-catching, its meaning goes far beyond the surface of her skin: It’s in memory of her great aunt who died unexpectedly. Pregadio associates the symbol of the butterfly with her aunt as well as her relationship with herself as she enters new phases of personal growth.

“Getting a tattoo has changed how I view myself,” Pregadio said. “It raised my self confidence because I am not afraid to make big decisions. Getting a tattoo was a big step, and I was not at all hesitant to get one.”

Many teens and young adults like Pregadio celebrate this decision and its permanence. A tattoo is not like a piece of jewelry that you can put on and take off as you please; once the ink is on you, it stays on you. Its longevity evokes seriousness and commitment. Unless you have the financial means to have laser removal, tattoos are an “end all, be all” situation.

“When you get a tattoo, it is totally a commitment to yourself and your body.

themuseatdreyfoos.com | CULTURE

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WHEN YOU GET A TATTOO, IT IS TOTALLY A COMMITMENT TO YOURSELF AND YOUR BODY. IT BECOMES A PIECE OF YOU. SOPHIA PREGADIO Pictured: communications junior Sophia Pregadio

It becomes a piece of you,” Pregadio said.

Pop culture is increasingly forward-thinking, yet disapproval of body modification is still present, especially among older generations.

Opposition of the tattoo phenomenon can be influenced by the stereotypes it is associated with, including prison inmates, gangs, and hard metal rock bands.

It is no surprise that body ink is affiliated with toxic cultures when it can sometimes be used to signify illegal activity. For example, according to Business Insider, the widely recognized facial teardrop tattoo can signify the number of times a gang member has committed murder.

“I think that people have a negative association with tattoos because of the era of metalheads and the punk age of the 90s, and now

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CULTURE | themuseatdreyfoos.com

it’s associated with rappers,” communications sophomore Rayne Ramlal said. “So, of course, parents and older generations look down on it and don’t understand it.”

There is no denying that tattoos have an edgy reputation, but this is not to say that the majority of them are done out of rebellious spite. The truth is that this taboo becomes more and more invalid as years pass. Just as society has learned to embrace controversies like provocative clothing and ear piercings, it will learn to accept tattoos.

“I feel like tattoos are becoming less and less taboo as society grows,” Ramlal said. “We’re seeing more people embrace their sexuality and identity. Along with it comes society becoming more open-minded about something as inconsequential as a tattoo.”

CLOSE YOUR EYES. TAKE A DEEP BREATH.

GO TO YOUR HAPPY PLACE. Photo illustration by Shelby Rabin

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Y

ou just bombed your midterm, your parents are yelling, your teachers are frustrated, your friends are disappointed, and you have never been so stressed out. Instead of having a mental breakdown, close your eyes and go to your happy place. It could be the beach, your room, or even your best friend’s house.

Everyone can find a happy place to escape daily stress, and if you don’t have one already, it’s never too late to find yours.

The Cambridge English Dictionary defines a happy place as “a memory, situation, or activity that makes you feel happy.” But, a happy place can be so much more than that; It can be a mental or physical state of bliss you can visit whenever you feel overwhelmed. For many, a happy place is imaginary, somewhere you have only briefly visited, or somewhere you visit every day.

“When I’m in my car listening to [“The Lord of the Rings”] audiobook, I can escape into a world of fantasy that is happy, exciting, and interesting,” foreign language teacher Tom Ruth said, smiling as he recollected his daily routine of sipping coffee and listening to the novel.

A happy place is where we can be true to ourselves. After visiting his happy place, Mr. Ruth said he feels optimistic about the rest of the day.

Everyone needs some optimism once in a while. Closing your eyes and getting in control with your emotions can greatly increase your wellbeing.

For others, a happy place can be somewhere vague or even made up.

Usually, happy places are where people can be themselves without worrying about outside opinions.

“I can get so stressed out doing homework or studying and I just need to take a break and go to a forest in my mind,” visual sophomore Sonya Mikolutskaya said.“The thing I like most about the forest is that it can really be anywhere and I feel free and safe knowing no one is there to judge me.”

For people who have trouble finding a way to be content, having an imaginary or real place to escape to can be immensely beneficial to their mental health. We all can use happy places to combat our daily stress and improve our dispositions. Next time you feel stressed or anxious, try going to your happy place.

“My happy place has helped me through so many rough times and I’m just really glad I found a way of coping,” Mikolutskaya said. “Everyone should have a way to de-stress.”

BY MARIEL SILPE

themuseatdreyfoos.com | CULTURE

20

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Dreyfoos School of the Arts Foundation

GET TO

OW US KN(“the foundation” aka “soafi”) We awarded students a total of $175,000 in college and summer program scholarships last year.

Last school year, we gave $1.2 MILLION overall to Dreyfoos!

FOLLOW

US

dreyfoos.soafi

@dreyfoossoafi

@DSOAFoundation

www.soafi.org

Through Ray of Light and Amy’s Light we provided $42,000 overall to students who qualified for financial assistance last year.

Through Campaign for the Arts and grants, we raised the funds for the school’s 20 Artists in Residence.

S VISIT U (we’re nice!)

The Foundation office is located in Building 09 Rooms 110 & 111. Our hours are 8:30 AM - 4:30 PM.

AN ODE TO BURT REYNOLDS 1936-2018

BY CHLOE GIROD

REYNOLDS BROUGHT ATTENTION TO THE SCHOOL, HELPING TO BRING IN 332 STUDENTS AND 32 TEACHERS IN THE FIRST YEAR.

REYNOLDS DONATED $25,000 TO THE FILM STUDIES LAB CURRENTLY ROOM 1-102. HIS DONATION FUNDED A FILM SCREEN AND BLACK OUT CURTAINS.

REYNOLDS WAS THE GUEST SPEAKER FOR THE FIRST GRADUATING CLASS OF 1994.

REYNOLDS EMPLOYED STUDENTS IN TWO OF HIS FILMS, ONE OF WHICH WAS FILMED DURING THE CONSTRUCTION OF DREYFOOS’ CURRENT LOCATION. Photo courtesy of Metro-Goldwyn-Mayer, New Line Cinema, and Universal Pictures

REYNOLDS INVITED CELEBRITY FRIENDS SUCH AS DOM DELUISE, FAYE DUNAWAY, AND DEIDRE HALL TO TEACH MASTER CLASSES TO STUDENTS. themuseatdreyfoos.com | CULTURE

22

PASSION VS. PROFIT

Emma Chamberlain, a famous YouTuber known for her simplistic and original editing style, recently moved to Los Angeles. Surrounded by the materialistic culture of Gucci belts and Postmates orders, viewers claim her videos have become more refined and her personality more dull. This is bringing her views and subscriber count down, posing a very difficult question: Passion or profit?

Chamberlain isn’t alone. Recently, more popular YouTubers have been integrating different styles of content into their channels.

Shane Dawson released a series called “The Mind of Jake Paul”, a documentary on a controversial YouTuber. Dawson’s subscriber count increased by 276,714 within two days of the first video’s release.

Social Blade, an online YouTube subscriber counter, estimates that Dawson has made at least $51,000 to $64,000 so far compared to one of his trademark scary videos, “5 Most Haunted Hospitals!”, which made an estimated $1,000 to $8,300. Some students are enjoying the new videos.

“I like how Shane Dawson is changing how he is known for having short, funny videos and creating many documentary series on different YouTubers,” theatre senior Veronica Garcia said.

Garcia is an emerging YouTuber with 11 subscribers and three videos that focus on makeup tutorials.

Garcia values individuality, so if that includes switching up her content style, she’s willing.

On the other hand, some beauty gurus haven't changed their channels at all. For instance, Jeffree Star has stuck to beauty since the beginning, and his online empire is expansive. Shane Dawson revealed in another documentary that Star makes hundreds of millions of dollars a year. While he is a part of other businesses, his YouTube and makeup career account for the majority of Star's income.

With over 10 million subscribers and a $50 million net worth, his career is skyrocketing.

Some would say Star’s channel is not as flexible, considering he has more makeup-based viewers than all-around watchers. Star’s “Full Face Of Brands That Hate Me” video, wherein he did a makeup tutorial with products from companies that don’t support him, generated an estimated $8,500 to $67,900, while his “WE GOT A NEW PUPPY!” video made about $2,100 to $16,400. That is a significant difference, showing the success of his makeup-related content compared to his off-brand videos.

