midway
University of Chicago Laboratory High School
PAGE 5 • CITY LIFE
Lincoln Park Zoo is entering its 30th winter with the Zoolights, one of Chicago’s favorite holiday traditions. Featuring three million lights, students and families enjoy this beloved winter activity.
PAGE 6-7 • IN-DEPTH
This year the Midway celebrates its 100th anniversary. Ten different lists of 10 items document the history of U-High over the years through Midway coverage.
100TH YEAR
DECEMBER 19, 2024
Volume 100, Number 6
1362 East 59th Street Chicago, Illinois 60637 uhighmidway.com
PAGE 10 • HEALTH
Breakfast is considered one of the most imporant meals of the day, yet many U-High students are opting to use the extra half hour to sleep in later instead of starting their day with a meal.
AI becomes everyday tool
ChatGPT tasks expand beyond simple prompts
by LIGHT DOHRN Arts & Entertainment Editor
Since general artificial intelligence platforms became widely accessible to the masses two years ago, AI has become for many students a valuable learning tool that streamlines answers and sifts through incalculable amounts of information within a few seconds — but some educators still consider it more of a threat than an advantage. The newer AI model is trained on more websites than its November 2022 release, which improves its accuracy substantially, makes it more reliable and, many people believe, a better tool to cheat.
English teacher Mark Krewatch emphasized that the English department’s recently added policy requires students to show the process of their English assignments. Essentially, if a student submits a piece of work that strikes their teacher as questionably sourced and they can’t show their process work, they’re on the hook for cheating.
“What’s sort of implied, if not explicitly stated, is that if I give you an assignment and you don’t show me the work, then I think it’s not your work,” Mr. Krewatch said.
Junior Isolde LaCroix-Birdthistle used ChatGPT along with the rest of her English class in a translation exercise during their “Beowulf” unit, a teacher-approved activity designed to explore the different ways to translate the poems from Anglo-Saxon to modern speech. She said it was an interesting look
INFINITE INPUTS. Two years after ChatGPT hit
are turning to the AI model as a support system for everything from assisting with schoolwork to providing personal advice.
into the use of AI for language.
“It was definitely easier than going through and finding every translation word by word,” Isolde said, “but it was definitely wrong at some points, so most of the work was done by taking contextual bits from the book and using our own interpretations.”
Jeremy Birnholtz, a Northwestern University communication studies professor who specializes in human-computer interaction, said that he’s observed an overwhelmingly negative response to ChatGPT being used in school settings for any reason. Professor Birnholtz believes that a combina-
tion of AI’s sometimes inaccurate information and the impression that any use of it constitutes cheating are the main contributors to its bleak reputation.
“It kind of reminds me a little bit of the attitudes around Wikipedia, but sort of on steroids,” Dr. Birnholtz said. “Where, you know, 10 or 15 years ago, the conversation was about how nobody should use Wikipedia for serious education and how the fact that anybody could edit it meant that it was never accurate.”
Dr. Birnholtz said that while there are many risks and drawbacks associated with the use of AI
platforms within education, it can often act as a really useful helping hand to students who want help with mundane tasks or bits of research as long as policies are clear for when it is OK to use.
“I don’t think it’s good to be in a world where students think that ChatGPT knows everything and faculty think that ChatGPT is just a way to cheat,” he said, “because neither of those things is true.”
Nina Wieda, an associate professor of instruction in the Chicago Field Studies program at Northwestern University, has students who use ChatGPT for small parts of academic progress or to take
“
I don’t think it’s good to be in a world where students think that ChatGPT knows everything and faculty think that ChatGPT is just a way to cheat.
—
Jeremy Birnholtz, communications professor ”
bits of work off their shoulders that have little or no educational value. She says her students use ChatGPT to brainstorm for presentations, get ideas for new angles, for case studies or examples, while some professors are having students write papers in class in real time by hand, so that they still practice their skills. She said in preparation for that, ChatGPT is a good way to generate counterarguments to your ideas and find the best objections. Dr. Wieda said she has also observed her students discuss ChatGPT’s merit for more personal assistance, like relationship advice, motivational conversations and more.
“Not everybody has a friend available all the time for that kind of support, and ChatGPT can be that friend with whom you develop ideas in dialogue,” Dr. Wieda said. “Recreationally as well, I know that my students use ChatGPT for relationship advice. Some even report to me that they sometimes find ChatGPT to be a better friend than actual physical friends because it’s always available, never asleep, and always willing to provide you with feedback and advice to cheer you up or anything like that.”
History teacher records texts to support comprehension
by JULIANA DAUGHERTY Audience Engagement Editor
After seven hours of school, sophomore Suna Choi Hortascu comes home, her brain exhausted from a day of work and learning, only to discover she still has hours of more work ahead of her. Whether it’s reading, taking notes or preparing for a discussion for her AT European History class, she feels the pressure and anxiety over how she is going to get this done.
However, teachers like history teacher Christy Gerst are committed to ensure students have the best resources possible to get the work done. Ms. Gerst records herself narrating the assigned texts for students to listen to instead of just having them read the 30to 40-minute documents on their own.
It’s a process that takes hours.
“I started by just recording the primary sources, which are most difficult for students because they can’t hear the tone and emphasis
of the writing,” Ms. Gerst said. Around the same time, the school started to use an educational framework called Universal Design for Learning, which, as Ms. Gersts describes, “seeks to incorporate strategies for all students’ success.”
After this framework was implemented, Ms. Gerst realized how her efforts were consistent with this learning framework and began incorporating more audio recordings into more of the readings, instead of just primary sources.
Ms. Gerst had originally started doing these recordings more specifically for students with learning differences.
As more students became aware of the availability of the recordings, she found that even students without learning differences were using and benefiting from the audio recordings.
Ms. Gerst has also done research on how listening to audio readings help sustain focus and even
increase ability to read text on a page.
“Neuroscience research says that our reliance on digital reading has actually destroyed our ability to read as a society, so now we’re just basically skimming the page we read,” Ms. Gerst said. “By pairing audio readings with real reading, we’re sort of reteaching our brains to read.”
