The Muse Volume 16 Issue 2

SENSIBLE SEX ED

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

PAGE 30

THE MEANING OF LIFE 7

THE WAR ON JOURNALISM 15

WINTER BREAK IN WEST PALM BEACH 28

MORE THAN SYMBOLISM 35

ARTS HAS NO AGE 43

FULL CIRCLE 49

BRAIN GAME 55

themuseatdreyfoos.com | SECTION

i

STAFF

CONTENTS

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

OPINION

STAFF EDITORIAL TOMMY MCCABE

PAGE 4

EDITORS STAFFERS DESIGN JOEL SOTO

ONLINE CONTENT ELIZABETH WHITE PRSICILA FERNANDEZ 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 ISABELLA RAMIREZ COVER HEATHER ROLLINS MADDY RUBIN ARTS SASHA MONACO FEATURES ANAMARIA NAVARRETE SPORTS TARYN REAGAN

DESIGN AMANDA COHEN SOFIA GROSSO LILY GUMBINNER MADISON LA ROCQUE 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

NEWS

RED AND DEAD SEBASTIAN FERNANDEZ PAGE 10

CULTURE

WINTER HOROSCOPES ISABELLA RAMIREZ PAGE 18

COVER

Photo illustration by Shelby Rabin

MUSE MEMO

T

his issue has been bananas. From too many even days to the looming Nov. 16 deadline, all of us have felt a little stress around here.

Things are looking up, though, as we wind down to release Issue Two and, in turn, bid farewell to 2018.

2018 will go down in the books for our staff. Bonding through bowling parties, feasts, and coffee breaks, we have all united to support each other even when things get stressful.

The constant love and support of our team has allowed us to take leaps and bounds with our content.

If you want daily Muse content, download our app, “The Muse at DSOA,” which is the best place to find and read the stories of Dreyfoos.

Beyond our app, we also diligently strive to produce the best content on our social media, website, and

SENSIBLE SEX ED HEATHER ROLLINS MADDY RUBIN NIRMIT CHANDAN

YouTube, so check these digital platforms out if you haven’t already!

Now that Issue Two is finally out, we are excited to share the stories in this issue, being that many of the stories directly impact our student community. This includes topics from sexual education, individual spotlights, and our new students, to the meaning of life, toxic masculinity, and if partying is actually good for students. We hope you find Issue 2 to be the bee’s knees!

We also want to wish you a happy holiday season. Between drinking gallons of hot chocolate and finally wearing your favorite sweater, we hope you can appreciate the people and little things in your life. We sure appreciate our The Muse family. See you in the new year, Dreyfoos.

With much love,

&

PAGE 30

ARTS

PRISM JENNIFER JIA PAGE 40

FEATURES

CONSERVATORY CONTROVERSY GEORGE WU PAGE 45

SPORTS

GAME MAP TARYN REAGAN PAGE 52 Photo illustration by Shelby Rabin

When settlement is not feasible, the experience and reputation of the Firm has proven to be ready, willing and able to zealously litigate.

STAFF EDITORIAL

PARTY CULTURE IS DANGEROUS TO YOUTH

Y

our vision is spinning. It’s hard to stand. You’ve lost count of how much you’ve had to drink at this point. It’s the last day of the semester: You deserve this, right? School is more stressful than ever, and maybe this will help take the edge off.

You slowly start to drift into a deep sleep—one that you probably won’t remember getting into—unaware of the fact that the decisions you have made tonight could impact the rest of your life.

It’s common for high school students to party. This could be due to increased pressure from both school and social problems. Especially as college deadlines approach, students are looking for ways to ease stress.

According to the American Psychological Association, “Teens reported that their stress levels during the school year far exceeded what they believe to be healthy (5.8 vs. 3.9 on a 10-point scale) and topped adults’ average reported stress levels (5.8 for teens vs. 5.1 for adults).”

Teens will often look for releases for such stress, one of which is marijuana. The drug is known for evoking relaxing and calming sensations in its users. While there is arguably no definitive research to suggest the extent to which marijuana harms its users, research shows that it can be responsible for halting brain development in the pubescent years.

Whether they realize it or not, teens are harming their bodies in ways that they either don’t understand or don’t want to. In a 2013 study

by Monitoring the Future, 62 percent of surveyed high school seniors reported drinking alcohol in the past year. According to the National Institute of Drug Abuse, research shows that drinking during teen years could interfere with normal brain development and change the brain in ways that could be detrimental to information processing and learning.

Drinking at a young age also increases the risk of developing an alcohol use disorder later in life.

In addition, students who drink regularly are often expected to do so throughout college, where there are constantly problems with hazing and alcohol poisoning. The Washington Post reported that Maxwell Gruver and other pledges had been invited to an event, where they were quizzed on the fraternity and told to drink if they answered incorrectly. He died of alcohol poisoning on Sept. 14 of 2017. Because of this incident, the 10 men responsible were charged with hazing, a misdemeanor that would require expulsion from school and is punishable by up to 30 days in prison.

While a little partying once in a while has its benefits, things can get ugly quickly. If teens really are drinking and smoking to relieve stress, their actions could be increasing their stress levels. If partying is interfering with a student’s ability to learn and think properly, then they will just become more stressed as time progresses. Partying is a temporary fix to a temporary problem—don’t turn it into a life-ending one.

Graphics by Amanda Cohen

CONTRIBUTOR: TOMMY MCCABE

Poll results for the editors on The Muse staff

14 10 IN FAVOR OF THIS STANDPOINT themuseatdreyfoos.com | OPINION

4

A

blank AP Human Geography answer sheet lies in front of you, foreshadowing that the next two hours will consist of eraser shavings and frantically flipping through the test booklet. The stress permeates throughout the room filled with other students just like you. You have been studying all night, scanning through an entire year of notes, yet you can’t remember what in the world an isotherm is. Looking back, you ask yourself, Why? What is the purpose of this, and why do colleges care about it? Why did our education system decide that bubbling in answers is the only way to determine student intelligence?

MONETARY INCENTIVES

In one word, money. According to the Center for Media and Democracy, standardized testing companies have spent over $20 million lobbying, paying, and even hiring politicians. These monetary incentives have enabled sweeping changes at a local, state, and national level to require and administer hundreds of standardized tests.

This trickles down past politicians and into the hands of teachers. Every time a student passes an AP exam, their teacher gets a bonus.

“College Board makes a lot of money. It’s basically a monopoly on standardized tests,” social studies teacher Jeffrey Stohr said. “We get…50 bucks [per passing student], and there’s no limits. If you have 150 students, then you’re making [$7,500].”

Because AP scores can become a substantial part of teachers’ incomes, the test material oftentimes determines what they teach.

“As a teacher, you absolutely have to teach to the test,” said David Statton*, a former Palm Beach County teacher who quit due to his dissatisfaction with the standardized test system. “There’s no way of successfully avoiding it because the administration is going to come down on you if you’re not teaching what they want you to teach.”

CREATING A LACK OF CONFIDENCE

When students work tirelessly to excell in a course and yet still struggle on the exam, the people with the most potential give up, causing our education system to fail.

“Students are not replicants of each other in cookie-cutter fashion like College Board would like to believe,” theatre junior Sawyer Hyatt said. “I got a 4 on the AP World History test, which caused me a lot of stress considering I received straight A’s in that class. I felt unprepared and angry at myself.”

The problem does not always lie in teachers or students, though. “[Standardized test questions] are so convoluted,” Statton* said. “They are meant to trip up the students, and because of that, these kids get terrible test scores back. How is that supposed to help your confidence as far as being a good student?

It’s these tests that set you up to fail.”

FINDING THE BALANCE

A study by the Center on Education Policy showed that increased testing in the last 16 years has led to 71 percent of school districts cutting back on non-tested subjects such as the arts or even collaborative projects in class to spend more time on tested subjects. This leaves a portion of materials that students have a vested interest in learning out of the classroom.

“You’re spending a lot of time teaching kids a skill that is not a life skill,” Mr. Stohr said. “Nobody does a [document-based question] at work; you don’t even have those in college. So, you’re essentially teaching them something specific to College Board, specific to that test that they’ll take once in a four-hour period and never have to do again. Meanwhile, they don’t know who…John F. Kennedy is.”

Audrey Walden, Press Secretary of the Florida Department of Education said, “Effective instruction of the standards should prepare students with the knowledge they need to be successful on the statewide assessments.” She’s right, and that’s all it will ever prepare students for.

Real progress will only occur when standardized tests are eliminated. When schools spend less time on testing, students can spend more time on learning and cultivating their passions. Our education system is supposed to inspire us to our love for learning and help us to succeed in the workforce.

“There’s no creativity coming from the teachers anymore,” Statton* said.“That’s not the teachers’ fault; It’s the system’s fault. And in turn, if we did have that creativity and were able to teach what we want, I feel like students would be more excited about learning.”

HOW DO STANDARDIZED TESTS AFFECT YOU? A

“I quit [teaching because] the school system itself, comprised of the testing system we have and the politics that go into the schools, [is] so horrible,” David Satton* said.

B

“My son is in a private school,” social studies teacher Ross Vening said, “because I didn’t really like...him coming home hating school because he has to read this by this time or do this math problem [in kindergarten].”

C

“Most of the schools I applied to are test optional,” digital media senior Mia Evans said, “I do very poorly under a time crunch and I just do not test well as well.”

BY ASHER MOSS

Photo illustration by Shelby Rabin

*Certain names have been changed to protect privacy

5

OPINION | themuseatdreyfoos.com

themuseatdreyfoos.com | OPINION

6

A STUDENT’S JOURNEY TO FIND MEANING

W

hen we look out at the stars, we see the infinite abyss of space, its vast emptiness with tiny lights illuminating the darkness. We look out and realize how small we are and how insignificant our existence seems to be, but is life really that meaningless, or are we really born into this life with a set meaning to follow?