Both options can lead to greatness, but either can also result in failure. YouTubers can look up to these successful influencers and pave their own path, with the looming question over their heads: Passion or profit?

BY SAVANNAH RICHARDS Photo illustration by Shelby Rabin

themuseatdreyfoos.com | CULTURE

24

PLAYLIST

HISPANIC HERITAGE MONTH

LA CARCACHA ~ SELENA NIÑA BONITA ~ CHINO & NACHO UN POCO LOCO ~ ANTHONY GONZALEZ, GAEL GARCÍA BERNAL PA’ MAYTE ~ CARLOS VIVES LA TRAVESIA ~ JUAN LUIS GUERRA GUANTANAMERA ~ CELIA CRUZ LA NOCHE ~ JOE ARROYO ME REHÚSO ~ DANNY OCEAN ESTOY ENAMORADO ~ WISIN & YANDEL REGGAETÓN LENTO (BAILEMOS) ~ CNCO LA TORTURA ~ SHAKIRA

Graphics by Lily Gumbinner

BY DANIELA ESQUENAZI themuseatdreyfoos.com | CULTURE

26

YOUR FUTURE IS DEFINITELY WORTH PLANNING FOR

TRACY L. SILPE, CFP®, CRPC® Financial Advisor 5601 Corporate Way, Suite 106 // West Palm Beach, FL 33407 O 561.327.7900 // C 561.603.6606 tracy.silpe@raymondjames.com // raymondjames.com/tracysilpe

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RETHINKING

RECYCLING Photo illustration by Haley Johnston

reduce. reuse. rethink.

A

ssistant Principal Leo Barrett walked toward the large blue recycling bins lining the perimeter of the cafeteria and lifted one of the lids with a sigh.

“Look at this—perfect example,” he said, motioning toward the bin’s contents. “There’s no way,” he continued with a shake of his head. “This would have to be dumped out,” he insisted, pointing to the paper Chick-Fil-A container, “and all of this stuff,” he glanced down at the numerous milk cartons littered among the cans and water bottles, “has to be removed, and the stuff has to be hosed down.” He let out a final sigh. There’s no denying it: Dreyfoos has a recycling problem, and the root of the issue lies in the negligence of the student body.

Upon examining data from the 2017-18 school year, the school district reported that Dreyfoos recycled only about 9 percent of its waste, including cardboard, paper, and commingled recyclables like plastic, aluminum, and glass. The other approximate 91 percent is, presumably, sitting in a landfill.

“The students can be the main assistants for us not having to throw the recyclable bins into the regular trash cans, which is an ongoing problem because recyclable materials cannot be contaminated,” Mr. Barrett said. “Frequently, when our custodians do get around to the bins, they’re loaded with pizza, hamburgers, and plastic wrappers, and that [has] contaminated the whole big blue container.”

THE CAUSES

ARE THESE ITEMS RECYCLABLE?

A multifaceted issue lies beneath the layers of trash that both fill Dreyfoos’ recycling bins and indicate the problem at hand.

In a survey of 1,038 students, 78 percent claimed that on a scale from one to five—one being the least and five being the most—the numbers one, two, and three accurately quantified how much they recycle at school. Yet in the same survey, 48.8

97%

percent responded that the number five quantified how much they recycle at home. Reasons for this gap are two-fold: a lack of student education mandated by a clear authority and a lack of recycling bins placed around campus.

“People aren’t aware of … what they should be putting in recycling bins and what they can’t,” SGA president and piano senior Annemarie Gerlach said. “But I also feel like it’s a matter of ease because if a recycling bin is not close to you, you’re not just going to hold onto something until you find [one].”

Gerlach’s ideas seem to reflect a consensus among students: Though 88.6 percent admitted they’d thrown a recyclable object in the trash at school, 55 percent reported they did so because there was not a bin close by. The only option for outdoor recycling on campus is the larger blue bins surrounding the cafeteria. “[Students] will do what [they] need to do and do it quickly, but [they are] not going to do more than that unless somebody is over there saying, ‘do it, do it, do it,’” science teacher Sherry Little said. “You have to have somebody who has the time and is going to put in the effort to do that.”

Thus, without a clear figure responsible for recycling, the practice and awareness of proper methods of waste disposal among students has dwindled. Custodians have attempted to separate contaminated items from recyclables at the end of each day, but, according to Mr. Barrett, any and all contamination of recyclables results in an upcharge by the recycling company to the district. Because removing all contamination from each bin is a difficult task that could easily result in mistakes, administration instructs custodians to dump bins with contaminated items straight into the trash to avoid any possibility of an upcharge.

“We have no one who is specifically in charge of recycling, and that’s a difficult situation because teachers do a whole bunch: club sponsors, sports, teaching, all that stuff. It’s hard

14% SAID YES

38%

SAID YES

SAID YES

RECYCLABLE

NON-RECYCLABLE

NON-RECYCLABLE Results from a survey of 1,038 students

29

COVER | themuseatdreyfoos.com

promote student engagement in eco-friendly waste disposal.

“Every year for a long time, we would have the Solid Waste Authority come in and talk to everybody,” Ms. Little said. “All of the science classes used to go and they would talk to everybody about recycling, but we haven’t done that in a long time. The science department [used to coordinate that], so we could still have them come.”

Reflected in both Ms. Little’s and Mr. Barrett’s narrative is the capability of students and staff to make lasting change. If anything, past attempts at recycling programs illustrate that solving the problems surrounding contamination and creating a future successful program is possible—as long as students are willing.

THE GLOBAL ISSUE

Photo illustrations by Shelby Rabin

to have just one person in charge of everything recycling-related for the whole campus,” science dean Stephen Anand said. “The custodians have their hands full because [they] are busy trying to keep the building clean and sanitary. Although it’s important to all of us, it’s difficult to find one single [person] who will be the sole responsible entity for recycling on our campus.”

PAST PROGRAMS

Although Dreyfoos does not currently have a recycling coordinator, throughout the past 10 to 15 years a number of people, such as Mr. Barrett and later Ms. Little, have assumed responsibility for the school’s waste.

“There was a point in my earlier Assistant Principal career when I sponsored a club, [and] I had kids who were willing to dump out the blue bins, wear gloves and their old clothes, and sort through it and get it into the proper dumpster,” Mr. Barrett said. “There was no contamination by the time they got done, but it’s a messy job, and after a while, my numbers started dwindling.”

During the period when Ms. Little acted as the stand-in recycling coordinator, the school took many different measures to

Local problems involving recycling contamination, which are visible within Dreyfoos, are magnified on a global scale. The Environmental Protection Agency (EPA) states in their most recent report that in 2015 the United States generated approximately 262 million tons of solid waste. Of that, only 34.7 percent was recycled or composted, while over 52 percent was dumped in a landfill. As Dreyfoos only recycles about 9 percent of its waste, nationwide issues emulate those that our school struggles with.

“Contamination is an issue both locally, in our county and our schools, and also nationally,” said Lisa Toy, Palm Beach County School District Recycling and Sustainability Coordinator. “We do see contamination in our recycling, and we are always working toward improving education and awareness about what contamination is. Our biggest contaminants are things like food, plastic bags, and even styrofoam or straws.”

Though Dreyfoos’ recycling rate appears relatively low, it had the 16th highest paper recycling tonnage in the district for the 2017-2018 school year—out of 141 schools. When compared with global data, this information becomes less shocking. National Geographic revealed in a 2017 study that of the 8.3 billion metric tons of waste that have been produced worldwide, 6.3 billion metric tons have become plastic waste, only 9 percent of which has been recycled. The world is seemingly struggling with the same facets of recycling as Dreyfoos: plastic, not paper.

“Our problem area boils down to the plastic cans, the plastic bottles, and the milk cartons,” Mr. Barrett said. “We go through a [lot] of them a day and sometimes we get contaminated blue bins, which end up in the dumpster instead. We don’t want that.”

While many of the actions of students, faculty, and people around the globe reflect the mindset that one person’s waste will not do any harm, a whole planet full of people practicing this belief results in copious amounts of garbage. National Geographic predicts that by 2050, there will be 12 billion metric tons of plastic alone in landfills, an amount approximately 35,000 times as heavy as the Empire State Building.