Supporting this data from neuroscience research, Ms. Gerst has received feedback from students saying the audio is making them better and faster readers.
Suna, like other students Ms. Gerst has taught, has seen growth in her reading comprehension, as it gives her brain two sources to focus on at the same time.
“I really appreciate the audios Ms. Gerst provides,” Suna said, “because I find listening to the text while simultaneously reading it engrains the information much deeper in my memory and improves my comprehension of the material and
reading at a higher degree.”
Midway photoillustration by Simon Vaang and Ellis Calleri
the internet, many students
I’m
Ms. Gerst strives to help her students succeed, whether in the history classroom or outside of it. She
often says, in her AT European History classes, “This is a college level course with high school level support.”
Midway photo by Peyton Palmer TEACHING THROUGH TAPES. History teacher Christy Gerst records herself reading a text, an effort that gives students an easier way to learn.
For U.S., F1 team places 13th in world
Students travel to Saudi Arabia for model car race
by JAYA ALENGHAT Editor-in-Chief
When U-High’s Aeros Racing team was founded in the 2021-22 school year, the members dreamed of one day competing in the world finals — a day that could only arrive with dedication and hard work. Last month, that day arrived.
Aeros Racing was the only team to represent the United States at the Aramco Formula 1 in Schools World Finals 2024 in Dhahran, Saudi Arabia, Nov. 21-26, placing 13th overall with the 10th fastest model car.
Around half the score at the competition is for engineering, project management and marketing portfolios, with car speed and reaction racing, and pit display and verbal presentation worth about 25% each. The students who attended were seniors Ayush Mishra, Alexander Blander, Jashan Gill, Ketan Kandula, Raza Zaidi; junior Aran Malhotra; sophomore Taara Sajdeh; and ninth grader Zain Zaidi. The team’s parent adviser, Tanya Gill, and other team members’ parents also traveled with the team.
In addition to placing 13th, the team was nominated for awards for verbal presentation, innovative thinking and FIA women in motorsports. Aran was one of 10 students selected for the Komatsu-Williams Engineering Academy.
Ayush, the team leader, and Raza, the resource manager, founded Aeros Racing as ninth graders. Ayush felt the team’s placement at Worlds truly represented the extensive work they dedicated to the team.
“We were able to, for the past four years, stick with it, to keep trying, stay persistent and constantly improve, constantly striving to be better,” Ayush said. “To see that re-
by LILA COYNE Assistant Editor
At a typical American high school, one finds a crowd of adoring parents in the stands of a football game. Classic symbols like foam fingers and pompoms come to mind. At U-High, that kind dedication and support from parents is found on the sidelines of a robotics competition.
Wearing Cache Money sweatshirts and cheering as robots navigate various challenges, the parents attending these events are just a few of the coalition who have rallied around U-High’s robotics team through its network of almost 50 parents signed up to assist the club.
Sofia Picciola, Cache Money’s outreach and marketing coordinator, regularly feels the impact of parent involvement.
54 teams competed at World Finals
25 countries sent at least one team Source: F1 in Schools by the numbers
flected in our placement, it’s a really good feeling. It’s really satisfying, and it’s just a great culmination of all our hard work and all the time we put into it.”
Raza is proud of how they built up the team’s infrastructure, found sponsors and partners, overcame obstacles and succeeded in previous competitions.
“From the very beginning, meeting on Zoom during COVID and not being able to build a car, to being 13th, and beating two former world champions — that was an incredible feeling,” Raza said.
Acquiring the funds to attend the competition and perform well required a lot of preparation. While the students’ families paid for transportation, the team raised around $26,000 for registration, their pit display, their car, marketing, portfolio printing and more. They worked with Lab’s alumni relations and development staff and did independent outreach to find sponsors.
The team’s efforts paid off with a rewarding experience in addition to the competition, including gokarting, ATVing, exploring the city and connecting with teams from around the world.
Taara, the enterprise manager, described the environment as truly special.
“It was quite intimidating at first because you know that you’re with the best of the best worldwide,” Taara said. “But just getting to meet literally hundreds of people that are all interested in the
IN THE DRIVER’S SEAT. Ninth grader Zain Zaidi and senior Raza Zaidi finalize the Aeros
the world finals in Saudi Arabia. The team placed 13th overall with the 10th fastest car in the
same things that you are, that are all driven by the same passion and love for Formula One.”
While the whole team was nominated for the FIA women in motorsports award, it was directed toward Taara, the team’s only girl on the trip, who has been inspired to encourage more women to be excited about motor sports.
While handling finances, management, presentations and interviews went well, the team’s car was the 10th fastest in the world, with their best race time being an impressive 1.107 seconds. Between Nationals and Worlds, they altered their car design through four different prototypes.
Jashan, the lead engineer, worked a lot on the research and testing of the car, and his favorite
We were able to, for the past four years, stick with it, to keep trying, stay persistent and constantly improve, constantly striving to be better.
— Ayush Mishra Aeros Racing team leader ”
element is its front wing design.
“I think it looks pretty cool, but it’s also very functional in terms of actually controlling airflow,”
Jashan said, “and I think it’s one of the main reasons that we’ve managed to get such a fast car.”
Most members of the team were intially interested in joining F1 in Schols because of their interest in Formula One racing. After the Saudi Arabia competition, these U-High students got to attend the F1 Qatar Grand Prix in Doha Nov. 28-Dec. 1. They participated in an exclusive pit lane walk, met some of the drivers and toured the Kick Sauber Garage, a reward for one of their nominations.
“I think the whole element of trying to improve every aspect of the car and perfect that design, and then to see it when we toured the Kick Sauber Garage,” Ayush said, “seeing those engineers doing the same and making these small tweaks to begin millisecond improvements — it wasn’t F1 in schools, it was actual F1.”
Parents boost robotics team with funds and foods
“Robotics is a super-intensive club. I think that it takes a lot of extra support,” she said. “To have the parents involved and support-
ing us is amazing, and we couldn’t do what we do without that.”