Chances are, if you can read this, you are a human. As humans, we have an innate drive to discover meaning, according to Psychology Today. Whether its purpose, happiness, or absolutely nothing, we desire to have a clear meaning and definition of what life should mean.

Take the case of the workload of grade school. Teachers give students an amount of work which, from a student’s point of view, can seem endless or pointless. After all, a musician may not think they need to know calculus. This seemingly pointless routine of busy work can cause a feeling of emptiness, which is normal human behavior. This suppresses the human need to search for meaning or substance in life by having things in life pull people down into a feeling of seemingly endless melancholy.

Many people have tried to examine these feelings to make them stop or to make them more understandable for their brains, and some of them have tried to create clever answers to life.

7

OPINION | themuseatdreyfoos.com

One of these people is Albert Camus, who created the philosophy of Absurdism.

The Encyclopedia Britannica tells us that Absurdism is “[a] philosophy based on the belief that the universe is irrational and meaningless and that the search for order brings the individual into conflict with the universe.” This means that the very search for meaning brings us conflict within ourselves.

Let’s go back to our students who are being given a seemingly endless amount of work. If one were to follow Camus’ ideas, then an answer to this absurd universe might not be very savory: suicide.

However, Camus was questioned on his essay, “The Myth of Sisyphus,” in which he discusses the feelings of Sisyphus, an ancient Greek man doomed to roll a rock up a mountain only for it to fall back down over and over again. In response, Camus argued that the action of rolling the rock up the hill is Sisyphus’ meaning, saying, “The struggle itself … is enough to fill a man’s heart. One must imagine Sisyphus happy.” He also explains that “the realization of the absurd does not require suicide, but revolt,” according to New World Encyclopedia.

So what does this mean? Should we just accept that the universe is irrational and let it pass by? As people, our goals and what we believe is our meaning constantly shifts, making one answer not necessarily the right answer. Maybe the true meaning of life is a culmination of things.

Another branch of a philosophy, called Utilitarianism, attempts to answer this question. Utilitarianism, according to Stanford University, is a philosophy of ethics based on how useful any action or object is: If it helps you, it has utility. There are two main branches of Utilitarianism: Act Utilitarianism and Rule Utilitarianism.

According to the Internet Encyclopedia of Philosophy, Act Utilitarianism is the idea that whenever there is a prospective action, one must consider the consequences first to determine whether the action is right or wrong. This means that if you are trying to determine whether you want to order a salad or a pizza on a night out with your friends, you must consider the consequences of eating either the pizza or the salad to make that decision.

On the other hand, Rule Utilitarianism is the idea that an action should be made based on the amount of good it does for others or yourself, according to Stanford University. This goes back to the very famous trolley problem. There is a railroad that splits into two routes. On one, five people you do not know are tied to the rail. On the other, a family member is tied to the rail. You are in control of a lever that will make an incoming train go in one direction, or the other. Which rail do you switch the train onto? If you were a Rule Utilitarian, you would save the five people, because it would be the most amount of good.

One last philosophy, is an “unofficial” idea. It was born out of the mind of a simple human, with no real astounding feats under his belt. The idea is, that the true meaning of life is to leave an impact on those around you. That instead of simply being a human, you should strive to be exemplary in any way possible. That you should strive to have the privilege of being a semicolon in history rather than a period.

Here lies the choice: Do you follow the consequences of actions and become an Act Utilitarian, or do you try to do as much good as possible and become a Rule Utilitarian, or do you choose neither and just accept the idea that there truly is no meaning and life is just absurd? Or are all these philosophies wrong, and you should simply strive to be better. So tell me, which choice did you make?

BY MARK SHTEYMAN Graphic by Rebecca Boss and Chloe Girod

themuseatdreyfoos.com | OPINION

8

3. SOLUTIONS

Supporting students for over 35 years Boca Raton

561-241-1610

Coral Springs

954-510-0600

Palm Beach Gardens

561-626-2662

Wellington

561-333-8882

www.ScoreAtTheTop.com

Weston

954-510-0600

RED TIDE REACHES SOUTH FLORIDA’S COASTLINE

T

RED DEAD

he shores of Palm Beach County have been overwhelmed with visitors, but not of the human kind. In recent months, hundreds of dead sea creatures have washed ashore on local beaches. The cause? An algal bloom so large in size that it has tinted the water and created a devastating red tide.

These red tides, known as harmful algal blooms, HABs, occur when too many microorganisms, such as algae, reproduce to a concentration that is higher than normal, according to the Florida Fish and Wildlife Conservation Commission (FWC). The cause of this overproduction and the implications of the increased presence have had a variety of impacts on affected areas.

BY SEBASTIAN FERNANDEZ Graphic by Chloe Girod

1. CAUSES

AND

The recent HABs on Florida’s western shore has harmed thousands of sea creatures. So, when algae bloomed off of eastern shores, many were confused and concerned about the true source and potential impacts of the issue.

The algae responsible for the recent HABs, Karenia brevis, is naturally occurring. Similar blooms have been documented on Florida’s Gulf Coast since the 1800s. According to FWC, though, the October bloom in the Atlantic was abnormal.

“Red tides on the East Coast are rare and typically of shorter duration than those on the Gulf Coast,” an FWC Commmunity Relations Director Susan Neel said in a news release.

In this case, it is likely that natural currents and water conditions allowed for a perfect storm that moved part of the natural bloom from the Gulf of Mexico to the Atlantic Ocean.

National Geographic reported that once present, the algae prospers as a result of nutrient-rich runoff in the water.

The prevention and resolution of HABs is no easy task, but plans have been laid out to fulfill such an undertaking.

The Environmental Protection Agency claimed that the “most effective preventative measures are those that seek to control anthropogenic influences that promote blooms such as the leaching and runoff of excess nutrients.”

On the governmental level, the path to prevent and to remedy HABs is tangled in politics.

PolitiFact found that Florida Gov. Rick Scott has cut $700 million in funding to Florida’s water management oversight systems that could have taken steps to lessen the effects of HABs, despite arguments from environmentalists.

On an individual level, the Science and Environment Council of Southwest Florida recommends the reduction of stormwater runoff that can carry nutrients by reducing fertilizer use and they promote overall care for the watershed.

“It was disheartening to see all the marine life washed up on shore,” visual junior Jillian Tarini said of her experience with HABs in Florida. “It made it clear that we need to change our water release systems and personal pollution if we want to prevent this from happening.”

2. EFFECTS

Just as there is confusion over their causes, there are subsequent concerns over potential effects of HABs. “I’ve read a lot of data from individuals reporting that they’re having respiratory difficulties and other types of physiological events when being exposed to red tide,” science dean Stephen Anand said.

Such was the case with theatre junior Molly Felsher, who visited a beach in September and experienced conditions symptomatic of the compound released by K. brevis.

“It was a pain, like I needed to cough,” Felsher said. “It felt like something was scratching the back of my throat.”

The effects on marine life are even more drastic. Miami Herald said that the algae can affect the central nervous systems of marine life, causing widespread mortality.

The physiological effects of HABs have a concurrent economic effect as well. Woods Hole Oceanographic Institute found that the HABs in Florida caused an average annual impact loss of $49.3 million on industries. themuseatdreyfoos.com | OPINION

10

Internal Medicine

Associates, P.A.

EVERY STAGE OF LIFE IS ITS OWN JOURNEY

TRACY L. SILPE, CFP®, CRPC® Financial Advisor tracy.silpe@raymondjames.com C 561.603.6606

Financial Planning • Longevity Planning Investment Strategies • Retirement Planning Fixed Income Services

Daniel L. Boss, M.D.

Lia Gilbert, ARNP

Michal S. Wall, M.D.

Michele Shockley, ARNP

NOW ACCEPTING NEW PATIENTS

5601 Corporate Way, Suite 106 // West Palm Beach, FL 33407 O 561.327.7900 raymondjames.com/tracysilpe

(561) 748-1888 www.jupiterinternalmedicine.com

Securities offered through Raymond James Financial Services, Inc., member FINRA/SIPC. Investment advisory services offered through Raymond James Financial Services Advisors, Inc. CFP Board owns the CFP® marks in the United States. 18-BRAAF-0015 TA 9/18

C

ommunications junior Jason Barnes was sitting in a students, and using the correct pronouns and chosen names can be Political Society meeting when they heard a consensus the first step. Many teachers notice how uncomfortable inaccuracies they found disheartening. “Most, if not all, of the can be for some and, in turn, choose to ask students their preferred people there agreed that young people shouldn’t be able pronouns on the first day of school. to transition [genders] medically, and I noticed a lot of rejection of “It’s important to have it in policy so that the students...can say, those who had transitioned socially. When you hear people say such ‘It’s in our school district policy that I’m protected and this is a place things,” Barnes said, “it really makes you think that nobody cares I’m seen’ and ‘It’s OK for me to be out in my school, and I won’t be about you and your brothers and sisters.” hurt or hindered because of that,’” said Amanda Cemente, youth This was not an isolated incident, according service director at Compass (the LGBTQ support center in Lake to Barnes. They have noticed Worth) who sat for a year on a committee to write one of those a pattern of derogatory ignorance, chapters in the district’s tomes, in an interview with The a trend often found

Palm Beach Post. in comments concerning Beyond classrooms, students have the right to use transgender people and their chosen names in the yearbook and on class issues. This year, the rosters.

To make these official Palm Beach changes, students County

must reach out to their school counselors in order to work with Student Services, both of whom encourage students to do so.

Assistant Principal Corey Ferrera has dealt with transgender and nonbinary student’s issues in the past and recently attended an Association for Supervision and Curriculum Development (ASCD) educational conference with a focus on supporting transgender and gender non-conforming students.