“It takes almost 100 years for each plastic bottle to be decomposed of properly, and we only have so much land for landfills,” Environmental Club President and dance senior Barbara Monteiro said. “If we don’t take proper precautions, it will get filled faster and we’re going to have to find other places to put it.”

Continued on page 32

themuseatdreyfoos.com | COVER

30

DISTRICT INITIATIVES

The school district recognizes the lack of guidance in student recycling, and Ms. Toy works to provide Palm Beach County schools with the outreach and education programs they need. According to Ms. Toy, about 95 to 100 percent of schools in the district have at least one category of recycling, whether it be paper, cardboard, or commingled.

“We have a school board policy called the Waste Reduction Materials Reuse and Recycling Policy,” Ms. Toy said. “[It] helps to underscore the importance of resource conservation, and it guides our district operations to try to incorporate recycling and waste reduction into our everyday practices. We also have an extensive outreach and education program for schools where the district staff visits with principals, teachers, custodians, and students on the topic of waste reduction and recycling. Last school year, we did about 100 school visits.”

The school district provides schools with large toters and smaller blue recycling bins for in-classroom use, as well as partnerships with organizations that allow for the recycling of clothes, ink and toner, and batteries. Their latest project involves incorporating milk and juice cartons into schools’ recycling programs.

“We purchase a lot of them every year, and typically, schools throw the milk and juice cartons in the trash. Those are a huge potential to increase recycling rates,” Ms. Toy said. “We saw [Cholee Lake Elementary] increase their recycling by 150 percent just by implementing a carton recycling program.”

All public schools in Palm Beach County are instructed to recycle, according to Ms. Toy. But with issues such as recycling contamination and lack of education, Ms. Toy and her colleagues must first make sure schools are ready to start and maintain a recycling program before signing them up. Their continued outreach to schools aids in making sure that the county’s schools will be responsible

89%

OF STUDENTS HAVE THROWN A RECYCLABLE OBJECT IN THE TRASH AT SCHOOL.

31

COVER | themuseatdreyfoos.com

with their waste disposal and not add to the contamination, as well as helping the students and staff see the importance of recycling.

“We can always improve, and that’s one of the things that we are always looking to do,” Ms. Toy said. “It’s important that we think of recycling as more than just the right thing to do. It has a lot more implications to it with regard to protecting our environment and giving something a second life rather than just throwing it away and never thinking about it again.”

DREYFOOS EFFORTS

Students have taken the initiative to spread environmental awareness and improve the school’s habits. Monteiro decided to reach out to administration last year about recycling problems and solutions, but felt administration was too busy to deal with the issue. She contacted Ms. Toy and another district representative and was provided with educational posters to hang around campus, as well as ideas to create incentives for students to recycle. Monteiro became the president of the school’s Environmental Club, increasing the member count from two to 150, which in turn improved the productivity of the group.

“We’re going to try and have an Earth Day [celebration, and] that’ll be to create awareness and make it fun,” Monteiro said.

“We’re trying to partner with National Honor Society (NHS) to make transporting the recycling from the big bins to the dumpsters [count for] an hour of NHS and Environmental Club, which will incite a lot of people to want to do that.”

Gerlach and vocal senior Armin Khoshbin also want to improve recycling in their SGA co-presidency. Their ideas include making recycling bins more accessible, informing students about recycling, and even finding a way to make Meyer Hall run off of solar panels.

They plan to use the funds from the October 2018 Nightmare on Fern Street event to fund some of their ambitions.

“One of the things that I really loved about Dreyfoos before I be-

55%

OF STUDENTS DID SO BECAUSE THERE WAS NOT A RECYCLING BIN AROUND.

27%

OF STUDENTS SAY DREYFOOS DOES NOT SUCCEED IN PROMOTING RECYCLING.

Results from a survey of 1,038 students

came a student here was how beautiful the campus was,” Gerlach said.

“As the years went on, I saw more people leaving their trash around, especially by the cafeteria. I think they are unaware of the impact they can make on the environment.”

This is not to say Dreyfoos isn’t environmentally passionate. Classes like AP Environmental Science have helped raise awareness among students, and there are a few people who take the time to pick up after others.

“I know that one janitor in Building 4 takes the time to go through the trash and pick out the recyclables. It’s people like that that we need,” Gerlach said. “You’ll see me around as I walk past class. I’ll see a plastic bag and I’ll hold onto it and throw it away. It’s difficult to make sure that happens, but it’s an effort that we all need to put in to make Dreyfoos a greener, cleaner, and healthier place.”

DO PEOPLE REALLY WANT TO LIVE IN THEIR OWN FILTH? GARBAGE IS GOING TO EAT UP THE EARTH IF WE LET IT. I WANT TO LEAVE THE WORLD A BETTER PLACE, AND I DON’T KNOW IF THAT’S GOING TO HAPPEN. MS. LITTLE

BREAKING OUR HABITS

Apathy is one of the biggest causes behind the struggle to be environmentally friendly. While some people have been inclined to conserving resources, others turn a blind eye.

“Before Club Rush, we said, ‘You’re not allowed to have glitter on the table,’ and some clubs didn’t listen,” Gerlach said. “We told them to make sure that it was cleaned up, and one club just threw their glitter outside. That made me angry because animals will come and they’ll eat those plastics, called microplastics, and they won’t feel hungry anymore because they can’t digest the plastic, so it will kill them.” “[We need to have] actual consequences if we catch people in the act of abusing recycling bins with trash,” foreign language teacher Michael Anand-Obleton said, “and more actual incentives that are not grade-based to make people care enough to try to keep a close watch on the bins and bring them to where they need to go with only the right materials inside of them.”

Ms. Little places the responsibility to keep our school green on teachers and staff as well. She says it is first necessary for staff members to “have the equipment [and] the containers” in order to run a proper recycling program within the classroom. She also stresses the importance of educating students, a concept students passionate about the environment, such as Gerlach and Monteiro, also emphasize.

“I can’t stop thinking about it,” Gerlach said. “With every single decision I make in my life, I think about how it’s going to affect my surroundings. I try to reuse everything I can. Because we are students, we have a lot of papers, and it’s a shame to see them either on the floor or in the trash cans when you know that they could be recycled.”

It all comes down to awareness: In order for Dreyfoos to improve its recycling habits, everyone must understand the effects of littering and contamination and learn the importance of placing recyclable objects in the correct bin. Recycling must be taken seriously by the students and strongly encouraged by the staff.

“We don’t live in a barn or a trash can,” Mr. Anand-Obleton said. “We live in a very beautiful place, and it’s everyone’s responsibility to contribute to make it as beautiful and as clean as possible.”

BY HEATHER ROLLINS AND MADDY RUBIN

Photo illustrations by Shelby Rabin

themuseatdreyfoos.com | COVER

32

FIVE STEPS TO A

GREENER SCHOOL

1

SAVVY STUDENTS

Many students at Dreyfoos and schools across the nation are simply not aware of what can and cannot be recycled. Lack of recycling education is one of the biggest obstacles facing the process at schools. Posters, videos, murals, and other mediums can all be utilized to raise awareness among the student body.

Dreyfoos must continue to encourage the use of digital platforms for education, such as Google Suite for Education, online textbooks, and Quizlet, as the goal for the school should be to eventually become paper-free. The American Forest and Paper Association states that the United States uses more than 90 million tons of paper and paperboard per year. Going digital helps save the environment while simultaneously increasing efficiency.

MORE RECYCLING RECEPTACLES 33

COVER | themuseatdreyfoos.com

2

With the knowledge from Step 1, the next obstacle to overcome is accessibility. As previously stated, schoolwide survey results have shown that many students throw items in the trash if they are not presented with an accessible recycling bin. These actions show that there is a need for more recycling bins. More recycling containers must be placed all over campus, including outdoor locations. An increase in accessibility will lead to an increase in recycling.

3

INCENTIVIZING REUSABLE BOTTLES

Even better than recycling plastic water bottles is not using them in the first place. Reusable water bottles are beneficial in regard to lowering costs and reducing pollution. Implementing more water bottle filling stations at locations with water fountains would not only keep students hydrated but also give the student body a reason to bring reusable water bottles to school. In the Building 7 music hallway, this type of fountain has already been implemented.

CLUBS AND CLASSROOMS

4

Students should join clubs that work toward a greener school and participate in activities such as classroom cleanups. This year, the Dreyfoos chapter of the Environmental Club revitalized itself. Other chapters of nationwide clubs that could be added to the Dreyfoos community are the Sierra Club and National Green Schools Society.