Support has increased along with team size. When design co-
ordinator Mihir Epel first joined Cache Money, it had about 15 members. Now it has almost 40. As the team has grown, parents have begun to take on more tasks in the last year or two.
“They spend a lot of time with us, talk to us about our needs, help us discuss transportation to our events, sometimes to our practice fields and stuff like that,” he said.
“And also some of these parents are so active they actually come to our build sessions and help us build the robot.”
Sofia believes parent dedication is prompted by the commitment of students. During competition season, team members face up to 20 hours of work a week split across four practice sessions. One of those weekly sessions is an eighthour meeting on Saturday.
“Parents notice that their stu-
dent is spending a lot of time at robotics and that it’s what they really enjoy,” Sofia said, “and so that prompts the parent to want to engage more and support their kid.” Coach Darren Fuller initially found it challenging to engage parents because of a general lack of familiarity with robotics. However, he believes the necessity of advisers supervising these afterschool and weekend sessions has created a culture of devoted students and faculty, prompting advisers to do the extra work to involve parents.
Like Sofia, Mr. Fuller credits the involvement of parents to the rigor of the activity. Because while they may be missing foam fingers, parents of Cache Money members are never lacking commitment.
As Mr. Fuller describes it, “We have parents giving a lot of time, a lot of talent and a lot of treasure.”
Model UN hosts first conference since before COVID
by MILO PLATZ-WALKER
Sports Editor
Model United Nations delegates representing over 32 high schools from across the country flooded into Gordon Parks Arts Hall for the Lab Model United Nations Conference the morning of Dec. 7. Hosted for the first time since the COVID-19 pandemic, the conference made a triumphant return, bringing together 600 delegates to debate and collaborate on pressing global issues.
Rather than participating as delegates, U-High Model UN students
played key roles as chairs, ensuring that sessions ran efficiently.
The day began with an opening ceremony in the Ken Griffin Assembly Hall, where U-High’s secretaries-general Helen Kraemer and Alexander Saratovsky welcomed delegates. Alongside Helen and Alexander, keynote speaker Henry Bienen, Northwestern University president emeritus, gave a speech on the value of diplomacy and public service, setting an inspiring tone for the day.
Delegates then left for committee sessions held across U-High
and Gordon Parks Arts Hall. Topics ranged from climate change to international security, challenging student’s leadership, collaboration and problem-solving skills.
For Helen, a four-year team member, the conference represented the time and energy spent planning.
Helen said, “As a secretary-general you’re always trying to leave your mark in a way, and I think bringing back LABMUNC for the team in such a substantial way is kind of how Alexander and I are really doing that.”
U-High faculty adviser Isaac Berrueta hopes that serving as chairs will teach U-High students more about leadership to benefit the team in future conferences.
“Serving as a chair, you have the responsibility of leading a committee and having to be objective and subjective while deciding who the winner is and whatnot,” Mr. Berrueta said, “so I think it really builds off that: a lot of leadership and team building.”
The day concluded with closing ceremonies in the assembly hall, where awards were giv-
en to outstanding delegates. Helen found the conference to be a large success, hoping that it cements U-High’s legacy and lays the foundation for future LABMUNCs to come.
Midway photo by Eli Raikhel
PARTS OF A WHOLE. U-High’s robotics team Cache Money receives critical support from a committee of dedicated parents.
Midway photo by Olin Nafziger
Racing pit display before
competition Nov. 21-26.
Accesibility efforts are worth it
Some U-High students choose a unique way to do their history homework. They can do more than just read; they can listen to their teacher or another adult narrating their assigned readings aloud. The option for these recordings is rare at U-High, and students appreciate it as it makes their lives easier.
as the midway sees it.
This represents the opinion of the U-High Midway editorial board.
We know there are many other efforts from members of the Lab community, and we want to acknowledge those that support students with learning differences.
These measures make a difference for students in real time, and we hope U-High will continue to search for additional ways to expand such offerings and experiment with support in the future.
To be sure, this sort of work can be time consuming and require innovation. Teachers dedicate extra time in order to find ways to provide added supports and creative solutions will take time, funding and a willingness to test out methods — some of which may not work.
But this effort is worth it.
Recordings from history teacher Christy Gerst, for instance, come as U-High has begun to incorporate an educational framework called Universal Design for Learning, which aims to help all students succeed.
The recordings and this broader approach are the sort of recognition and support of the different learning styles that uphold Lab’s values as a community of learning.
For neurodivergent students, this is an essential resource. These students should not have to work harder — and find their own ways to make assignments manageable — when completing school work. Every student deserves the same access to learning.
Too often, teachers nationwide are not equipped to provide that access that neurodivergent students need.
According to an Education Week study, less than one in five teachers feel well prepared to teach students with learning differences that are considered to be moderate, like attention-deficit/hyperactivity disorder and dyslexia.
These innovations have benefitted more than just those who have learning differences. In Ms. Gerst’s class, many students said they benefited from the recordings as well, gaining new abilities to read more thoroughly, rather than skimming.
These efforts make a difference and they matter.
As students, we should advocate for more resources such as this as they are a step in the right direction for making Lab the best learning environment it has the potential to be.
Instead of restricting, accept and rethink phone usage
It can be found everywhere — on the internet with screen time alerts and with online videos dedicated to getting teens off their phone.
According to the Pew Research Center, it can be found in homes, where around 40% of parents argue with teens about phone usage. It can even be found at school, where teachers share openly their concerns regarding student phone usage, and why phones plague this generation. “It” is the complaints and limitations about teenage phone use by adults. Instead of the constant demonizing of phone usage, parents and teachers should focus on highlighting the positive aspects of phones. Students should be encouraged to utilize the benefits of their mobile devices.
by DECLAN SMITH Assistant Editor
Teenagers and adults should take into account the warning signs of phone addiction but should also acknowledge that there are health ways to use phones without addiction.