“This is one of the topics that I’m constantly trying to learn more on,” Mrs. Ferrera said. “As an administrator, we always have to make School sure that we’re following the law, but we also have to ensure that District kids are safe. There’s not a lot of case law written on [the subject], amended policies and it becomes very gray.” to alert its 22,000 Beyond legal protection, some look to create a supportive social employees of its mission environment for struggling students. Along with Marten, GSA Coto protect and promise equity President and communications junior Elise Nau works to provide for anyone part of the LGBTQ+ not only a safe space in their club, but also to utilize meetings to community. However, this change comes at emphasize education and activism. a gradual pace, despite the assumed progressive “My job is to support and inform anyone who comes to me,” atmosphere of Dreyfoos.

Nau said. “As a bisexual student, I know what it feels like to be a Several students and administrators are recognizing part of a group [like the GSA] but also be alienated in real life. This this culture and are lending support to uplift the transgender is a generation where we can educate ourselves, and if I can help and nonbinary individuals that bring another distinctive voice to students to learn and defend themselves, then I will be [reaching campus. my] goal.”

“There have been problems in the past with teachers not For many queer students, GSA’s effort have not gone unnoticed. respecting people’s pronouns or names, so we are doing our best Band junior Payton Andisman is one member of the “accepting to keep our members educated on their rights in the classroom,” community” that he believes is not only unique, but also makes the Gender Sexuality Alliance Co-President and theatre junior Oliver school stronger.

Marten said. “There have [also] been some teachers who have come “We [want to] be a more active part of the school. We want to try out and said they’re 100 percent for trans rights, so the idea that and bring more gender neutral bathrooms and make sure everyone more teachers are saying that they’re here for your rights, as an is getting the right names in the yearbook,” Andisman said. “We are educator and as a person who influences you, is important.” making sure that everyone’s treated the way that they should because One of many goals that most educators have is to support their we have our rights.”

S G N S E N A I I R R D T N A E D C UN O B

THE TRANSGENDER EXPERIENCE AT DREYFOOS “WE ARE DOING OUR BEST TO KEEP [GSA] MEMBERS EDUCATED ON THEIR RIGHTS IN THE CLASSROOM.” OLIVER MARTEN

“WE ARE MAKING SURE THAT EVERYONE’S TREATED THE WAY THAT THEY SHOULD BECAUSE WE HAVE OUR RIGHTS.” PAYTON ANDISMAN

BY LILA GOLDSTEIN

Photo illustrations by Haley Johnston and Joel Soto

13

NEWS | themuseatdreyfoos.com

themuseatdreyfoos.com | NEWS

14

$9

BIASED JOURNALISM // INTERVIEW REFUSALS // FAKE NEWS // DEATH

THREATS // TERRORIST ATTACKS // ENEMY OF THE PEOPLE // PRESS ACCESS

THE WAR ON JOURNALISM

CHANGING PEOPLES PERCEPTIONS OF THE PRESS

RECENT EVENTS

these occurrences indicate a widening divide between the media and the people. To some journalists, there are even deeper implications.

“People are becoming increasingly more violent and more confrontational with news and media people, with journalists, [and] with reporters,” freelance journalist and Hofstra University freshman Sarah Baum said.

Baum’s work has been published in national publications such as Teen Vogue, The New York Times, and HuffPost. However, she worries that journalism is becoming an increasingly dangerous field.

“I recently had a friend who published an op-ed in a local paper and they had to turn off the comments on it because she was getting hate comments and threats,” Baum said. “Journalism is under attack on all levels, not just the national level.”

Similar to the experience of Baum’s friend, staffers from The Muse have had to manage feedback and alter content based on student reactions.

“We have had to delete offensive comments on multiple posts because it crosses the line,” The Muse Editor-in-Chief and communications senior Chloe Girod said. “It’s easy to comment your opinion without recognizing that the writer is still a person and that these

JUNE: CAPITAL GAZETTE SHOOTING IN ANAPOLIS, MARYLAND AUGUST: DEATH THREATS SENT TO MSNBC’S KATY TUR OCTOBER: PIPE BOMB PACKAGES DELIVERED TO CNN 15

D

uring a news conference on the 2018 Midterm Elections, President Trump called CNN journalist Jim Acosta “a rude, terrible person.” Soon after, the White House suspended his press access. CNN publicly responded: “This unprecedented decision is a threat to our democracy and the country deserves better.”

Feuds between the media and politicians such as this one make national headlines frequently.

Americans are left with mixed feelings toward the amount of trust citizens can give to the press and its role in society. A recurring phrase has found its way into politics and everyday conversation: “fake news.”

NEWS | themuseatdreyfoos.com

Photo illustrations by Isabella Weiss

“In the last few years, definitely after the 2016 election, the public opinion of journalists has gone extremely downhill,” The Muse News Editor and communications junior Lila Goldstein said. “A lot of people see journalists as the enemy of the people, and the term ‘fake news’ hurts the real work journalists do.”

2018 saw several threats, verbal assaults, physical altercations, and violent attacks on journalists. After the June Capital Gazette shooting in Annapolis, Maryland, MSNBC’s Katy Tur came forward in August with several threats she received from Trump supporters, and in October, packages containing pipe bombs were sent to CNN’s New York offices. To many,

comments don’t happen in a vacuum.”

From a journalist’s perspective, it may seem like the people are turning against the press. Yet, some students feel that journalism has been losing its integrity as misinformation spreads at an unprecedented rate.

“It’s hard for someone like me to figure out what is trustworthy

IT’S JUST BECAUSE THEY’RE AFRAID, AND I WISH THAT WE COULD GET PAST THAT FEAR. MS. GATES and what is not,” communications freshman Sofia Monacchio said. “Fake news is a common term because of the inaccurate news brought forth by journalists [and the] media.”

In October, President Trump called the media the “true Enemy of the People.” But, this idea isn’t unique to Trump. Some students and faculty refuse to interview with The Muse.

“There are still people on this campus who won’t be interviewed by The Muse because of things that happened seven or eight years ago, which is an entirely different staff, an entirely different advisor, [and] different policies,” said Carly Gates, communications teacher and advisor of The Muse, Marquee, and Seeds.

“It’s just because they’re afraid, and I wish that we could get past that fear.”

To some, the solution to that fear is clear: engage with journalism more.

“If you are skeptical of national news, I would strongly encourage you to, instead of just shutting off the TV, read more,” Baum said. “You need to encompass more perspectives. You need to go to left- and right-wing media. You need to go to national, state, and local media. That’s the only way to get a really solid worldview.”

Despite recent tension and controversy, student journalists and those in the professional field remain optimistic.

“I continue to give my all to The Muse and help show my generation the power of journalism,” Goldstein said.

BY MICHAEL PINCUS

themuseatdreyfoos.com | NEWS

16

WINTER HOROSCOPES

BY ISABELLA RAMIREZ

Graphics by Chloe Girod

LEO

AQUARIUS

(Jan. 20 - Feb. 18): Big changes are expected for you in 2019—don’t be afraid of them. It’ll be a time of new ideas, innovation, and a bit of experimentation.

(July 23 - Aug. 22): Your vivacious personality always puts you in center stage, attracting others around you; however, your desire to be admired may come off as arrogance—share the spotlight once in a while.

PISCES

VIRGO

(Feb. 19 - March 20): Neptune, your ruler planet, is in your sign for all of 2019, putting focus on emotional sensitivity, empathy, and trust.

You always put others first; however, lack of focus and care for yourself leaves you hiding from your problems.

(Aug. 23 - Sept. 22): Your 2019 starts off with a full moon and in February, leaving you torn between your logical and emotional self. This split will leave you to battle between contrasting thoughts on what is best for you and how to reach your goals.

ARIES

LIBRA

(March 21 - April 19): While your spontaneity and drive are some of your best attributes, your impulsive tendencies might leave you unstructured and aimless in your goals.

TAURUS

(April 20 - May 20): The December new moon brings exciting possibilities in your relationships.

Opportunities will present themselves, fulfilling your need for love and commitment. However, be selective with the offers given to you.

Boca Raton

Coral Springs

561-241-1610

954-510-0600 Wellington

561-333-8882

Weston

954-510-0600

www.ScoreAtTheTop.com

(Oct. 23 - Nov. 21): 2019 is all about goal setting and dreaming big. Follow through with your greatest passions, and you are almost guaranteed success.

(May 21 - June 20): There’s a lot left for you to learn, and there’s someone out there who’s willing to teach you. Unexpected love will come your way as you broaden your horizons.

(Nov. 22 - Dec. 21): Happy birthday, Sagittarius! On Dec. 7, the new moon will be in Sagittarius, promising brighter days to come. There is a lot of potential for success in the coming months.

CANCER

CAPRICORN

(June 21 - July 22): The end of 2018 might leave you feeling vulnerable, forcing you to keep your thoughts to yourself—2019 is now your year to reconnect with your inner self.

Palm Beach Gardens

561-626-2662

SCORPIO

SAGITTARIUS

GEMINI

Supporting students for over 35 years

(Sept. 23 - Oct. 22): As 2018 ends and 2019 begins, your focus should be on balance. With the new moon in December, new channels of communication open, allowing you to be frank—but sometimes too blunt.

Source: Horoscopes.com, Astrology.com

(Dec. 22 - Jan. 19): You don’t mean to bring others down; you’re just trying to be realistic, yet it often comes across as pessimistic. Don’t let narrow attitudes keep you from letting your secret inner optimist shine.

TO VIEW YOUR COMPLETE HOROSCOPE FOR 2019, VISIT THEMUSEATDREYFOOS.COM

THE

THE DIFFERENCES

EVOLUTION OF CARTOONS

FROM CLASSIC TO CURRENT, CHANGING STYLES IMPACT CARTOONS

C

artoon animation dates back to as early as 1908, even before the invention of television. Since then, 110 years have gone by, bringing another hundred eras of cartoons with them. From hand-drawn stick figures to the first televised cartoon and computer-graphed stills, the artistry of cartoons has experienced revolutionary changes. Along with visual aesthetics, the plots of many cartoons have transformed, establishing themes that reflect the sociopolitical state at the times of their creations. Early cartoons were surface-level slideshows of humorous stick figures, but students comment that now more recent cartoons hold deeper meanings.