5

CAMPUS COMPOSTING

The Alliance for Climate Education states, “Composting transforms waste into a valuable soil amendment, saves space in landfills, saves money on trash disposal, teaches students to be better environmental citizens, and actually helps slow climate change.” On-campus composting provides an opportunity for our school to save money and help the environment by reducing our overall waste.

Photo illustrations by Shelby Rabin

Overall, if Dreyfoos were to turn into a green school, a school that follows the U.S. Green Building Council’s Leadership in Energy and Environmental Design standard, it would be able to save an average of $100,000 annually—enough to hire two new teachers and buy 250 new computers along with many more schools supplies for the betterment of education on campus.

BY NIRMIT CHANDAN themuseatdreyfoos.com | COVER

34

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very biology textbook describes the human brain as a binary function consisting of both the left and right minds. Each side plays its own role in shaping a person’s intellect. While the left brain facilitates logical thought, the right brain sparks creative thinking.

Art students shift from the use of their right brain to their left brain as they move through each period of the day. The same moment students employ both the left and right sides of their brains in their work, they activate a new level of thinking.

Dreyfoos students typically separate their reading homework from their self-portrait or monologue assignments. However, the arts being used as an educational tool can enhance a student’s cognitive competence. Replacing a pencil with a paintbrush in an academic setting can provide the opportunity to boost scholastic performance. Dreyfoos is gaining popularity for its innovative education approach by intertwining the arts and academics. “[Artistic learning] supports the mission of the school,” English teacher Geoffrey Johnston said.

37

ARTS | themuseatdreyfoos.com

“I think it’s challenging sometimes in the midst of the responsibilities that we have as a school, both in the arts and the academic worlds, to try to bring those together. To me, it creates a different kind of conversation with students. It creates a dynamic of critical thinking that involves upper-level thinking, inferential reasoning, and dealing with the unknown.”

Students strive to be the next Picasso or Einstein, but the distinctive artistic nature of Dreyfoos allows students to become a combination of both.

The Scientific Learning Corporation, a program dedicated to developing student success, found that learning how to read music and measure pitch cultivates math skills. Likewise, studying music lyrics strengthens vocabulary, as well as perception of geography and culture. Additionally, according to the National Dance Education Organization, students who practiced the art of dance had higher GPAs. “My art area has definitely improved my cognitive skills,” dance junior Nicolas Ouporov said.

“Combinations are thrown at you very quickly, and

IT’S ALL CONNECTED TO ME, WHETHER IT’S DANCE, OR WHETHER IT’S A WRITTEN TEXT. THERE’S A SENSE OF ENTHUSIASM AND WILLINGNESS TO WORK WITH [THE ARTS.] MR. JOHNSTON you don’t really have the time to process and remember them, so it’s important that in the moment you know exactly what you’re going to do. It’s a different way of memorization, but that also applies to school, where my memorization is a lot faster. It’s really just the practice of memorization that allows me to be a lot faster in my classes.”

Ouporov is not alone in his attempt to blend his artistic and academic classes. Students in visual classes utilize art supplies while taking notes during lectures. In fact, visual dean Lacey Van Reeth integrates recollective drawing into her AP Art History class. Students draw the artwork they learn about in order to stimulate both sides of their brains.

“You learn by four ways,” Ms. Van Reeth said.

“There’s visual learners, there’s auditory learners, there’s reading and writing, and there’s kinesthetic.

To really make something stick, learning-wise, you have to use at least two of those things. We’re just inundated with a visual culture; everything around us is visual, so the reason I employ drawing is because it helps you know details you otherwise might miss. It helps further engage their knack for seeing those details. It’s always going to help content stick better.”

Ms. Van Reeth’s tactile approach to learning is one of many artistic integrations that exists in Dreyfoos’ classrooms. The arts are also prompting complex thinking in English classes.

“Mr. Johnston, my English teacher, has incorporated the arts in a variety of methods,” Ouporov said. “He is taking us to the art show; he’s incorpo-

rated the use of visual rhetoric as part of our learning.”

Mr. Johnston’s integration of the arts into his lesson plans is a far different approach from teaching out of a textbook. By employing artistic creativity as an academic tool, he is applying multiple levels of learning. In turn, students are inclined to make academic connections by using the arts as a stepping stone.

“Right now we’re working with the summer work in Building 9 at the Visual Digital Media Summer Show,” Mr. Johnston said. “I like to bring my students down, so they have a tactile sense of appreciating the discipline that others work with. Sometimes we don’t see them, sitting in classes of 35 students.

I’m having students synthesize two pieces of their choosing and compare and contrast those. I added a twist to it, where they have to be able to find an idea [in the work] that can evolve into the central argument. It’s a synthesizing process.”

Teaching alongside the arts allows students to develop a creative lens, as well as construct creative thought. Beyond the scientific reasoning behind a crafty classroom, interlacing textbooks and talent develops students’ minds in an environment that they are used to.

“It’s all connected to me, whether it’s dance, or whether it’s a written text,” Mr. Johnston said.

“My sense is that there’s a sense of enthusiasm and willingness to work with [the arts]. You find value in being here, and I want students to want to be here, so that’s my way of trying to encourage that.”

BY SASHA MONACO

Photo illustration by Carleigh Dickinson Watercolor by Gillian Dickinson Graphic by Sasha Monaco

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HEALTHY COMPETITION

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etting into Dreyfoos is a big moment for many students. However, rigorous academic courses and arts classes inevitably cause competition. The question as to whether competition in the arts is healthy or destructive is up to each individual student.

Competition is human nature, something not many people can escape in a rigorous academic and artistic climate. Whether someone is applying for colleges, auditioning for roles or simply participating in class, competition runs high.

“I think that Dreyfoos is the most competitive school in all of Palm Beach County, being that if you’re here, you wanted to audition and become better at your craft or your major,” dance sophomore Emma McCue said. “I think that everyone’s always wanting to get better and always wanting to beat others.”

While competition is evident at Dreyfoos, the question still stands as to whether or not the school’s environment stimulates progress or criticism. The difference between the two is whether a student will grow or become discouraged through competition.

“I think the competition at Dreyfoos is very healthy because it makes you always on top of things and it makes you try your hardest, and that’s what you’re trying to do,” communications sophomore Josh Kenny said. “You’re trying to get involved in your major as much as you can.”

Healthy competition can nurture an attitude of growth and actually benefit the students to do their best and give them a drive to accomplish their goals. According to the Institute of Competition Sciences, competition fosters a routine for

DESTRUCTIVE RIVALRY

practice and inspires a growth mentality in students. Therefore, students build off of what they learn from competing against others.

“I think building each other up is a positive to competition,” theatre junior Maya Mays said. “We get better as we get more competitive with each other.”

However, unhealthy competitiveness can lead to some negative outcomes. If students aren’t careful, it can hurt relationships and stunt growth. John Shindler, author of “Transformative Classroom Management,” states that competition “incites the need to prove adequacy relative to others” and that “students are motivated to perform … to avoid the pain of feeling inadequate and inferior.” As long as students are using competition in a constructive way, then they will be less likely to fall into negative mindsets.

“Even though we’re competing against each other, I feel like we’re also friends with each other,” Kenny said. “We can get advice from each other, and it’ll make us the best person we can be.”

Many students agree it’s important that they stick together, help each other grow through critiquing, and encourage instead of criticize. For example, students like Kenny give constructive feedback during speech class.

“I think people can get really into it and get competitive, but some people can have more fun with it,” theatre senior Maura Wilson said. “I feel like if you’re less competitive, then you’re going to have more fun and improve more.”

Beside growing from interactions with peers, many students find that they become more successful in competition when it comes to getting help from teachers and taking advantage of professional instruction. Teachers are always there to give ad-

YOU’RE ALWAYS GOING TO BE ON TOP OF YOUR GAME IF YOU HAVE COMPETITION. JOSH KENNY

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I THINK BUILDING EACH OTHER UP IS A POSITIVE TO COMPETITION; WE GET BETTER AS WE GET MORE COMPETITIVE WITH EACH OTHER. MAYA MAYS

BY SASHA SMITH

PROVIDE

FEEDBACK

INCREASE PERSEVERANCE

COMPETITION CAN:

DIMINISH TEAM MORALE

vice, from theatre rehearsals in Meyer Hall to art workshops in Building 9.