Like many things, smartphones have both positive and negative aspects, which should be considered. According to the Pew Research Center, 69% of teens say
smartphones make it easier for them to pursue hobbies. Cedar Tree Counseling states that phones help teenagers keep connected to their friends. Many games also provide teenagers a needed relief from the stress of everyday life and school. However, when giving screen time advice, many people fail to acknowledge these positive aspects and focus solely on the negatives.
Anyone, including teenagers, should aim to strike a balance when using cell phones.
Addiction to phones is a prevalent issue among teenagers especially, but phones can still be used in moderation.
Teenagers and adults should take into account the warning signs of phone addiction but should also acknowledge that there are healthy
ways to use phones without addiction.
This constant criticism and attempts to limit screen time have caused screen time shaming to run rampant. Phones allow teens methods of communication in emergencies and with family members as well as ways to communicate with classmates.
Among U-High students specifically, class group chats have helped students with homework troubles.
Writer Sarah Hagi argues in WIRED magazine that even tracking screen time has a detrimental effect, considering how little we know about what is normal and what is detrimental. This entire culture of tracking and shaming people over screen time is not beneficial to anyone —
all it does is make teenagers feel embarrassed about how much time they spend on their phones and discourage teenagers from using their phones positively, which instead should be encouraged. Instead of demonizing phone usage, failing to weigh both the pros and the cons, and making teenagers ashamed of their screen time, parents and teachers should keep an open mind when addressing phone use.
People who need help with phone addictions should seek help, but others should be encouraged to use their phones positively and healthily. Adults should try to understand why teenagers are using their phones and acknowledge what positive impacts these uses may be having on teenagers.
Embrace boredom to promote creativity, productivity
Two years ago, I went on a five-week camping trip across the Pacific Northwest through a program run by my sleepaway camp. Without a phone, I was completely disconnected from my life back home. At first, this was stressful. I felt FOMO — the fear of missing out — and I would even occasionally feel the ding of an imaginary notification. Fortunately, I settled into my new way of life after only a couple of days. I got used to sleeping in a small tent with four other people, eating bread-and-cheese sandwiches every day, and visiting beautiful places I had never been to before. On the longer hikes and even longer bus rides, I also began to experience an unfamiliar
by NAOMI BENTON Audience Engagement Editor
Schedule time apart form the busy commotion of modern life to do nothing. Turn off the phone, take out the Airpods, step outside and take a walk.
sensation: boredom. I had forgotten what boredom felt like. I realized that all year round, I remain busy.
Depending on the season, my days were filled with a different combination of school, homework, extracurriculars and jobs.
This experience is mirrored in the lives of many students. People are not only busy, but they associate boredom with negative implications. Most people’s first response is to find the quickest route to relieve it — but it shouldn’t be.
Over Thanksgiving break, again left without the responsibilities of my usual lifestyle, I reflected on the concept of boredom.
I was finishing “The Comfort Crisis,” a book my dad had made me read by New York Times bestselling author Micheal Easter. In “The Comfort Crisis,” Mr. Easter
We will report on the people, activities and thoughts that make our school unique, striving to include the voices we haven’t heard yet.
argues that boredom is extremely beneficial to humans, promoting creativity and imaginative thinking.
Mr. Easter also explains how boredom is an evolutionary trait, derived from the hunter-gatherer era. This ancient art is lost in modern times, because most people have a flat, rectangular device that sucks them into an algorithm specifically designed to keep them engaged.
The activity of mindlessly scrolling through social media or watching a television series does not require any critical thinking.
Being bored, on the other hand, does. An educational specialist at the Child Mind Institute, Jodi Musoff, similarly supports the
positive effects of boredom. She notes that boredom is specifically beneficial to kids, helping them foster important skills, such as problem-solving, individual thinking and creativity. Contrary to the belief of many, boredom is productive, especially for the impressionable and evolving minds of students. Instead of abhorring the concept of boredom, students should embrace it — not only by allowing themselves to be bored but by actively seeking it. Schedule time apart from the busy commotion of modern life to do nothing. Turn off the phone, take out the AirPods, step outside and take a walk. Re-learn what boredom feels like.
Midway Illustration by Ilana Umanskiy
On-field fashion
In games, student-athletes showcase style, blending performance and flair
by SOHANA SCHNEIDER Assistant Editor
The combination of fashion and sports is nothing new. From Top 10-ranked tennis players bringing designer bags onto the courts to NBA players wearing their own clothes in the tunnel leading to the court, sports and fashion are now more closely linked than ever.
This alliance has made its way to the high school level, with student-athletes also sporting fashion beyond the uniform.
By wearing colorful and flashy attire, U-High athletes find confidence in their game and a way to express their personality and skill.
Each time junior Devyn Moubayed steps onto the soccer field, she laces up her bright turquoise Nike Tiempos with purple details. For her, the cleats don’t just give a competitive edge — they enhance her confidence as well.
“If I was wearing cleats that didn’t look good or with bad colors, I would maybe be a little self-conscious,” Devyn said.
Like Devyn, junior Osvaldo Carretero sees his hot pink spikes as a way to express his personality but to also feel more confident before a cross country or track and field race.
“I feel like having shoes that represent my personality kind of makes me feel more confident when I’m racing,” Osvaldo said. “Since whenever people see me running, they’d be like ‘Oh, this person’s literally colorful.’”
This connection between personal style and performance isn’t limited to footwear. Ninth grader Sally Barth is known to wear brightly colored suits during swim practices. Her favorite suit is her hot pink one, because it gets noticed. She feels that these suits help showcase her personality.
“I would say I’m a bubbly person, especially during swimming,” Sally said, “and I feel like it brings out that aspect.”
On the basketball court, sophomore Bomi Johnson turns heads
with his bold footwear choices. His pink or blue Nike KD4s serve as the statement piece of his basketball uniform and compression wear.
“That’s what people see, and when my shoes are colorful, they know when I’m on the court,”
Bomi said. “Even if everyone on the court is skilled, it is something that can differentiate you from one another.”
Bomi believes shoes allow players to adequately represent themselves.