OLDER

C

lassic cartoons such as “Looney Tunes,” “The Jetsons,” “Tom and Jerry,” and “Steamboat Willie” mark the beginning of television.

The evoked feelings of nostalgia leave some students admitting that they like them more and can overshadow animations released today.

“I prefer watching old cartoons moreso because of the nostalgic feeling of being a kid again,” strings sophomore Govanny Brown said. “It brings back a lot of childhood memories of me watching cartoons on a Saturday morning.”

One crucial obstacle when it comes to old cartoons is the accessibility: Cartoons were only broadcast on Saturdays. A lot of parents can remember ritually sitting in front of the bulky TV, eating a bowl of cereal. Thinking of it as a time to unravel from the school week, cartoons heightened the day with anticipation.

Another reason some people enjoy older cartoons is because of the quality in each frame.

“I find that the art and animation styles of older cartoons had more time put into them,” visual sophomore Jessica Opal said. “The quality of handdrawn frames is better than the newer styles of animation, which I feel don’t vary as much.”

Disney, famous for its hand-drawn animations, stopped using the method in 2011, ending with “Winnie the Pooh.” Because a hand-drawn 60-second short takes about six weeks to make, Disney found it more efficient to halt this process and take up computer-generated cartoons.

Older cartoons are sometimes praised for their appeal to audiences even without the use of sound. For example, “Tom and Jerry,” broadcast by William Hanna and Joseph Barbera from 1940 to 1967, is one of the most recognizable cartoons of all time. Using no dialogue, the creators were able to tell a story solely through drawings.

B

NEWER

I

n recent years, Netflix has added several new animated series to their platform, revitalizing 2D animation and bringing back popularity to the cartoon universe. One cartoon, a Netflix original called “Big Mouth” has attracted a large audience, including a big portion of students. Using modern concepts to entice viewers, it has addressed student insecurities and shed light on taboo social issues using comedy. “‘Big Mouth’ is one of my favorite cartoons to date,” Brown said. “I love the way they interpret puberty and the coming of age as monsters because it might feel like that to others.”

“Big Mouth” has been getting good feedback and reviews because of its relatable themes. The story line, surrounding a group of pre-teens who are going through puberty, touches on mature subjects like depression, drug abuse, divorce, planned parenthood, and LGBTQ+ relationships. As teenagers in high school, students identify with the series, by talking about how the normalization of these discussions can increase openness in the younger community.

“The new season especially goes even deeper by talking about sexuality as well as personality,” Brown said. “The way they portray real-life issues is enjoyable.”

Another Netflix original, “BoJack Horseman,” is similar to “Big Mouth,” in that their platforms as cartoon comedies are used to discuss social issues with satirical commentary on current events and politics. The episodes are a flowing story about a personified horse named BoJack, who struggles with alcoholism and battles depression. “BoJack Horseman” is applauded for its realistic take on dealing with self-harm, depression, trauma, and the troubles of basic human life. Because of this normalization of conversations about mental health, students know they can access help and find security in the fact that they’re not alone.

ecause of the changes in society and technology over time, modern and past cartoon styles differ greatly. Sketches were raw and hand drawn in old cartoons, while new cartoons have a crisper, more colorful tone because of the advanced animation technology cartoonists have access to. Digital media freshman Kite Navarrete thinks that newer cartoons have “anime-like styles,” using “bigger eyes” and “brighter colors,” as opposed to older cartoons, which consist of neutral black and white shades, less dialogue, and more animal-based characters.

When it comes to storylines, some students at Dreyfoos believe that new cartoons are better.

“The difference between older and newer styles of cartoons is that newer cartoons have evolved to be more accepting,” Brown said. “An example of this is with the cartoon ‘The Loud House,’ in which a female has a female love interest. This really shows the way cartoons have changed with the times.”

Another example of a cartoon that is becoming increasingly more popular is “Steven Universe.” This show tackles anxiety, consent, and PTSD. “Steven Universe” is about a group named the Crystal Gems that protects the Earth from evil aliens. Although it has a simple plot, the theme has complex moral undertones.

Both vintage and modern cartoons are cherishable but valued for different reasons; old cartoons will stay in our memories and new ones in our hearts.

BY SAVANNAH RICHARDS

Photos courtesy of Netflix, Warner Bros., Metro-Goldwyn-Mayer, Hanna-Barbera, Nickolodeon, and Cartoon Network Studios

themuseatdreyfoos.com | CULTURE

20

TOXIC MASCULINITY

Photo by Shelby Rabin

21

CULTURE | themuseatdreyfoos.com

F

rom baby showers to favorite colors, society has taught us that pink is for girls and blue is for boys.

But, feminist movements have broken this social barrier and allowed women to adopt traditionally masculine roles. Blue became a color for girls, too. Men, on the other hand, struggled to propel their own socio political movement, restricting their expression of femininity. Pink was still a color for girls, not for boys. But this issue spans further than colors: Most men feel confined to a repressive box of standards due to a social standard known as toxic masculinity.

Toxic masculinity, as defined by The New York Times, is the “strict gender norms that encourage men to repress their emotions and exhibit dominance to the point of aggression.”

In simpler terms, toxic masculinity is the idea that men must conform to a set of aggressive standards to be seen as masculine. Theatre junior Oliver Marten described toxic masculinity as “society’s idea of what a ‘man’ should be like.”

While toxic masculinity is different from the general concept of masculinity, societal pressures on men have caused these definitions to converge. These toxic characteristics are now considered the standard, restricting men’s expression to dominance, status, sex, and aggression. For digital media sophomore Milan Tangirala, this is the reason he has questioned his expression of masculinity.

“Being masculine means having prominent features and being tough,” Tangirala said. “What makes a guy attractive in media is having abs, a sharp jawline, and being tall. I don’t really find myself feeling insecure, but that’s only because I’ve accepted nobody is perfect, so why worry when there’s nothing you can do about it?”

Almost every man is familiar with the expressions, “real men don’t cry” and “man up,” but many do not realize that these well-known phrases perpetuate the stereotype that men are supposed to be emotionless. Tangirala has not cried in front of any of his friends in middle or high school.

According to the National Institute of Mental Health, in 2016, the suicide rate among males was nearly four times higher than among females. Even more shocking, the American Foundation for Suicide Prevention reported that white males accounted for 7 of 10 suicides in that same year. The Daily Telegraph reporter Mike Snelle explains that men are more suicidal due to the taboo surrounding men’s mental health issues.

He stated that the “environment we live in has become more hostile to men.”

“I honestly don’t know why guys don’t tend to talk about emotions with each other,” Tangirala said. “Maybe we just don’t feel it is necessary to share that kind of stuff with other guys.”

Toxic masculinity affects people in various communities, including differing minorities, ethnicities, identities, and sexualities. Marten, who is Co-President of the Gender Sexuality Alliance, feels that toxic masculinity particularly affects the LGBTQ+ community.

“Especially in the transgender community, trans men are supposed to be seen as very masculine so that we can be perceived as what men are supposed to be like,” Marten said. “In terms of gay and bisexual men, or any man who loves men, we’re not taken seriously unless we can be seen as a straight man.”

Despite the harmful effects of toxic masculinity, society has made progress in tolerance toward gender non-conforming roles for men. Marten commented that society has become more accepting of men who wear makeup, are models, or do not wear conventionally “masculine” clothing. He believes society is moving in a “very positive way” and he hopes that it continues in that direction.

“I, as a trans man, find comfort and validity in the idea that I am considered to be masculine,” Marten said. “But, I know I shouldn’t have to strive to be seen as masculine in order to be seen as a man. Society’s idea of masculinity shouldn’t be forced onto me and how I want to feel. No matter what outward appearance I have, what I dress like, or what I sound like, I am a man.”

BY ISABELLA RAMIREZ

Q&A Q: HOW HAS TOXIC MASCULINITY AFFECTED YOU? A:

“I remember in freshman year, I was too scared to wear a new shirt to school because I thought people would say the color, a faded pink, wasn’t masculine enough. But I wore it to school and got compliments, so I would say to any guys out there, don’t worry about what people might think.”

MILAN TANGIRALA

Graphics by Chloe Girod

themuseatdreyfoos.com | CULTURE

22

FR

K USE !

M THE YOURS M O

O

NT

HE ITC

Snuggle up this winter with a tray of these freshly-baked gingersnaps. In just 30 minutes, you can have your very own batch of five dozen tasty cookies.

INGREDIENTS

2 cups unbleached all-purpose flour 1½ tablespoons ground ginger 2 teaspoons baking soda 1 teaspoon ground cinnamon ½ teaspoon salt 1½ sticks (12 tablespoons) salted butter, softened 1 cup white sugar 1 egg ¼ cup molasses

DIRECTIONS

1. Preheat the oven to 350°F. Cut parchment paper to fit cookie sheets.

2. Sift the flour, ginger, baking soda, cinnamon, and salt into a medium mixing bowl. Stir the mix and sift a second time into another medium mixing bowl.

3. Place softened butter into a large mixing bowl and beat until smooth.

4. Gradually beat in white sugar. Add the egg and molasses. Mix until evenly combined.

5. Sift the flour mixture into the butter mixture gradually. Mix until a soft dough forms.

6. Pinch off small amounts of dough and form into balls of approximately one inch in diameter. Optional: roll the dough balls in brown sugar. Place the dough balls two inches apart on the cookie sheets.

7. Bake for approximately 10 minutes or until they are golden brown.

Let the cookies cool for five minutes before serving.

8. Enjoy!

BY MARIEL SILPE

Photo by Shelby Rabin Graphics by Jennifer Jia

Save the Arts!