“The teachers really help you get techniques that you could hone into,” Wilson said. “You gain the respect of your teacher and they can help you.”

Beside teacher-student relationships, peer relationships are also heavily affected by competition. An environment where everyone is working close together makes artistic interaction and peer competition inevitable. This can sometimes break up relationships if students let competition get in the way of their connections with those around them. Sometimes, competition can cause people to go out of their way to do anything to get to the top, even if it means making a relationship toxic.

“Some people can get overly competitive or unhealthy in their competition, and friendships could be strained,” Mays said. “People won’t talk to each other because they get angry at each other, and I think that’s a big negative.”

On the other hand, peer interactions and competition could cultivate positive outcomes when students use the right attitudes and act accordingly. Helpful feedback, support, and advice can aid in the growth of each student in their art.

“Ultimately, [competition] affects you positively because you know that you’re growing,” McCue said. “Altogether, it makes you a stronger and happier group of people.”

Competition at Dreyfoos, to the majority of students, is not about being the best but about being better than they were when they began. This shows improvement, and that is what students go to school to achieve.

“You’re always going to be on top of your game if you have competition,” Kenny said. “ You’ll never be the best, but [competition] will make you try to be the hardest worker.”

All in all, competition in the arts, whether seen as a rivalry or not, helps everyone strive for their goals and self-improvement. Everyone comes to Dreyfoos with certain goals set for themselves, and the four years they have is their chance to reach those goals.

“I know that I’m trying as hard as I can and that, in the end, I’m eventually going to reach my goals,” McCue said. “Even if it might not be today or tomorrow, being how hard I’m working, I’m eventually going to get there.”

CAUSE ANXIETY

Photos by Rachel Jeune Graphics by Lily Gumbinner and Sasha Monaco

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UNGLORIFIED GOLDEN AGE 41

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THEATRE THROWS BACK TO THE ‘50S FOR RENDITION OF “CRY-BABY: THE MUSICAL”

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& Photo illustration by Carleigh Dickinson

nother rebellious teen comedy is in the works to take audiences back to the ‘50s Golden Age in the theatre department’s fall musical, “Cry-Baby: The Musical”. The Tony-nominated Broadway musical, based on John Walter’s 1990 film, tells the story of one of the coolest boys from Baltimore who is devoted to truth, justice, and rock ‘n’ roll.

The lead roles are taken on by theatre senior Mason Taylor and theatre junior Jade Huber. Huber plays the role of Allison, an outgoing and intelligent girl who is struggling for freedom to be with her star-crossed lover, Wade Walker, better known as "Cry-Baby." Taylor plays the role of Walker, a bad boy with a vulnerable side. He has adapted his life away from the stage to develop habits similar to his character so as to better convince the audience once the curtain rises, a tactic called method acting.

“I have had to study a lot about the 1950's,” Taylor said.

“I have done everything I possibly could to at least prepare myself in the mindset for this character. I have to try to get a basis of what the character does, what he likes to eat, what he likes to listen to. It’s all very specific on the actions and choices I make as an actor.”

Taylor describes these outside adaptations as a struggle, especially when he must make choices as an actor to find out what his character would want to do in certain situations. On the other hand, rather than matching herself to the character, Huber finds success in matching the character to herself.

“I find a lot of myself in this role because it allows me to indulge that side of myself that is usually a little bit dorky,” Huber said. “I try to add as much of myself to this character as I can because the more me I add, the more Allison she becomes.”

To the actors, it is about keeping things fresh in rehearsals and making new choices.

“Because this character is so me, sometimes I don’t know what to do,” Huber said. “I have to push myself and tell myself that it’s okay to make a new choice on stage, and since everyone is in that realm too, I have to let myself be vulnerable in front of other people and [do] things that I have never done before. It’s all about new experiences.”

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The onstage presentation displays only a small percentage of the talent who attend rehearsal from 4:15 p.m. to 7:30 p.m. nearly every day after school. Various crews from every aspect of the department team up, all facing different challenges perfecting their talents for the big stage.“We work together every day to build the set, to make sure all of the pieces fit together, and to make sure everything we had planned actually works.

There is a lot of research that goes into it,” theatre senior and set designer Maura Wilson said.

Wilson oversees various departments backstage, working closely with build crew. Her job is to make sure their original ideas are carried out effectively.

“I like working on musicals because it is a big collaborative show,” theatre sophomore and head of build crew Emma Troast said.

Emma Troast took on this role for “Cry-Baby: The Musical” alongside her older sister, theatre senior Olivia Troast, who is the production stage manager. They work backstage to perfect what the audience expects: a complex, unique set to fit the story and support the actors.

“A lot of people don’t understand what it takes to be backstage,” theatre sophomore Grace Johansson said.

Johansson is one of the many people on light crew, spending hours designing, setting up and ensuring the stage lighting is just right.

“Backstage, you have to be knowledgeable in what you are doing, you have to be able to work fast and think fast, and work as a team,” Johansson said.

Teamwork becomes necessary to pull off such a production, with a cast and crew of nearly 150 people.

“When you are backstage, you have to remember that you can’t be doing something by yourself.”

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Johansson said. “You can’t lift an entire flat by yourself.

You need to use communication to work together and accomplish your end goal.”

The show makes it seem as if the ‘50s were a perfect time, though in reality, it was far from that. Theatre sophomore Dillon Cavanagh, a member of the ensemble and understudy for the character Baldwin Blandish, describes the show as “a joke, and intentionally so.”

“People constantly talk about how the ‘50s are like the golden age, [and how] everything is perfect, but there was racism, and sexism, and everybody hates everybody,” Cavanagh said. “It brings light to the fact that we go and stick to the promotional. We tell these ideas of racism and sexism [and how it] appears to be coming back. Some people think it’s an issue, some people don’t.”

Despite this, Dreyfoos hopes to make “Cry-Baby: The Musical” unique, fun, and entertaining, while also serving as a valid representation of all the work that goes into bringing to life such a large scale production.

“Musicals are great because they are something that everyone can enjoy, especially students at Dreyfoos, because there is dancing, music, and [they] incorporate a lot of art.” Troast said.

Dreyfoos takes this coming-of-age story to Meyer Hall during the last weekend of October and the first weekend of November to showcase the wide variety of talent that the theatre department encompasses.

“It’s not about how many people buy tickets,” Huber said. “It’s about presenting something that you are proud of. No matter if you get recognition or not, [it’s about] enjoying it and being in a different world. You do it because you love it, and not because of the things you gain from it.”

BY ADAM GOLDSTICK

Theatre junior Tamera Tysinger paints the set of “Cry-Baby :The Musical," assisting in the creation of multiple pieces to set the scene. During the 2017-2018 season, the theatre department reported using 43 gallons of paint. “For the set of [Cry-Baby: The Musical], we just had to make sure that it was able to be fit for multiple scenes,” said Build Crew Head and theatre sophomore Emma Troast. “Since it’s a musical, it takes place in a lot of different locations, so one side of it is going to be the country club where they hang out, and then the other side is the streets of Baltimore.”

Photos by Haley Johnston Graphics by Carleigh Dickinson

Communications freshman Erin Hoffman uses a miter saw to cut a piece of metal for the “Cry-Baby: The Musical” set. On Build Crew, 127 students put in a total of 85 hours of work each, which is necessary for the quality of the production. The 2017–2018 season saw an estimated 14,893 hours of work put into building scenery for past productions, with numbers rivaling those for the current year, resulting in a total of three tons of materials.

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Photo illustration by Haley Johnston

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MASON TAYLOR A NEW BEGINNING

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panic set in as angry flames devoured the room, grabbing ahold of anything they could, including clothes, pictures, and furniture. All his things lay claim to the blaze’s deadly touch, and everything within its path turned to ashes. Blazing heat singed his skin as black smoke billowed through the apartment. On July 20, at 2:34 p.m., firefighters responded to a call regarding a house fire, but did not arrive until it was too late. All of theatre senior Mason Taylor’s possessions and valuables were gone.

According to firefighters, an electrical malfunction caused a live wire to spark and set Taylor’s home ablaze. Taylor rushed out of the family apartment, his two dogs in his arms and younger brothers by his side. When he ventured into the house once again, he found his home and memories destroyed.