“Shoes can tell a lot about a person,” Bomi said. “When you think about what you wear on the court and, like, your accessories, it is kind of like regular fashion. It tells your mindset and feelings about the sport.”
Accessories also play a large role in how student athletes have added flair to their game-day looks.
During the volleyball season, junior Isabella Huang often wore hair ribbons instead of just regular elastic bands during her games to add to the fun of the season.
“I think it was a cute accessory especially during the homecoming games,” she said.
While accessories and colorful shoes often draw attention, many athletes emphasize a balance between substance and style. Osvaldo sees a correlation between playing level and fashion.
“If you’re wearing bright shoes or bright spikes, then you’re probably fast,” said Osvaldo.
For Bomi, fashion does come in tandem with skill, but skill is still the priority.
“I like to focus on the skill first,” Bomi said, “and then I’ll get the shoes.”
Devyn also believes that skill is primarily what tells the story of an athlete.
She adds that although it is important to feel like you look good, it should not be the primary way athletes represent themselves.
She said, “Skill makes the player, not the cleats.”
her vi-
Nike Tiempo soccer cleats as she stands on
Field
cross country athlete Osvaldo Carretero, a junior, prepares to run on Jackman Field with his bright orange New Balance running shoes.
BRILLIANT BOW. Volleyball player Isabella Huang, junior, shows off her volleyball-covered ribbon, adding a touch of flair to her game-day look while representing her love for the sport.
Students chase varsity dreams through dedication
Athletes fight for varsity positions through hard work
by TAARIQ AHMED News Editor
As the sun illuminated the court, Arhan Ganapathi and his teammates Kayin Bradford and Anik Shetty met their basketball coach to get shots up. But this was no ordinary practice — at 6 a.m. on a summer morning, the players had come together to train, a testament to their shared commitment to preparing for the varsity season. For many student-athletes, making the varsity team is a coveted goal, but it’s not always a simple journey to get their name on the varsity roster. While some players seem to have an advantage, thanks to prior experience or natural talent, for others, securing a spot on the varsity roster takes more than just showing up for tryouts. It demands the kind of dedication that happens long before the season starts, during the offseason grind. Arhan, now a senior, was dou-
for
ble-rostered on JV and varsity as a sophomore. It was the summer after that year in which he dedicat-
ed himself to not only securing his spot on the varsity roster but also expanding his role on the team
“
What motivated me to get on varsity was the tough level of gameplay and the opportunity to play with some of the older players that I have looked up to since I started. — Cece Bernstein, sophomore ”
with those early morning practices. For Arhan, making varsity wasn’t just about earning a title, it was about pushing himself to grow and develop as a player.
“I saw the opportunity to be surrounded by people who are better than me,” Arhan said. “There is a lot to learn from the people around you, especially the juniors and seniors. While varsity is a bigger commitment — the practices are more intense, and we have to take the initiative to recover from them — and the stakes are higher too. It
pushes you to be well-rounded and be successful.”
Sophomore Cece Bernstein, who played JV volleyball last year, worked in the offseason to make the varsity roster. After facing an injury during the club volleyball season, Cece had to wait until July to start playing again. To catch up, Cece attended volleyball camps and private lessons in the summer, and during the preseason, she came in early to get extra touches before team practices.
“The challenge of playing with people better than me was something I wanted to be able to do daily so that I could improve,” Cece said, reflecting on how she enjoyed practices combining varsity and JV players last year. “What motivated me to get on varsity was the tough level of gameplay and the opportunity to play with some of the older players that I have looked up to since I started.”
This season, as the dance team members form a tunnel, Arhan steps onto the Upper Kovler court to the sound of his name echoing the gym, a varsity player making his mark.
Midway photo by Leila Rezania
VARSITY VISION. Senior Noah Runesha, the starting point guard for the varsity boys basketball team, lifts dumbbells in the fitness center to prepare
the basketball season.
Midway photos by Olin Nafziger FLASHY FOOTWEAR. Above, junior Devyn Moubayed, a varsity girls soccer player, displays
brant turquoise
Jackman
Below,
CTA’s Santa’s Express brings the holiday season joy
by ARI NOVAK Assistant Editor
Since 1992, the CTA holiday train has become a beloved spectacle of Chicago’s rail lines.
What started out as an out-of-commission Blue Line train displaying “seasons greetings” and delivering food to Chicago charities has since evolved into a citywide tradition, now delivering both food and holiday cheer across the city.
The train runs from Nov. 29 to Dec. 23 on all eight rail lines with the option to take a photo with Santa available on Saturdays.
The holiday train has remained both a fixture of Chicago’s frigid winters and a vision to behold for over 30 years: from the Christmas-themed advertisements plastered inside the cars to the redand-green seats below, everything screams Christmas.
While candy canes are distributed by CTA employees dressed in elf costumes, the twinkling lights rimming the windows and the ceiling illuminate the car in a festive haze, and both the ceiling and the floor are redecorated to match the Christmas vibe.
Santa can be found on an openair flatcar, his sleigh flanked with candy cane guard rails, nutcracker soldiers, reindeer and impressively tall Christmas trees.
Despite the impressive razzle-dazzle of it all, the focus of the holiday train remains on benefiting the community. The CTA purchases and donates groceries to assemble food baskets to be delivered to organizations across the city benefiting those in need. This year, an expected 400 food baskets, which include meal components like canned ham, potatoes, vegetables and more, will be donated to charity.
“The Allstate CTA Holiday Train and Bus are more than festive decorations — they are a unique Chicago holiday tradition that cele-
SANTA
Every year the CTA decorates one of their trains as “Santa’s Express” with a Santa, a reindeer and elves as dedicated conductors to raise money for food baskets.
THIS ELF ISN’T ON A SHELF. As Chicagoans prepare to board the CTA’s “Santa’s Express,” they are greeted with an elf-dressed CTA employee, ready to give them the holiday train exprience.
brates the goodwill of this city, and the hard work of CTA employees who are committed to making everyone’s holidays a little brighter,”
CTA president Dorval R. Carter Jr. said in a statement.