The Dreyfoos School of the Arts Foundation funds all Artists in Residence and two non-instructional staff positions at the school.

Can you imagine Dreyfoos without all of these staff members?

Donate by calling the Foundation at (561) 805-6298 or visit us online at www.soafi.org.

Any and all donations will help SAVE THE ARTS!

BY REBECCA BOSS

WINTER BREAK IN

BY KATE MCNAMARA Snowfall on the Square at CityPlace

While it may not be snowing, you can experience the quintessential “winter wonderland” in a number of ways throughout the West Palm Beach area.

From nightly snowfalls at CityPlace to drivethrough holiday light shows, the festivities continue despite the forecast.

Nov. 10–Dec. 31 at 6 p.m.

(Closed on Dec. 25) CityPlace, West Palm Beach, FL 33401 Cost: Free It might not be the right temperature, but you can enjoy the magic of wintery weather in South Florida during Snowfall on the Square at CityPlace.

Snow falls at 6 p.m. and 7 p.m. Mon.– Wed. and at 6 p.m, 7 p.m, and 8 p.m.

Thurs.–Sun.

A NEW POP-UP AT CITYPLACE FREE LOCAL ART EXHIBITION VISITOR INFORMATION CENTER ART & DESIGN LECTURES ARTS & CULTURAL PROGRAMMING SPECIAL EVENTS pa l m be a ch c u l t u re.co m/s ate l l i te Generously sponsored by:

In partnership with:

Lights 4 Hope Holiday Light Show

Nov. 16–Jan. 6, 6–10 p.m. Friday, Saturday, and Sunday nights Okeeheelee Park, 7715 Forest Hill Blvd., West Palm Beach, FL 33470 Cost: $12 per car

All proceeds from the one-mile drivethrough light display will go toward providing holiday gifts and decorations to children in local hospitals and families in need.

Brightline’s Polar Express Train Ride

Nov. 11–Jan. 1 on Sat.-Sun. (with the exception of Dec. 31, Dec. 24, Jan.1) 260 S Quadrille Blvd, West Palm Beach, FL 33401 Cost: $50–$70 for children and $55–$75 for adults

“Hot! Hot! Oh, you got it!” Experience the magic of the “Polar Express” on the Brightline train.

Hoffman’s Chocolates Winter Wonderland

Nov. 17–Dec. 30, 6 p.m.–10 p.m.

5190 Lake Worth Road, Greenacres, FL 33463 Cost: Free (ice skating rink admissions cost $15 per person)

The 28th Annual Winter Wonderland features more than 125,000 LED lights, holiday displays, a giant Christmas tree, entertainment, and more.

Garden of Lights: A Winter Holiday Event

Nov. 24–Dec. 30, 5:30 p.m.–8:30 p.m.

531 N Military Trail, West Palm Beach, FL 33415 Cost: $10 for adults, $5 for children ages 5–12

The gardens and landscapes of Mounts will be decked out in glowing lights, a perfect way to enjoy the lush plant life at the garden and get in the holiday spirit. Graphics by Kate McNamara

themuseatdreyfoos.com | CULTURE

28

The secret of getting

AHEAD is getting

STARTED. - Mark Twain

SENSIBLE

SEX-ED

Graphic by Chloe Girod and Jennifer Jia

31

SECTION | themuseatdreyfoos.com

themuseatdreyfoos.com | SECTION

32

33

SECTION | themuseatdreyfoos.com

themuseatdreyfoos.com | SECTION

34

35

SECTION | themuseatdreyfoos.com

themuseatdreyfoos.com | SECTION

36

FACULTY

I

COMMUNICATIONS

f I went to Dreyfoos, I would be a communications major because I was a journalism student in high school and college, and [I] worked as a journalist for a while. I’ve always loved writing. Once you’re a journalist, you’re always thinking like one. I’m inquisitive about things. [In] communications, you have to be interested in stuff other than your own thing. I don’t sit around thinking about “What do I think?” I’m always into asking questions [and] figuring out why things happen, and maybe that’s why I drifted towards journalism. I was always a writer. I was an editor for our newspaper in college and high school.

MR. STOHR

37

WHAT MAJOR WOULD YOU BE IF YOU WERE TO ATTEND DREYFOOS?

ARTS | themuseatdreyfoos.com

THEATRE & BAND

H

ow can I say one thing? All Dreyfoos kids aren’t just one thing. Honestly, I would have to be a double major. I would have to do two arts. I played flute in band and in the Navy band when I was stationed in San Diego. So, I play music. I never did theatre, but maybe I should have. I think [I’d be] music just because music offers its own expression. If you think about it from a language perspective, it offers the same types of characteristics and traits. And because I played music my whole life, it was important for me to have my kids play music, too. Theatre is another form of expression and communication that roots itself a lot in language and in action, both of which are important aspects of delivering a good lesson.

MS. GALLARDO

I

THEATRE

think I would be theatre because it looks like it’s a lot of fun, and [in teaching], there’s an acting component. You’re up in front of people; you’re trying to be funny and engaging. I see the [theatre] kids here and how there’s this nice team spirit. They stay after school working together, and it just looks fun. There’s always a project. I think they get to know each other really well, and I just like the fact that there are [different] crews. I know it’s hard, but it’s a process, and I think they bond really well. Also, some of the activities look fun, and most of the teachers are characters and interesting people.

MR. RUTH

I

VOCAL

would be vocal because I can sing, surprisingly enough. I can’t dance. I hate writing, so no communications. I don’t think I’d be good at visual or digital. I don’t have that creativity. I don’t have any dexterity, so no instruments.

So, basically, it’s just [my] vocal chords. [They’re] the only things that work. I think it just runs in the family. My sister is a singer, and she’s [sung] the national anthem at Phillies games, Yankees games, Ranger games, all Northeast sports teams. But, I wasn’t going to pursue [singing]. I’m just – “karaoke good.” Not like Celine Dion or Whitney Houston good, just karaoke good.

MR. ADAMS

BY SASHA SMITH

Calligraphy by Jennifer Jia Photo illustrations by Sydney Webb

themuseatdreyfoos.com | ARTS

38

LIVE NOTHING LIKE

RODGERS AND HAMMERSTEIN’S THE SOUND OF MUSIC Friday, December 21 at 8 pm Tickets start at $42 With support from

MUSIC, DANCE & BROADWAY!

DEREK HOUGH: LIVE! THE TOUR Wednesday, April 10 at 8 pm Tickets start at $39

Sponsored by Michelle and Joseph Jacobs

PEAK Series*

DANCE THEATRE OF HARLEM Wednesday, May 8 at 8 pm

KINKY BOOTS Thursday, May 16 at 8 pm Tickets start at $29

Beyond the Stage: Join us for a free pre-performance talk by Steven Caras at 6:45 pm.

Tickets start at $25

QUESTION:

Beyond the Stage: Join us for a free pre-performance talk by Steven Caras at 6:45 pm.

Wednesday, April 17 at 8 pm Tickets start at $29 With support from

*PEAK

performances are made possible by a grant from the MLDauray Arts Initiative in honor of Leonard and Sophie Davis

Visit the Center’s official website kravis.org or call 561.832.7469 Group Sales: 561.651.4438 or 561.651.4304 All shows in Dreyfoos Hall

Yours Truly

All programs and artists subject to change.

Framing the stage, velvet curtains cascaded from the ceiling to the stage where students, carrying their instruments, took their seats. Prism, aptly titled by its presence in all aspects of the stage from the pit to box seats, came to the Kravis Center stage on Dec. 5. To both its audience and performers, Prism means so much more than a typical show. Prism’s recognition transcends to thousands, breaking records as tickets sell out quicker each year. It’s a performance that leaves many audience members waiting for next year’s show, as soon as the curtains go down.

“Prism is a performance that means holiday spirit and connectedness with all of the talented people in the music department. Prism gives me the freedom to connect on a personal level with the vocal majors. I get to make small groups to audition with and learn choreography, or what we call “choralography.” My most memorable Prism moment was in freshman year. There was this one picture of a performer, named Patti LaBelle, in the basement hallway. [The photo] became an inside joke with my friends. Prism just makes me feel super proud of the people in my department.”

“It’s one of my favorite times of the year because all the music majors get to play together in such a big production. It also lets me connect with my art area because we’re all stuck in a basement for two days, so it’s hard not to get close to everyone.

Secondly, since the show needs so much work and precision, I think that all of us working in separate parts that fit together makes us understand and appreciate all kinds of performances and music. My most memorable moment is probably just the performance itself in the past years.

There’s so much preparation that goes into it which makes a full crowd exciting.”

“Prism is a really cool way that our music department gets to do something as a whole. It’s special to me because it’s such a unique experience. Prism allows us to not only spend a lot of time working with our instruments and technique, but also we spend a lot of time together in the dressing rooms. We get to connect not just with the music, but with the people in our major as well.”

BY JENNIFER JIA

Graphics by Jennifer Jia

themuseatdreyfoos.com | ARTS

40

O

utside help has become a norm for prospective Dreyfoos students who go through the competitive audition process, at least for those who can afford it. Applicants find themselves opening their wallets to teachers and tutors who can provide them with an advantage. However, not all students can spend a couple hundred dollars for a leg up on the audition. This raises the question: Does the Dreyfoos audition process favor those with more financial stability?

“The position of the school is that we do not recommend any type of extra tutoring or anything outside of your regular school that you are going to,” Magnet Coordinator Patrick Marshall said. Yet, when auditions are right around the corner, extra tutoring is exactly what Communication Arts Academy CEO Elizabeth Bornia finds aspiring students turning to after school.

Ms. Bornia offers a variety of services year-round, including communication arts audition preparation for magnet schools such as Bak Middle School of the Arts and Dreyfoos. She believes her love for communication arts was sparked during her time at Dreyfoos in the Class of 1998.