“I [tried] to put the fire out. It was horrifying. All of our memories gone, just like that,” Taylor said. “I [could] see them melting. There [was] not enough fire extinguisher fluid inside the extinguisher. My lungs [were] filled up with smoke, and I [couldn’t] breathe. I [ran] back outside.

I [tried] to warn everybody to get out of the building, and then I just sat down.”

After escaping the house fire, Taylor and his family were left with virtually nothing, aside from the clothes on their backs and their pets.

Moving forward, Taylor has reflected on the aspects of life he previously took for granted, and shifted toward making his new beginning.

“The first thing I was happy about ever since [the fire] happened was having a toothbrush again. I didn’t have a toothbrush for two weeks,” Taylor said. "When I finally got one it was amazing. I looked at it and I was like, ‘Wow, I took so many things for granted.’ I felt too selfish. I stay closed to myself. I didn’t talk to anybody. I didn’t do anything. I couldn’t even express to my mom until a few days ago [when] we finally amended what we had from before.”

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of Development Kimberly Ramia said. “We were able to provide some much needed essentials to help Mason get back into the swing of things. At times like these, help may present itself in many forms. Friends, family and teachers can become an irreplaceable support system when incidents like these happen. So being there for him is really the best place to start.”

The fire was a setback, but Taylor’s resilience has aided him in starting senior year. Emotional vulnerability has encouraged Taylor to immerse himself in his art area. The fire has given an incentive for Taylor to channel his personal experience in performances and auditions.

“I want to take what is given to me and I want to apply it to myself. I want to get stronger because this has made me so vulnerable,” Taylor said. “Theatre is one of the biggest things in my life. It is one of my biggest passions. Vulnerability is

Despite core and is what you need to access all of your emotions put the load that them into expression.”

Since the fire, Taylor’s family has moved into a new comes with senior apartment, with various amenities provided by the support year, family remains one of Taylor’s top priorities. Taylor I WANT TO TAKE WHAT IS GIVEN TO ME AND spends his time at home caring for his younger brothers, 11-year-old Joseph, and 9-year-old Gabriel, while I WANT TO APPLY IT TO MYSELF...VULNERAhis mother works.

BILITY IS CORE AND IS WHAT YOU NEED TO “It’s very hard because the fire isn’t the only thing that I’m going through right now. I don’t have time to just do work. I ACCESS ALL OF YOUR EMOTIONS PUT THEM have to take care of my kids,” Taylor said. “Not my kids, but my little brothers, Joseph and Gabriel. They’re the joys of my INTO EXPRESSION. heart, I love them. They are my children. I’ve been helping MASON TAYLOR them out a lot at school and I’ve been doing a lot of like of his community. The most notable change in his life has clubs with them.” been other’s attitudes towards him. Taylor plans to use these Many people have since come together to help Taylor attitudes and everything that has come from the house fire rebuild his life and home. According to Taylor, guidance secwith a positive outlook on his new beginning. retary Naomi Wagner has gone “beyond the call of duty” by “Don’t treat me like I’m less than I am. Some people have “asking for donations and dropping things off.” The School been doing that, but other people have been the realest peoof the Arts Foundation (SOAFI) has also donated various ple and they’ve been embracing me and helping me, not just supplies such as gift cards, food, and clothes to Taylor and pushing me to the side,” Taylor said. “I want to do something his family, working with the school to get him focused on different every day, and I want to do something that I can graduation. make mine every day. We’re so thankful that we’re in a better “As soon as we knew about what Mason and his famiplace now. I actually have my own room for the first time in ly were going through, we reached out to see if there was 15 years, you know, and that makes me happy.” anything the Foundation may do to help,” SOAFI Director

Burnt debris and insulation litter Taylor’s living room after a house fire destroyed his personal belongings on July 20, primarily affecting his porch.

Photo courtesy of Mason Taylor

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BY CARLEIGH DICKINSON AND ANAMARIA NAVARRETE

What you

PLANT now, you will HARVEST later. - Og Mandino

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isual sophomore Josh Cirene’s art was recognized by the musicians Ayo and Teo in 2017. The musicians promoted a contest on their Instagram page, looking for a visual artist to design the album cover for their song, “Rolex.” Cirene submitted various pieces he drew through a digital paint app by sending the art via direct message. Soon after, the artists reposted his work, announcing that he had won. The song went platinum, showcasing Cirene’s work to over 1 million people. Cirene had an art account on Instagram (@jj.toonz_), but he has since decided to focus on creating artwork on his own terms, inspired by the life around him.

SA W FO HE US R A N I’M FR UA NO W SA OM LLY THE OR M M CO R A KIN M YM M R G AZ IN ES TIS ZA D M T, OR IT RI .

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arious artists have noticed visual junior Sam Mazzarino’s designs. In May, he started an Instagram page for his clothing line titled Reeno (@reenostus). Since starting the account, Mazzarino has utilized it to showcase his art, posting several times each week. Singer and songwriter Billie Eilish was the first celebrity to recognize his art when his fans tagged her on a portrait he drew.

Eilish took notice of the art and had her manager contact Mazzarino for inquiries about collaborating on merchandise. Mazzarino’s portrait of Eilish is now featured on t-shirts sold on her merchandise page, www. billieeilishmerch.com. Since then, various other public figures have noticed his art, including filmmaker Joy Divizn for Revenge Skate Team, designers Slumpy Kev and Bloody Osiris, and rapper Travis Scott. Mazzarino has no current plans on collaborating with artists, but he collects commissions and continues to sell clothing featuring his art.

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THE

COMEBACK CUBE I n 1982, The New York Times declared that the Rubik’s Cube was dead. Thirty-six years later, tens of thousands of people who solve the cube at rapid speeds—otherwise known as speedcubers—vie for records in competitions worldwide. Countless more engage in speedcubing privately, as a hobby. Once just a token of 1980's nostalgia, the Rubik’s Cube is making a silent comeback, including among the students at Dreyfoos.

After roughly two years of global success upon the Rubik’s Cube’s release in 1980, the puzzle quickly fell out of vogue. By 1982, the trend had dwindled to an all-time low, according to The New York Times. But, starting in the mid2000s, YouTube how-to videos that explained

time,” keyboard sophomore Ethan Cheung said.

“If you want to [solve the cube] fastest, start with F2L.” Many who compete at the global level have lives revolving around speedcubing. Famous names, like Feliks Zemdegs and Max Park, two of the world’s fastest speedcubers, attract lines for their autographs. While big-name speedcubers often get sponsorships worth thousands of dollars, Dreyfoos students’ lives are changed in more subtle ways.

“It’s given me a little confidence because … [of ] that sense that it’s an impossible thing that I can do,” Zaremba said. “It kind of makes me feel better about myself when I solve them.”

Along with being a party trick, speedcubing allows its participants THERE’S NO EXPECTATION OF YOU. YOU to zoom in and think JUMP IN AND YOU WORK AT YOUR OWN beyond the current moment, all at the same PACE. THERE’S NO PREREQUISITE...IT’S FOR time. It trains the brain to be multidimensional, ANYONE. even when one thing CHRISTIAN STEPHENS demands all of its attenhow to solve the cube and World Cube Association. tion (WCA) competitions catapulted its resur“Speedcubing actually allowed me to focus gence. Countless movies, including “Snowden,” more on specific details in addition to looking “Wall-E,” and “The Pursuit of Happiness” ahead,” Cheung said, “Not just looking at one portray the cube as a test of one’s intelligence, point of view but also into the future, [and at] but the reality is different. what I could do to make [the cube] better.”

“Most people still think [the Rubik’s Cube] is Besides academic and artistic competition, really hard to do, but the people that can solve speedcubing serves as another platform them, I think they realize that … you don’t of friendly contest. have to be smart to solve a Rubik’s Cube,” visual “Friends just keep motivating me to want to senior Nina Zaremba said. “It’s just memorizing push myself and get faster,” Cheung said. “We the movements.” keep wanting to overpower each other.”