Sophomore Sinziana Lazar has never taken the train before, but has long been enthralled when she sees it going by in a blur of blinking lights. Sinziana thinks riding the train would be an amazing experience.
“I saw the train when I was driving through Chicago, and I thought
sit was really cool,” Sinziana said. “It was always a staple of the Chicago holiday experience. It’s very cheerful, and it makes me really happy to look at it. I would love to ride it because of that.”
In 2014, the CTA extended this tradition to bus lines. Select buses will undergo festive remodeling for the next few weeks, with the full schedule for tracking holiday-themed transportation available on the CTA website, or accessed using the holiday bus tracker.
Zoolights maintains beloved Chicago holiday tradition
For its 30th year, Lincoln Park Zoo contiues legacy
by CAROLINE SKELLY
Audience Engagement Editor
Each November, as a winter chill settles over Chicago, Lincoln Park Zoo is transformed into a glowing lightscape. The zoo’s paths, trees and buildings are wrapped with over 3 million vibrant lights of all colors. Bright yellows, blues, greens and reds cast a glow over the zoo as viewers walk around with the sound of Christmas music playing in the background. Festive light displays of holiday characters and others also line walkways, entertaining guests with their twinkling lights. Zoolights at the Lincoln Park Zoo, one of Chicago’s most beloved holiday traditions, is entering its 30th year this winter and is continuing to bring holiday spirit and cheer to the city. Zoolights runs through Jan. 5 and the prices range from $7 to $10, depending on the day of the week. It runs from 4:30 p.m. to as late as 10 p.m. It is free on select Mondays and is closed on Tuesdays. When it began, it featured only 100,000 lights and has since grown to 3 million lights.
SHINGING
to be a
event
Other attractions include a Ferris wheel, carolers and ice carving on select nights, access to the zoo buildings to see animals, and concession stands selling snacks and hot drinks. Zoolights has been a holiday tradition for many U-High
students throughout its 30 years. Even with new additions such as the light lounge, Zoolights remains a staple in Chicago’s holiday celebrations.
Sophomore Aya El Bissati says she experienced a sense of nostal-
gia when she visited.
“I went there when I was younger, but I forgot what it was like because I was so young,” Aya said.
“So, we just thought it would be a fun activity to just remember and see it again, and it’s something
“ I went there when I was younger, but I forgot what it was like because I was so young. So, we just thought it would be a fun activity to just remember and see it again. Since I used to go with my family, now going with a friend has that nostalgic feeling.
— sophomore Aya El Bissati ”
that happens every year, so we just thought it would be fun. Since I used to go with my family, now going with a friend has that nostalgic feeling.”
Aya also appreciated the community aspect of Zoolights and the overall festive atmosphere.
“I enjoyed the environment and seeing everyone come together for this event. I also really like the beauty of all the lights and the Christmas festival feeling,” she said.
As Zoolights carries on its festive legacy, it continues to be a classic Chicago holiday tradition that signifies the beginning of winter and lights up some of the darkest days of the year.
Midway illustration by Ilana Umanskiy. Midway photos by Nathan Li
COMES EARLY.
Midway photo by Bryce Kenny
BRIGHT. The Lincoln Park Zoolights is marking its 30th anniversary. Even with its changes it has contiued
nostalgic
for students and has remained a cherished Chicago holiday custom.
10 x 10 MIDWAY 100
This year the Midway celebrates its 100th year of publication. Since its founding, the Midway has overcome obstacles, documented U-High history and become one of the most recognized high school newspapers in the nation.
In the journalism storage room, a team of Midway staff looked through Midway archives dating back to 1924, finding powerful stories, alumni and images to showcase the diverse coverage of U-High history in 100 items — 10 lists of 10. While the archives have a few gaps, the information presented here still captures the Midway's legacy at U-High.
Midway moments 1
Throughout its history, the Midway has experienced monumental changes to its publication:
1. The first U-High newspaper: The University High School Weekly first appeared Dec. 16, 1903. Sold for 10 cents, it was two-columned and was printed on glossy paper. It served primarily as a literary publication, and after many changes and names, it would become the U-High Midway.
2. The first U-High Midway: In the 1924-1925 school year, the first U-High newspaper called The Midway was published. Since then, it has evolved through different sizes, staff and more.
3. Pacemaker Award: The Midway won its second Pacemaker in 1968 (the first is undated) from the National Scholastic Press Association, recognizing it as one of the six best high school papers in the nation.
4. Finances: Prior to obtaining a comfortable budget, the Midway relied on donations, subscriptions and advertisements to pay for resources and printing. Throughout the decades, the Midway has had difficulties with financial support, and even had to temporarily suspend publication (1932).
5. U-High protest coverage: Just days after four people in a crowd protesting the Vietnam War were fatally shot by National Guard troops at Kent State University, the May 12, 1970, Midway included two pages of special coverage of protests at U-High, which included a campus closure.
6. Adviser Wayne Brasler: Mr. Brasler was brought to U-High in 1964 to strengthen the journalism program. The Midway won its first award after Mr. Brasler joined, and he was the journalism department’s only teacher and adviser for 50 years.
7. All-State Journalism Team: In spring 2005, the Illinois Journalism Education Association began the All-State Journalism Team. Since then, 17 members of the U-High Midway staff have been recognized (one twice) through spring 2024.
8. Website launches: On May 1, 2018, uhighmidway.com launched and since then attracts an average of more than 12,000 page views per month. The website won its first Online Pacemaker and first Crown Award for the 2019-20 school year.
9. COVID-19 changes: During the pandemic, as Lab turned to distance learning, the Midway stopped printing physical papers and started publishing online daily.
10. 100th anniversary: As the Midway celebrates 100 years of publication, it remains a vital source of news in print, online and via social media.
Before they were famous 8
against minority groups, so they often went underrepresented.
1. Edward Levi, 1928: Served as the president of the University of Chicago from 1968-1975 and then as U.S. Attorney General from 1975-1977. Mr. Levi was covered in the Midway for being the head of the writer’s club.