Her passion has become her job, and her goal as a teacher is to inspire, motivate, and coach students in the communication arts field.

“I love what I do, and I want them to love it just as much,” Ms. Bornia said. “You can throw all the money you want at it. If the kid is not passionate about it, there’s nothing you can do.”

Dreyfoos teachers like theatre dean Michelle Petrucci share similar views, expressing what they look for and expect from an audition: potential, an open mind, and willingness to learn.

“We just want to get to know the kid; it has nothing to do with coaching,” Ms. Petrucci said. “You don’t have to be perfect walking in the door. In fact, it would kind of be weird if you were. We are looking for genuine interest that is not going to be something that you get from coaching, [or] that you pay someone for. That is something you either have or you don’t,” Ms. Petrucci said.

However, the student body may feel differently. In a survey of 138 students across all art areas and grade levels, 90.6 percent of students surveyed believe that applicants who receive audition tutoring have an advantage over those who don’t. Yet, of that sample, only 70 percent said they received outside tutoring specifically for the Dreyfoos audition.

“If you put in enough work you could have the same chances as someone with a private teacher,” band senior John Madey said.

Madey admits to having received prior preparation himself, specifically for the Dreyfoos audition. According to Band Director Evan Rogovin, the music department strongly encourages students to take external lessons in addition to their Dreyfoos classes, regardless of their financial situation at home. If the student is unable to afford private tutoring out of their own pocket, the School of the Arts Foundation is willing to provide financial assistance to those who apply. Incoming students, though, do

70%

91%

Photo illustration by Shelby Rabin and Haley Johnston Results from a survey of 138 students

not have this privilege.

“Capitalism is capitalism,” Mr. Rogovin said. “Life is about who you know and how you get there. That’s just part of it. It’s not going to be a total sterile, clean process.”

Mr. Rogovin believes that the most important thing for Dreyfoos applicants is to be prepared for the audition, and if you want to be prepared, he recommends hiring a private tutor. As a private tutor herself, Ms. Bornia understands the importance of motivation and how it can lead to success.

“If a student really loves what they do, I think they will succeed no matter what, but the coaching gives them that confidence and that security so they are not going into it blindly,” Ms.

OF STUDENTS SURVEYED RECEIVED OUTSIDE AUDITION TUTORING

OF STUDENTS SURVEYED BELIEVE THAT OUTSIDE AUDITION TUTORING GIVES STUDENTS AN ADVANTAGE Bornia said. “In life, in general, everybody tries to do whatever they can to be best prepared. It’s not a requirement to get coaching, but in my opinion, it is helpful.”

According to Café Manager Amy Kelso, 28 percent of students receive free or reduced lunches, implying that over onefourth of the school faces some level of financial hardship.

“There are many students who just have a natural ability, and that can be refined, and they can be trained, but they can still get into the school without having come from a privileged family,” visual dean Lacey Van Reeth said. “In the end, your finances don’t dictate whether you can get in here and do well or not.”

As an alumna from Dreyfoos’ Class of 2002, Ms. Van Reeth has watched the audition process get increasingly competitive over time.

“While it was competitive [then], it wasn’t like it is now,” Ms. Van Reeth said. As a result, she chooses to avoid obtaining information about prior preparations and money spent to obtain them. Some people just have that gift.”.

Most adjudicators believe that the “gift” and the talent, even under the strongest pressures, are not extractable, because personality cannot be taught.

“I think if [students] really had the talent, if they had the raw talent, then I believe that there is going to be room here for most students,” Mr. Marshall said. “If they didn’t have the raw talent to begin with, sometimes I don’t think it matters how much extra tutoring you have had outside of school. If you don’t have the talent, you just don’t have the talent.”

Passion and talent cross paths behind the doors of Dreyfoos, a balance almost all students need to practice their art successfully while also handling academics.

“Sometimes, you can build a technical skill set, but then you get into a school like this, where personality and passion and your drive matters,” Ms. Van Reeth said. “The question is, do you have that same drive that the student who might not have been able to afford a class does? Can you buy passion? Can you buy the grit? No, you can not do that.”

BY ADAM GOLDSTICK

themuseatdreyfoos.com | ARTS

42

HAS NO

W

ith an open box of crayons, a child takes to the walls of their home as they navigate the art of visual expression. Years later, they sit in an art classroom among paint smocks, brushing watercolor against a canvas. After practicing until perfection, they attend the grand opening of an art museum, featuring their original work. This is the process of art, which embodies any medium, any identity, and any age.

Dreyfoos is an amalgam of students with individual upbringings. While this school is the cohesive fusion of various forms of talent, each student took a different path to get here. Some students’ lives were impacted by the arts at a young age, while others encountered their art major through the Dreyfoos audition process.

Whether students started their journeys as toddlers or teens, the determination to pursue the arts flourishes with continued support. “[It’s] a nature versus nurture debate,” Palm Beach State College sociology professor Jo Feller said. “Some kids who are artistic in general would maybe be more artistic than they were [if they] had not been given the opportunity [to be].”

As Feller put it, psychology says that children are likely to act based on what they observe from their spheres of influence. Children are “more likely to imitate” behavior that they see from their parents, possibly drawing a connection between a child’s upbringing and artistic interest.

“I started practicing music when I was in fourth grade,” band senior Jason Doss said. “My elementary school had a band program, and my dad and his whole side of his family have always been musicians, so that kind of persuaded me to go into music. I definitely feel like I’m a lot better at it than I would have been if I’d started later on; I love it a lot more since I’ve been doing it almost all my life.”

Doss has lived his whole life with music by his side.

He cultivated his talent at a young age, leading him toward a music-centric career goal. Doss plans to study music therapy after high school, a decision that has resulted from his long-term ties to the art.

“It’s certainly gotten more difficult than it was in elementary school, and it’s definitely gotten a lot more tech-

Photo ollustration by Shelby Rabin Graphics by Sasha Monaco

nical, [but] I’ve come to appreciate it a lot more,” Doss said. “In elementary school, I was just playing random notes, but now I’m actually enjoying the musicality of it and everything involved with it.”

Students who have been practicing their art majors since their youth often have increased development in imagination, artistic expression, and artistic literacy.

However, students who started later experience an accelerated learning curve compared to their peers, which can improve their skill set when it comes to being driven to succeed.

“I didn’t start [my major] seriously until sixth grade,” visual sophomore Perry Heard said. “In the beginning, it’s a little hard because everyone knows each other. They know certain skills, and because of that, some teachers might assume that they already know how to do [certain things]. Because I didn’t go to Bak, I started with no knowledge on how to do anything; I had to practice and look up stuff on Youtube.”

Heard began practicing his major later than many students. While some attended Bak Middle School of the Arts before auditioning for Dreyfoos, Heard did not attend an art-centered middle school, meaning that his transition into high school was different than that of some of his peers.

“Since I’ve only been playing [the oboe] for three years, it’s newer to me than kids who went to Bak or started in second grade,” band freshman Ava Jensen said.

“They know all the tricks. It’s like when you start your first AP class and you don’t know how you need to study.

You don’t know what you need to do to practice and get where you need to be.”

While the experience may start off differently for students of differing backgrounds, Dreyfoos is designed to cultivate talent and passion that is inherently inside of each student. Passion for the arts is discovered rather than taught, regardless of age.

“I don’t think that just giving a kid a pencil would make them more artistic,” Feller said. “There are some children who are never given the opportunity to be artistic because they’re not in an environment where that thrives. So there’s probably a lot of art hidden in people that we don’t see.”

BY SASHA MONACO

themuseatdreyfoos.com | ARTS

44

CONSERVATORY CONTROVERSY T he Conservatory School of Music and Innovation planned to burgeon into a high school unparalleled with any in the nation. But when the school’s expansion stopped just a few months into the school year, many of the students in its initial freshman class enrolled at Dreyfoos to continue their education. These students, part of a larger conversation about new school construction, are faced with the challenge—and the promise—of calling Dreyfoos their second home.

For years, The Conservatory School (TCS) had aspirations to become a high school with a focus on music and technology. With a vision inspired by San Diego’s High Tech High, Principal Teresa Stoupas earned the approval to expand from former District Superintendent Robert Avossa in Oct. 2017, according to The Palm Beach Post. However, upon his resignation and without approval from the School Board or sufficient funds to expand the buildings, The School District halted plans for the Conservatory School’s expansion.

“We are, of course, tremendously saddened by the news, as we had expected to be able to serve your children through their senior year and graduation,” Stoupas wrote in a letter to parents.

While at TCS, the school’s first freshman class participated in project-based learning, a model of education centered around assignments that emphasize collaboration, discussion, and action rather than listening.

“We had a lot of Socratic seminars,” theatre freshman Sofia Tarta-

kovskaya said. “It was a lot of discussions. It’s very different from a school like [Dreyfoos].”

Upon hearing the news that TCS would no longer house a permanent high school, students and their parents had to decide where to take their education next.

“I chose Dreyfoos because I’ve always had a love for art,” visual freshman Leandra Bodden said. “Once I found out that I had the opportunity to come here, I didn’t want to waste it.”

Upon coming to Dreyfoos, students from TCS got acquainted with its hallways and classes while acclimating to the environment of over 1,300 students walking and sitting among them.

TERESA STOUPAS NAMED AS PRINCIPAL OF TCS.

45

FEATURES | themuseatdreyfoos.com

TCS” EXPANSION IS HALTED. 36 FRESHMEN ARE GIVEN A SEAT AT THE SCHOOL OF THEIR CHOICE.

JUNE 2018 ROBERT AVOSSA STEPS DOWN AS DISTRICT SUPERINTENDENT.

OCTOBER 2017

THEN DISTRICT SUPERINTENDENT ROBERT AVOSSA APPROVES PLANS FOR EXPANSION OF TCS INTO HIGH SCHOOL.