The cube itself is made up of 26 pieces rotatMore than 24,000 speedcubers competed ofing around a center. Even with only three layers ficially in 2017, according to the WCA. Beyond and six colors, the cube has over 43 quintillion the competition, an innumerable community of arrangements, according to The New York Times. unseen speedcubers, including many of Dreyfoos Most begin solving the cube using the beginner’s students, hone down their solving times method, but more advanced solvers use the first in private. two layers method (F2L), which solves the first “[The Rubik’s Cube] is not as hard as you and second layers together and is part of a greater think it may be,” theatre junior Christian Steprocess: cross, first two layers, orient last layer, phens said. “There’s no expectation of you. You and permute last layer (CFOP). jump in and you work at your own pace. There’s “Beginner’s method is solving the bottom first no prerequisite ... It’s for anyone. All you have to ... then the second layer, which takes too much do is put in the time and you’ll be able to do it.”

BY GEORGE WU

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THE RESURGENCE OF SPEEDCUBING

Graphic by Katherine McNamara Photo by Sydney Webb

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Supporting students for over 35 years Boca Raton

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Photo illustrations by Isabella Weiss

Visual senior Nina Zaremba races to beat the clock and her competitors. As she stretches her arms farther to accelerate her strides, her team’s cheers drown out all of the stress from honor societies, art shows, clubs, and community service. When she’s out of the pool, Zaremba works to balance her many responsibilities. After her daily activities, Zaremba, the second-year swim captain selected objects to represent her involvement.

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“I’VE ALWAYS HAD A PROBLEM WITH BODY IMAGE, SO EXERCISE IS IMPORTANT TO ME TO HELP STABILIZE MY LIFE AND KEEP MY PHYSICAL AND MENTAL HEALTH IN EQUILIBRIUM. I STARTED [YOGA] BECAUSE I THOUGHT, ‘COOL, I GET TO DO COOL POSES,’ BUT IT ENDED UP BEING SO MUCH MORE THAN THAT.”

“I’VE HAD THE SAME SWIMSUIT FOR ALL FOUR YEARS OF BEING ON THE SWIM TEAM. [SWIM] IS A BIG PART OF MY DREYFOOS EXPERIENCE. I’VE LEARNED HOW TO BE PATIENT BECAUSE I’VE BEEN CAPTAIN FOR TWO YEARS.”

“SEEING MY WATER BOTTLE THROUGHOUT THE DAY IS A REMINDER THAT I NEED TO STAY HEALTHY. MY FAVORITE STICKER [ON IT] SAYS ‘KEEP EARTH WILD’ IN THE SHAPE OF A WATER DROP. I WANT TO BE AN ENVIRONMENTAL CONSERVATION ACTIVIST, SO THAT STICKER REPRESENTS MY BELIEFS.”

“I PUT A LOT OF MY IDEAS IN [MY SKETCHBOOK]. I USE MY ART TO EXPRESS MYSELF, BUT MOST OFTEN, THE THINGS THAT I DON’T TALK TO PEOPLE ABOUT, I PUT INTO MY ART, SO MY SKETCHBOOK IS ALSO THERAPEUTIC.”

“MY MOM USED TO MAKE REALLY FUNKY EARRINGS, SO I STARTED WEARING THEM. NOW, I HAVE A COLLECTION OF 30+ EARRINGS. EVERY MORNING, I GO THROUGH A RITUAL OF LOOKING AT MY EARRINGS AND CHOOSING WHICH ONES I’M DRAWN TO. I USUALLY MATCH [MY OUTFIT] TO A CERTAIN PAIR.”

“I HAVE AN OLD-FASHIONED WATCH. I ALWAYS FEEL NAKED WITHOUT IT ON BECAUSE I NEVER KNOW WHAT TIME IT IS. MY PLANNER IS WHERE I WRITE DOWN ALL OF MY SCHOOL ASSIGNMENTS, AND ART PIECES THAT I HAVE DUE.”

“I’VE VOLUNTEERED AT THE JUPITER INLET LIGHTHOUSE FOR THE PAST TWO YEARS. I NEVER THOUGHT I WAS GOING TO BE [GIVING] TOURS BECAUSE I’M NOT GOOD AT SPEAKING TO PEOPLE. THIS SUMMER, I GOT AN INTERNSHIP AND I REALLY LIKE HISTORY, SO I TRIED [GIVING] TOURS, [WHICH] CHANGED MY LIFE AND CHANGED MY CONFIDENCE.”

“I MAINLY USE [MY LAPTOP] FOR NATIONAL HISTORY HONOR SOCIETY, WHICH I’M THE PRESIDENT OF. EVERYTHING WE USE TO ORGANIZE THE SOCIETY IS ON GOOGLE DRIVE. IT KEEPS ME ORGANIZED.”

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NO SHOT:

s students enter the gym for Club Rush every year, there are always new faces representing fresh ideas for clubs. But one thing has been consistent through the years: the lack of a lacrosse club. This is not because there is no motivation to start one. Visual sophomore Julia Lachowicz would know. She has been involved with lacrosse for four years, having recently joined a travel league. She decided to bring her passion to school through a club proposal that was promptly denied.

“This was the first year that I asked about creating a club, let alone a physical [activity] club. The response was definitely not positive,” Lachowicz said. “[Administration] told me physical [activity] clubs were not allowed and that we didn’t have the time for them.”

Before bringing the idea for a lacrosse club to potential sponsors, athletic director Rob Long, and administration, Lachowicz carefully created a plan for the activities of the club. Her plans involved utilizing the campus to play lacrosse with students who signed up.

“If I were allowed to create a lacrosse club, I would gather as many people as possible to meet up and do some drills,” Lachowicz said. “Not only would

it be great to meet some new people, but the members would also be learning about the sport from practicing.”

For Lachowicz and others who try to start physical [activity] clubs, they are often turned down by administration.

This is not a result of administration being

intentionally discouraging, but rather, it is their obligation to abide by school district policies. These policies must be enforced for legal purposes.

“I have had to turn down all of the physical [activity] clubs that have come to me: yoga, fencing, lacrosse, cheerleading, skateboarding, surfing—all of them,” Assistant Principal George Miller said.

“Pretty much anything with physicality has to be denied since intricacies of coaching and first aid are our main concerns.”

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Despite the legal stance administration takes on clubs that require physical work, some students have found loopholes and still have physical clubs. Skate Club, Sailing Club, and Running Club have all had founders who came to the administration with a different approach.

“It was how we worded our answers for starting a club that allowed us to start one. We stated that there would be no skating on campus,” co-founder of Skate Club and visual sophomore Kailyn Bryant said. “I believe including this helped because I know that you can get in serious trouble due to possible injuries and it gave [administration] a better understanding.”

Clubs like Skate Club are no different than lacrosse in terms of physicality. Instead, founders of the clubs have found ways to get

HIGHLY DEMANDED DREYFOOS LACROSSE CLUB WILL NEVER EXIST UNLESS FOUNDERS DECIDE ON A CHANGE OF PLANS

around the school’s policies, figuring out how to hold meetings in a way that is allowed.

“You can have anything; there are just boundaries. At school, you can show movies of it, show a game on a TV, or do a lesson, but you cannot go out and demonstrate or play,” Mr. Miller said.

“Students wouldn’t be allowed to bring the equipment that is required. They can’t play catch during lunchtime because someone could get hurt.”

Lachowicz is aware of the stance that administration takes, and their proposals to make accommodations for the allowance of the club. Despite this, she will not be continuing in her pursuits of bringing this idea to life due to the stress of trying to make it work.

Lachowicz has had a specific goal in mind for the club from the start, and having to compromise that goal with playing off campus is not an option for her.

“One of the reasons I wanted to start a lacrosse club was because some students don’t have the money or time to play on a [recreational] or travel team outside of school,” Lachowicz said. “Some students’ parents also aren’t home in time to bring them to practice.”

With this goal in mind, Lachowicz has acknowledged the rigorous academic workload of many students and figured that playing at school would compensate for this. However, some students have expressed enough interest in the club that they would still participate even with their other commitments.

“If enough people were interested in a lacrosse club, it should definitely be an option at school,” communications

freshman Colin McGivney said. “I joined Sailing Club and First Priority, but I probably would have joined a lacrosse club too if it were an option.”

Of the 68 clubs that were approved this year and the many more that are to come in the future, each is fueled by passion. For the students who create them, bringing clubs to school and exposing their fellow students to them helps to further that passion. As for Lachowicz, she may not be creating the club, but her passion prevails as she continues to play the sport and hope for a better future for it at Dreyfoos.

“People create clubs because they are passionate about something,” Lachowicz said. “I wanted to create a lacrosse club because I wanted other students to enjoy it as much as I do and be able to experience it. I hope that someone will try to start a lacrosse club in the future.”