2. Ray Anderson, 1968: Celebrated jazz trombonist. When asked about the productivity of student boycotts by Black students in Chicago high schools, Mr. Anderson said to the Midway, “I think that student demonstrations can be extremely effective.”
3. Emily Mann, 1970: Tony Award-nominated author and director, who began her theater journey at U-High. In 1980, she was featured in an alumni profile. “So much of it stems from right here,” she said in an interview on her time at U-High.
4. Paul Sagan, 1977: Three-time Emmy Award-winning broadcast journalist and business executive. Mr. Sagan began his career in journalism on the U-High Midway and wrote a spread for the Midway describing a day at Francis W. Parker School.
5. Eugene Scalia, 1981: Served as United States Secretary of Labor 2019-2021 and United States Solicitor of Labor 2002-2003. He was a U-High Midway reporter. In 1980, he reported on the Carter/Reagan election.
6. Arne Duncan, 1982: U.S. Secretary of Education 2009-2016. He said to the Midway, “The best thing I could do was to go to an Ivy League school where I could get an outstanding education and also play competitive division basketball.” He played basketball for Harvard, then professionally in Australia.
7. Kwame Raoul, 1982: Illinois Attorney General since 2019. Documented in the Midway, Mr. Raoul was photographed leaping for a rebound in a basketball game against the Elgin Academy Hilltoppers.
8. Amanda Williams, 1992: Chicago-based visual artist with an architecture background. She has taught at numerous universities and lectured at renowned art museums, such as the Metropolitan Museum of Art. At U-High, she was quoted as president of the Black Students’ Association.
9. Kareem Saleh, 1997: Successful financial technology executive, and he helped negotiate the Paris Climate Agreement as part of the Obama administration. While at U-High, Mr. Saleh wrote a column for the Midway, entitled “Witty Trash.”
10. Laura Jarrett, 2003: Television journalist currently working for NBC News. Ms. Jarrett was covered by the Midway as a junior captain of the JV tennis team. When asked about the difficulty of a team made up of predominantly seniors, Ms. Jarrett said, “Seniors can't play in ISL matches so that makes things tougher on us.”
Discontinued things 3
As
1. Field Hockey: Before the
field
ny
of
IX, a
team
sports teams, with a rivalry and matches against Latin and North Shore, according to the Oct. 24, 1967, Midway.
2. Russian language classes: For much of U-High’s history, students have had various world language programs including a discontinued one, Russian. According to the April 14, 1970, Midway, students visited the Soviet Union to practice their Russian skills alongside former Russian teacher Mary Hollenbeck.
3. “Student Empowerment Committee”: According to the May 13, 1997, Midway, U-High’s student government was “over
shadowed” by the founding of a “Student Empowerment Com
mittee,” which was labeled as a “vigilante government” in a Midway editorial. This alternative student organization did not last past the 1990s.
4. Hair length rules: The Midway protested school restrictions on boys’ hair length which, at the time, were imposed by the school in the Oct. 21, 1965, article “School Shouldn’t Play Barber.”
5. Ombudsmen: Just 23 years ago, student ombudsmen mediated complaints between students and teachers. The tradition, which was started in 1993, involved an Ombudsmen Selection Committee, who selected two senior student representatives, according to the April 25, 2001, edition.
6. Pledge of Allegiance: In the Midway’s March 5, 1965, “Dear Editor” letters, students expressed “resentment” toward being required to recite the Pledge of Allegiance at school assemblies. These complaints eventually came to fruition.
7. Girls’ Club and Boys’ Club: In 1936, U-High’s club offerings included a Girls’ Club and Boys’ Club which organized various dances and social events. On Nov. 23, 1936, the Midway recorded plans for a Boys’ Club barn dance. Both clubs were also al
lowed their own section in the Midways of the 1930s, where they could record current club events.
8. Black Arts Week: Arts Week, which later became ArtsFest, has been a U-High constant for many years. However, Black Arts Week, which included plays, discussions, food experiences and more, has not survived. According to the April 17, 1973, paper, the week was themed and executed by the Black Students’ Association, with some students finding it problematic.
9. Onyx: Another discontinued BSA tradition is the Onyx magazine, which was published by BSA after Black Arts Week. The content of the 1973 Onyx was criticized in a May 8, 1973, Midway guest column.
10. Rifle Club: According to the Jan. 29, 1937, Mid way, U-High students were allowed to be members of the University Rifle club, where they could win association medals and use rifles for limited costs.
U-High traditions 6
The Midway has been able to celebrate many special U-High traditions over the past century, some of which are still familiar today:
1. Bazaarnival: The Bazaarnival, which has become the Holiday Book Fair and Bazaar, has existed since before 1965. On April 9, 1964, the Midway reported that that year's Bazaarnival included “royalty” and a discotheque as well as fundraising opportunities.
2 Rites of May: U-High has celebrated Rites of May for 55 consecutive years, after the ina gural Rites of May started as a “Shakespeare Faire.” Celebrations have varied over the years, including bounce houses and even including an outdoor play in 1998, as reported in the May 12 edition.
3. May Project: For seniors, the option to do May Projects has been around for more than 50 years. The Midway has covered May Projects, which have grown in popularity from the 53% participating according to the May 9, 1972, newspaper to nearly every senior participating today, even as topics and scope have changed.
4. Sophomore Retreat: The tradition of sophomores retreating to do service has not changed that much over the years. The Sept. 5, 2006, edition reports that the sophomore retreat took place in Wisconsin and involved similar acts of service, as it did in 2024.
5. Arts Week/ArtsFest: Arts Week, which has been shortened to the one-day ArtsFest, has continued to be held annually in February. Arts Week began in 1967, and in 1972, Arts Week involved competition for individual pieces of art alongside activities.
6. Exchange Trips: Exchange trips have been common for U-High language students. Trips have previously been held to South America, parts of Africa and Russia. French, German and Spanish trips were also held during the 1960s.
7. Labstock: Labstock has been an annual year-end celebration for a long time. The June 3, 2008, edition reports that students celebrated with a barbecue alongside the characteristic live music.