AUGUST 2014 FIRST MIDDLE SCHOOL CLASS ARRIVES THROUGH AUDITION.

MAY 2014 TCS’ EXPANSION INTO A MIDDLE SCHOOL APPROVED BY THE SCHOOL BOARD.

2010

SEPTEMBER 2018

“It’s a big school,” communications freshman Jasymn Dormeille said. “It was kind of a surprising transition. I was in the classroom with 30 kids [at TCS], seeing them every day. Now there are like 1,200 kids you’re seeing, and you have to go through the process of getting used to that.”

Students, who were accepted to attend TCS, went through an audition process for the Conservatory that tested their commitment and proficiency in their specific major. When the school’s expansion halted, this audition became sufficient to enter any school in Palm Beach County. Still, some felt that it was only right for them to audition specifically for Dreyfoos.

“The Conservatory kids received a lot of backlash because people didn’t think it was fair,” Tartakovskaya said. “They didn’t even try to know what we did to get in, which was audition, and it was the same process as here.”

Some students from TCSL felt that a lack of understanding was the root of some negative feelings towards them.

“If you were to tell [other students] a situation like this were

going to happen to you, wouldn’t you do [the same as us]?” vocal freshman Alessandra Ortoll said. “If you were going to tell them like that, they would probably understand better and accept it.”

Despite receiving backlash, many of Dreyfoos’ newest students experienced more positivity than negativity. Some expressed understanding to those who did not initially extend it to them.

“All [of ] the people that I’ve met so far have been nice to me,” Dormeille said. “I heard that some kids reacted negatively, but I’ve never seen it in person. I see why they would, because they auditioned, they worked hard, but I also auditioned for Conservatory, which was a lot of hard work.”

Despite the differences in how each Dreyfoos student made it to the school, every student shares the same core ambition: to get better at what they do and ultimately succeed.

“We’re not here to mess around,” Bodden said. “We’re here to work hard, too. I just want to be able to study just like everybody else.”

BY GEORGE WU themuseatdreyfoos.com | FEATURES

46

T

he doctors told his parents that he would never be able to speak.

Communications freshman Benjamin Gans, known to others as Benji, was diagnosed with autism when he was 3 years old, professionals saying he would never be able to communicate to the world. After hundreds of hours of therapy, Benji finally spoke his first word at 4 years old, despite the doctors’ skepticism. Since then, he has worked to live his life without bounds and has achieved various milestones along the way.

“The more positive you are, the more willing you are to do the things you have to do,” Gans said. “Even if there’s a little bit of negative, there’s always a positive somewhere.

It may not be very visibly close, but it’s always somewhere.

Autism has its advantages and disadvantages, but everything does.”

Since speaking his first word, Benji continued to communicate in a way doctors never believed he would be able to.

At the age of 7, he attended his first public speaking engagement in Palm Beach Gardens, where he told his story to an audience and, in turn, learned to love public speaking.

“Our favorite part of watching Benji grow up has been to see him evolve from a child [from] whom others offered little hope into the thoughtful, articulate and caring person he is today,” Benji’s father, William Gans, said.

After his first experience, Benji used his love for public speaking as a platform to speak throughout his middle school years. As a student at The Benjamin School, he performed a TED Talk titled, “When Autism Speaks,” wherein he told his story and the ways autism has affected his daily life. The speech has been viewed worldwide, with people from countries across the globe connecting and relating to Benji.

“The most special part of my speech is that it is not only going viral in the community, but it is actually being seen worldwide,” Gans said. “I had one person reach out to me from Pakistan, one person from Australia, and another from South Africa. It feels really good because it’s really one of my main purposes for public speaking, to make sure that my Photo by Sydney Webb Graphics by Jennifer Jia and Chloe Girod

AGAINST ALL ODDS BENJAMIN GANS

story is heard.”

With his mind set on public speaking and refining his communcation skills, Benji decided that he wanted to try out for the choice program at Dreyfoos.

He then spent months preparing himself in order to do his best when his audition date came around.

“The decision-making process when Benji asked to audition to Dreyfoos was straightforward,” William Gans said. “Benji wanted to audition for the communications program, and we supported him.”

Since arriving, Benji continues to hone in on his public speaking in the communications department, specifically in Speech 1. Due to his difficulties with auditory processing and the rapid movement of his mind, Benji works harder to grow as a speaker.

“When Benji speaks, he has a lot of conviction, and there’s a lot of passion in his performance,” communications dean and Speech and Debate Coach Angela Anyzeski said. “He is always super positive and supportive of other students as well.”

In addition to his accolades as a public speaker, Benji enjoys deep-sea fishing and playing the violin. Benji’s family has remained a support system throughout all of his endeavors and has contributed to his outlook on life. At home, Benji spends time with his younger sister, Carly Gans; his father, William Gans; and his mother, Debbie Gans.

“I love, love, love my family,” Benji Gans said. “They are the reason for my being, and I love them.”

“Benji inspires us in that he always tries to overcome obstacles instead of being limited by them,” William Gans said.

Outside of the support he receives within his family, Benji has found a second home at Dreyfoos. He meets with Exceptional Student Education (ESE) coordinator Julie Craver every school day and has worked to become more comfortable in the new school’s atmosphere. “[Coming to] Dreyfoos, in my opinion, [was] one of the best decisions of my life,” Benji Gans said. “Dreyfoos has a very community-based and belonging-based atmosphere.

Everybody treats each other like family.”

BY ANAMARIA NAVARRETE

FULL CIRCLE

DREYFOOS ALUMNA RETURNS TO TEACH A SEMESTER BEFORE HEADING OFF TO DREAM JOB 49

FEATURES | themuseatdreyfoos.com

T

he students sit at their desks, raising their hands to do both. eagerly to answer questions as social studies “My husband and I drove and camped our way to Alaska, teacher Andrea Caceres hands out lollipops which gave me a lot of time to think about having to tell and chocolate in return. The Dreyfoos alumna [Dreyfoos],” Ms. Caceres said. “It was so hard, and I kept returns to teach economics and world history for the first se- thinking of how much I wished I would have been at [Dreymester before starting her job at the Federal Reserve System. foos] a few years earlier to have a longer time teaching here.”

“I am enjoying [Dreyfoos] just as I expected I would,” Principal Dr. Susan Atherley allowed Ms. Caceres to Ms. Caceres said. “It felt like home the moment I walked teach for the first semester before starting her other job. on campus for the interview. I will really miss the students “She likes to make everything as fun as possible for us,” and the great professional relationships I have developed communications sophomore Arielle Molina said. “She likes with the teachers I met.” to have us play Kahoot and bingo, and she gives out candy Both Ms. Caceres and her twin sister were Dreyfoos stufor review questions. She lets us have a good time while also dents, graduating in 2003. Ms. Caceres was a dance major, effectively teaching us.” and her sister was a theatre major.

Since she is leaving in the second semester, her current “I feel lucky that we both shared the experience of being students will be transferred to new teachers for the remainstudents here,” Ms. Caceres said. “More than anything, I der of the year. It is still unknown which teachers they will appreciated the atmosphere of discipline in our academics be transferred to. and art area. For the most part, there was a sense of focus “I feel like it’ll be a detriment to the class because all of us and no messing around, but it was in the sense that we all are so used to her teaching style by now,” Molina said. “We wanted to achieve our best.” love Ms. Caceres. She’s just such a great teacher.”

Before returning to Dreyfoos, Ms. Caceres taught EcoAlthough this will be her last semester of teaching, nomics, AP Economics, Ms. Caceres is looking and Personal Finance at WHEN I TOLD [MY SISTER] I WAS INTERVIEW- forward to starting at the Seminole Ridge Com- ING FOR [DREYFOOS], SHE TOLD ME, ‘ANFederal Reserve. munity High School.

“It will be a very difDREA, GO AND LIVE THE DREAM FOR THE However, her dream ferent and new working was always teaching at BOTH OF US.’ FOR HER, THE THOUGHT OF environment,” Ms. Caceher former high school. res said. “The educational ME BEING HERE WAS A DREAM COME TRUE. development team at the “I interviewed in March, and the inter- MRS. CACERES St. Louis Federal Reserve view process was so is one of the top to work positive that I cried when I was offered the job. I could not for. There are 12 Federal Reserve branches throughout the believe it,” Ms. Caceres said. “When I told [my sister] I was country, and they each have a department and develop interviewing for [Dreyfoos], she told me, ‘Andrea, go and their own resources for educators and the public. The St. live the dream for the both of us.’ For her, the thought of Louis Federal Reserve really stands out with the quality and me being here was a dream come true.” variety of their materials. So, I am also very proud to be a A month after her interview for Dreyfoos, Ms. Cacepart of their team.” res received a call from the Federal Reserve in St. Louis, Working there, Ms. Caceres will be able to afford her Missouri. They offered her a job as Senior Economic and doctoral degree through the Federal Reserve’s Academic Financial Education Specialist starting January 2019.

Assistance Program.

“I was told that the chances of someone leaving that “I am looking forward to going back to school and position were pretty slim and it would be a few years until applying what I have learned to my job,” Ms. Caceres said.

I would even have the chance,” Ms. Caceres said. “When I “There are also a lot of growth opportunities there, and I am got the call, it was a complete surprise. It was a whirlwind excited to see how far I can go within the [Federal Reserve].” when all of this was happening because I also got a call from Although she is taking advantage of this unexpected someone who recommended me for a job at George Mason opportunity, she will miss her students and Dreyfoos.

University in Fairfax, Virginia. I interviewed for both jobs “Everyone was so welcoming and kind. I didn’t feel like within the same week and had job offers from both on the the new kid,” Ms. Caceres said. “I am looking forward to same week as well. I did not expect that to happen at all.” still playing a role in education in some form, even if it is Ms. Caceres accepted the offer from the Federal Bank not in the classroom.”