BY LILLY RANDOLPH

I WANTED TO START A LACROSSE CLUB BECAUSE I WANTED OTHER STUDENTS TO LOVE IT AND ENJOY IT AS MUCH AS I DO. I WANTED THEM TO HAVE THE EXPERIENCE. JULIA LACHOWICZ Photo illustration by Morgan Neiner

themuseatdreyfoos.com | SPORTS

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NO STADIUM, DREYFOOS FACES THE PROBLEM OF NOT HAVING A STADIUM, BUT ATHLETES AREN’T THE ONLY STUDENTS BEING AFFECTED

BY TARYN REAGAN Photo illustration by Morgan Neiner

57

SECTION | themuseatdreyfoos.com

NO PROBLEM?

themuseatdreyfoos.com | SPORTS

58

E

ar-piercing cheers echo off players’ helmets, bouncing back toward fans as their screams grow louder. The sound surrounds the players with a sense of security as friendly faces and strangers shout out support. The only break in the underlying metallic rumble of the stadium is an announcement that the other team has won the ball. In its longest moments, the quiet of the stadium could be considered a brief pause. At Dreyfoos, this brief pause is everlasting. The lack of a stadium and corresponding school spirit for outdoor sports has affected our school since its founding, but the desire for these athletic facilities is still present in the current student body.

the ‘Dreyfoos is bad at sports’ stereotype is unknown. But, other schools may have an advantage that separates us on the scoreboards: home games.

Although home games are not proven to affect a player's skill level, players know the ins and outs of their schools' field from repetitive use. However, according to Simply Psychology, home games are often successful because of how they boost morale. In a study of the effect of peer influence, psychologists found that social facilitation can lead to improved skills.

“Social facilitation can be defined as ‘an improvement in performance produced by the mere presence of others,’” Simply Psychology states. In relation to sports, the presence of peers cheering the student athletes on from the stadium, could “facilitate subjects performance.” Overall, with the cooperation of loyal fans, Dreyfoos’ Current students can picture a new stadium in all of its "normal athletes could push past the negative reputation and build a favorable rumor for other schools to spread. high school" glory, but even if the administration were to approve Both watchers and players benefit from a stadium incorporated the construction project, they legally could not build one where the current field is located. “[Twin Lakes], the school before it became Dreyfoos, had no Meyer Hall, which is where the football field, track, and stadium were located,” Assistant Principal George Miller said. “There is no room to put a legally sized field without building into Iris [St.] and S. Tamarind [Ave.], which we cannot do.”

Even though the thought of a stadium has always been foreign to students, many student athletes, as well as sports enthusiasts, in the school wish they could have experienced the atmosphere that into their school life. There is a certain environment that school accompanies the field. After three years at Seminole Ridge Community High School, recent transfer and digital media senior Ethan sporting events create, which could fill the emptiness that is present in Dreyfoos athletics.

Engh misses his former school’s stadium. “[Stadiums] really serve as unifying areas for students, regardless “I miss the excitement and feeling of community you would get of who you are,” visual senior Njari Anderson said. “On-campus when going to a football game with your friends,” Engh said. “I areas for sports provide schools with an area to [get] rid of animosiknow that Dreyfoos has many great sports teams, but you don’t feel ty.

Win or lose, athlete or spectator, we are one in all the same when the same level of excitement as you would at my old school.” it comes to supporting our Jaguars.”

The lack of enthusiasm for sports is not centered around the unwillingness of people to go to games, but rather the lack of a stadium, which would create the opportunity for home games.

“I think having more home games would bring people out,” theatre senior Thea Celey said. “I have been to games at [other high schools] and the turnout is huge, with lots of school spirit. From what I understand, our sports are decent. We just need more exciteTHE NATIONAL FEDERATION OF ment behind them.”

PAST AND PRESENT

[STADIUMS] REALLY SERVE AS UNIFYING AREAS FOR STUDENTS, REGARDLESS OF WHO YOU ARE. NJARI ANDERSON

A STUDY BY

SCHOOL SPIRIT

Even though Dreyfoos is considered a model school for school spirit, with our viral pep rally videos and Instagram-famous Spirit Week dress-up days, sports still receive little to no attention from the students. Without nurture, the athletic department cannot flourish, as those of many other high schools currently do. However, the lack of team spirit for sports does not only affect the athletes.

“I think the presence of a stadium makes the games more intense and seem more valuable,” third-year soccer team member and vocal senior Laura Santamaria said. “It would bring a bigger school spirit to Dreyfoos and help students remember that although Dreyfoos is an arts school, we can still have that traditional high school experience.”

It may stem from the consistent losing streak, but the origin of 59

SPORTS | themuseatdreyfoos.com

STATE HIGH SCHOOL ASSOCIATIONS FOUND THAT ENHANCED LEVELS OF SCHOOL SPIRIT CAN ALLOW STUDENTS TO :

perform better academically be more socially engaged be happier overall

Grap hic

s by J ennif

er Jia

TH

WOULD YOU SURVIVE A

HORROR MOVIE?

YOU ARE HOME ALONE AND YOU HEAR A SOUND. YOU...

CALL THE POLICE IMMEDIATELY!

CHECK IT OUT, OF COURSE!

YOU SEE THE SHADOW OF AN UNFAMILIAR FIGURE...

THE PHONE LINE WENT DEAD AND NOW SOMEONE KNOWS YOU’RE IN THE HOUSE...

YOU ARM YOURSELF WITH A KITCHEN KNIFE, PROTECTING YOUR HOME!

HOP IN YOUR CAR AND SPEED AWAY!

YOU REACH YOUR CAR AND SEE YOUR NEIGHBOR...

GET OUT IMMEDIATELY!

IT’S TOO LATE! THE KILLER IS INSIDE YOUR HOME!

YOU SURVIVED! FOR TONIGHT AT LEAST...

ASK YOUR NEIGHBOR FOR HELP!

YOU SCREAM FOR HELP!

UH-OH! IT TURNS OUT YOUR NEIGHBOR IS THE KILLER...

YOU DECIDE TO HIDE UNTIL THEY GO AWAY...

BY DANIELA ESQUENAZI CONTRIBUTOR: CARLEIGH DICKINSON Graphics by Chloe Girod

THE MUSE WOULD LIKE TO THANK OUR GENEROUS UNDERWRITERS: MR. & MRS. RALPH GUILD, MR. & MRS. ROBERT FESSLER, MR. & MRS. DON SILPE

EDITORIAL POLICY ABOUT US The Muse is a student publication produced by Journalism IV, V, and VI classes at A.W. Dreyfoos School of the Arts. Opinion is limited to editorials, columns, and reviews. We welcome and will print letters to the editors, which should be submitted to the Pressroom (1-102) or submitted to themusedsoa@gmail.com. We reserve the right to edit letters for grammar and space restrictions and will publish no letters that are libelous or defamatory to any staff, student, or member of the community. We also accept guest editorials, although we reserve the right to edit or to decline at our discretion. To produce certain content, some sources request anonymity. To establish journalistic integrity, these names will remain anonymous, protecting the identities of the individuals quoted.

This is just an overview of our editorial policy. To view other policies surrounding each aspect of our publication, please visit our website: themuseatdreyfoos.com

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The Muse is a nationally award-winning newsmagazine. The publication has won numerous awards from the National Scholastic Press Association (NSPA) including a Pacemaker in 2004, 2008, 2011, 2012, and 2013. The Muse has won a Silver Crown from the Columbia Scholastic Press Association (CSPA) in 2011 and 2013. The Muse won a CSPA Hybrid Gold Crown award in 2015 and 2018, which recognizes the best print editions and websites in the nation. The Muse has also won the Palm Beach Post General Excellence—Newspaper Award in 2012, 2014, 2016, and 2017. This publication is completely funded by its subscribers, advertisers, and donors. Over 1,400 students and a multitude of subscribers receive copies of the magazine annually. All aspects of the magazine are written and designed by the students. There are 48 staffers, grades 10-12, from the communication arts department and some from other art areas, including cartoonists from the visual department and photographers from the digital media department, who make this publication possible. We would like to thank the School of the Arts Foundation for their continuous support. Your donations are greatly appreciated by this staff.

Thanks to Amanda Cohen for the optional graphic for the Staff Editorial.

Back cover photo illustration by Haley Johnston and Carleigh Dickinson

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