BY ELENA SNYDER and spent her summer wondering how she would find a way Graphics by Chloe Girod

themuseatdreyfoos.com | FEATURES

50

BRAIN GAME S

Graphic by Jennifer Jia

BY TARYN REAGAN AND JULES POPIEL

ports have become popularized as a route of entertainment and passion, but its effects are often overlooked, including offering stress relief and acting as a method to repress anxious mindsets. Along with external pressures, the weight of school work can be detrimental to students’ mental health. However, joining a sports team, or a 20-minute workout, can reduce those stressors and offer a break to the constant thoughts running around in your mind.

According to the Anxiety and Depression Association of America, “studies show that [physical activity] is very effective at reducing fatigue, improving alertness and concentration, and at enhancing overall cognitive function.”

When exercising, the body increases the production of endorphins, which are hormones in the brain that, when released, produce a sense of happiness. The hormones act as the bodies organic opiates, placing your brain in the happy state after exercising, more commonly known as “runner’s high.” A brain under stress tends to create a domino effect of negativity. The rush of endorphins can help stop that pattern, and create a new route of positivity.

Put down the pen, close the laptop, go for a run, and feel the rush.

LOGAN BRODSKY QUINN STOLBERG COACH GARCIA

Q

A

51

How has being a member of the girls’ soccer team positively impacted your social life?

“Being on the girls’ soccer team has relieved me of social pressures, because I was introduced to new people. In the beginning [of my sophomore year], I knew nobody. Joining the team helped me open up and become friends with new people that I wouldn’t have met if I didn’t make the team,” girls’ soccer team capitain and digital senior Logan Brodsky said. “I feel that playing sports has always been a part of me. Getting to play soccer everyday, for a few months, is something I look forward to every year.”

SPORTS | themuseatdreyfoos.com

Q

A

Do you consider playing a sport to be a break from your other responsibilities?

“I do consider playing Dreyfoos sports to be a break from my arts and academic responsibilities. Playing sports helps me de-compartmentalise some of the stresses of being a Dreyfoos student, such as practicing my viola or [completing] homework for my academic classes,” boys’ basketball team member and strings junior Quinn Stolberg said. “The classes that I am taking are very time-consuming outside of school and having a part-time job on top of my schoolwork is very stressful.”

Q

A

How do you think participating in sports increases students’ mental and physical health?

“First off, any type of exercise is going to improve health, both mental and physical. Students have a lot on their plate, and soccer is a great outlet in releasing some of the stress that goes along with that. Your overall attitude and demeanor changes when you exercise,” girls’ soccer coach and media specialist Sarah Garcia said. “Your body creates endorphins, which produce a good feeling in your body. When you step on the field you can forget for a couple hours all of the responsibilities, and just play.”

YOUR AD HERE

If you are interested in advertising in the next issue of The Muse, please contact Ms. Carly Gates at carly.gates@palmbeachschools.org or 561-805-6252 Pricing starts at $80

C

CIVIN’S SWITCH Communications sophomore transitions from soccer to golf after transferring from Oxbridge Academy

ommunications sophomore Jared Civin takes a step up to the golf course tee box, driver in hand, as he determines where he will need to land the ball in order to have an easy approach shot. He swings the club back and hears nothing other than the buzz of the crickets and the gusts of wind blowing through the palm trees. A lot has changed in a year. Before, Civin would have been standing on the soccer field at Oxbridge Academy, surrounded by the cheers and security of his teammates. Now, it’s just him on the golf course. The pressure is on.

Civin enrolled at Dreyfoos this year as a sophomore.

For his freshman year, he attended Oxbridge, a school that allowed him to build upon his original passion of soccer on campus, while also competing on a travel team in Boca Raton. Even though he played other sports, Civin prioritized soccer. However, this was before he faced two soccer-related concussions, which limited his participation in the sport.

“I have been playing, [soccer] pretty much all of my life. It is a really big part of my identity that has developed into an even greater sense of competitiveness,” Civin said. “I was planning on playing on an out-of-state team until I was affected by the concussions.”

As a result of his injuries, doctors have advised Civin to stay away from contact sports. Despite this, his enthusiasm for athletics has motivated him to find ways to still be involved in sports. Upon entrance into Dreyfoos, he has refocused his athletic energy to golf and being heavily involved with the team.

“I definitely wanted to continue with sports even though I need a break from soccer,” Civin said. “I have been an athlete my whole life and learned that I couldn’t play contact sports for a year, so pretty much one of my only options was golf.”

Civin has played golf for almost two years. Previously, he practiced on the Oxbridge Junior Varsity team, but started taking the sport more seriously once arriving at Dreyfoos. Even though golf takes some athletes a lifetime to learn, Civin has

2

SOCCER-RELATED CONCUSSIONS

53

SPORTS | themuseatdreyfoos.com

picked it up in a rather short period of time.

“[Jared] being a natural athlete allowed him to pick up golf pretty quickly. Nobody really figures out golf ever in their life fully, but he has figured it out and applied himself pretty well,” boys’ golf coach and math teacher Matthew Vaughan said.

“He plays golf three or four times a week, which creates many reps. A lot of reps turn into good practice and good form.”

Civin’s consistent practice has allowed him to move on to this year’s regional tournament as an individual, falling only six strokes short of the state tournament qualification.

“The [Regionals] course was very difficult, and I feel like it could have gone a lot better, but it is what it is. Now, having seen the course, I know what to expect for next time and can come better prepared,” Civin said. “Making States is a huge goal of mine.”

Jared has not only proven to his team and coach that he is an asset to the group through physical skill, but has also shown leadership skills while on the course.

I COULDN’T PLAY CONTACT SPORTS FOR A YEAR, SO PRETTY MUCH ONE OF MY ONLY OPTIONS WAS GOLF. JARED CIVIN “Jared has a ton of enthusiasm. My favorite part about having him on the team was his enthusiasm and his way of putting the past behind him. He’ll hit a couple of bad shots and the next hole he’ll be smiling still,” Mr. Vaughan said. “He is a tenth grader, but the way he acts—his demeanor—is more like that of a junior or senior.”

12

YEARS OF SOCCER

2

YEARS OF GOLF

themuseatdreyfoos.com | SPORTS

54

1

270

1. Seminole Ridge Community High School 2. Seminole Ridge Community High School 3. Royal Palm Community High School 4. Royal Palm Community High School 5. Forest Hill Community High School 6. Forest Hill Community High School

2.1.

Average distance (in yards) hit with driver

SOUTHERN BLVD

75

Lowest score in an 18 hole round of golf

TIME

1. DEC. 12, 2018 2. DEC. 12, 2018 3. DEC. 14, 2018 4. DEC. 14, 2018 5. JAN. 17, 2019 6. JAN. 17, 2019

Graphic by Chloe Girod

SPORTS | themuseatdreyfoos.com

BOYS’ AND GIRLS’ SOCCER

BY TARYN REAGAN

LOCATION

Photo illustration by Morgan Neiner

55

MAP

E

6p.m.

8p.m.

8p.m.

8p.m.

6p.m.

8p.m.

US 1

BY LILLY RANDOLPH

A

M

BE

EL

IN

EH

W

3. 4.

Y

OKEECHOBEE BLVD

KEY BOYS’ GIRLS’

I-95

One of the biggest changes in schools and sports has been the sizes of the teams.

Coming from a team of 19 to currently playing with only four teammates, Civin has found a new family in golf.

“Playing at Dreyfoos has been a lot of fun. It is a very small group of guys but is very welcoming.

Because the group is so small, a lot more attention is given to the individual, whereas at a bigger sports school like Oxbridge, the experience is not as personal,” Civin said. “I am especially thankful for everything that Coach Vaughan has done for us.

This unit has brought such a sense of teamship that has made the transition easier.”

Although Civin’s sports are very different, many of the skills he learned from soccer have aided his transition. His sense of camaraderie remains as well as his fierce competitive spirit.

“My competitiveness always remains, and I always want to push myself to do the very best I can do whether I’m on a team where we help each other or if it’s a sport like golf, where I’m doing the best that I can against the course.”

A change in sports was not the only one that Civin made when coming to Dreyfoos. After years of practicing theatre, Civin has found a new passion for communications — and possibly a future in the field.

“I decided to pursue communications, and I really enjoy it and that it is something that gives you a lot of outlets,” Civin said. “I feel like I am getting the skills to be able to write or broadcast for sports, such as golf and soccer. At Dreyfoos, I get to watch the sports and arts go hand in hand.”

With big goals in mind for his future, Civin works toward them daily at school. Though he may not know exactly what lies ahead, he is sure that soccer and golf will always be an important part of his life. “[These changes] don’t take away the passion I still have for soccer, and hopefully I will be able to get back in touch with it and pursue it in the future,” Civin said. “In the meantime, I am really happy to be a part of the golf team at Dreyfoos and to see where it takes me next.”

HOLE-IN-ONE AT PGA NATIONAL’S SQUIRE COURSE

G

5. 6.

MORE CONTENT. MORE MUSE.

COMIC BY ADAM HEROLD

POSTING D

atdsoa

@themuse

AYS

SUNDAY: O PINION MONDAY: NEWS TUESDAY: SPORTS WEDNESD AY: FEATU RES THURSDAY : ARTS FRIDAY: CU LTURE DOWNLOA D OUR APP : THE MUSE AT D SOA

VISIT OUR WEBSITE: THEMUSEATDREYFOOS.COM

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, reviews, and two articles outside of the section with no more than one per section. 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 any other policies surrounding every aspect of our publication please visit our website: themuseatdreyfoos.com

DONE READING? PLEASE RECYCLE.

The Muse is a national award-winning newmagazine. 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 also 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 recognized the best print edition and website (themuseatdreyfoos.com) 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 and created by its staff, advertisers, and donors. Over 1,400 students and a multitude of subscribers receive copies of the magazine anually. 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.