8. Student Experimental Theatre (SET): The tradition of multiple yearly plays has been in U-High for more than 30 years, but the Student Experimental Theatre, which features a student-designed play has been around at least since 1997.
9. Kids Lunar New Year Celebration: Dragon dancers have performed in a kids Chinese Lunar New Year celebration for a long time. The March 11, 1997, Midway reported that the dance and celebrations were hosted by the Asian Students’ Association.
10. Senior Lounge: Seniors have been relaxing in a grade-wide lounge for a very long time. A Page 1 story in the Dec. 9, 1997, Midway describes how students petitioned the then principal to improve lounge lighting, which was off the side of the faculty smoking lounge at the time.
Covering history 2 Midway memories 5
From hallway chatter to historical events, here are some key historical moments documented by the U-High Midway:
1. World War II: In the early 1940s, the Midway offered ongoing commentary and updates on the war, and advertised defense stamps. Headlines like “Which For Hitler? Give Him the Noose — Buy Defense Stamps” and “Buy Defense Bonds and Stamps! The more yo’ lick the more we lick,” which featured a demonic-looking caricature, were published in Midways from this era.
2. Walkout: In spring 1970, U-High faculty and students organized a walkout just days after four people were shot at a protest by National Guard troops at Kent State University. The U-High protest closed campus.
3. Vietnam War: Coverage in editions on May 10, 1967; May 30, 1972; and Feb. 6, 1973; featured stu dents’ opinions on the draft and the conflict, up dates on the war, and calls to actions for stu dents, including protests and peace marches.
4. Watergate: A May 29, 1973, article details U-High students’ re actions to the scandal and investigative journalism, which uncovered illegal acts from President Richard Nixon’s campaign, eventually leading to the President’s resignation.
5. Black students’ experiences: Although U-High has long preached inclusivity and progressivism, minority groups frequently felt unvalued and excluded at U-High, according to a 1979 Midway with the headline, “U-Highers don’t see discrimination here, but do see social separations” Dating back to the 1960s and continuing into the 2020s, numerous articles highlight the unwelcoming feeling toward Black students’ experiences at U-High.
6. The Millenium Bug/Y2K Bug: The Dec. 14, 1999, edition covered a widespread concern that computer systems, which used a two-digit year code, would glitch in the coming year of 2000 by reverting to the year 1900, potentially causing malfunctions across the internet and in systems relying on older computers from banking to national security.
7. AIDS epidemic: The Feb. 14, 1989, edition featured “Understanding in the age of AIDS,” two pages of articles documenting students’ opinions, awareness and expert information. The articles emphasize how the epidemic is serious, but U-High students don’t feel it in their lives.
8. 2016 Clinton v. Trump campaign: The Midway has a long history of covering national, state and city elections. The 2016 campaign was covered in February, June, October, November and December that year with news stories about biographies of potential candidates, mock election results, criticism of voters for wrongly focusing on Ms. Clinton’s sex rather than her extensive political background, and multiple articles to understand the impact of Donald Trump’s win.
9. COVID-19: The first story about what would become the pandemic was on Jan. 30, 2020, about a postponed exchange trip to China, but coverage in print wasn’t published until March 12, 2020, less than a week before school closed. Print coverage on March 9, 2021, heralded the return to in-person classes. More than 150 stories chronicle a year of distance learning as well as the months and years after in-person school resumed, ensuring the community was informed on the many changes to every aspect of school and life during the pandemic.
10. Artificial Intelligence: Starting in January 2023, the Midway dove into covering AI as it started gaining massive popularity through ChatGPT, eventually evolving into tools for doctors and a companion on social media platforms. Articles covered educators adapting AI for school environments, as well as ethical concerns about the softwares.
Election coverage 9
Prior to the 1970s, coverage of the presidential election was less prominent in the Midway. In 1971, the 26th Amendment to the U.S. Constitution changed the voting age from 21 to 18. With this change, issues of voting became more relevant for high school students.
1. Roosevelt vs. Landon, 1936. “Landon President in U-High straw vote: Instructive data is gleaned from election results” listed the results of a mock election from the U-High Current Affairs Club.
2. Johnson vs. Goldwater, 1964. “U-Highers preferred LBJ tickets” covered the opinions of U-High students about the upcoming election.
3. Nixon vs. Humphrey, 1968. “Where U-Highers think the US is headed” addressed students’ plans to change the nation’s future, along with fears about its current direction.
4. Carter vs. Ford, 1976. “Jimmy or Jerry: U-High to make own choice” covered the results of another U-High mock election.
5. Carter vs. Reagan, 1980. “The winner? That de pends: U-Highers vote for Carter, but most ly as least offensive” covered the results of the U-High mock election and interviewed stu dents to understand why students voted the way they did.
6. Bush vs. Gore, 2000. “Election a high school kind of thing,” published on Election Day, provides Midway staff opinions about the 2000 election.
7. McCain vs. Obama, 2008. “Whatever happens, U-Highers won in this election,” an editorial, argues that shifts toward more investment in politics at U-High, encouraged by the McCain vs. Obama election, is very positive.
8. McCain vs. Obama, 2008. “He’s a Lab Schools dad; what did you expect?” showcases U-High students’ reasons their vote, many noting the economy. The Obama family visited Lab one last time before moving to Washington, D.C., and multiple Lab students and families attended inauguration events.
9. Trump vs. H. Clinton, 2016. “Election 2016: An election like no other in history,” an in-depth story, highlights each candidate’s stance on issues, third party candidates and engagement.
10. Trump vs. Biden, 2020. “Election 2020: Final lap and recap,” produced while classes were held remotely, covers aspects of the pandemic election, such as student involvement at polling sites and reactions of concern by students and parents.
Award-winning journalism 4
Moments in sports 7
From bowling to basketball, here are 10 moments in the history of U-High sports:
1. Annual alumni-varsity game: The Jan. 23, 1973, edition describes how alumni and former frosh-soph basketball coach Terry Kneisler, 1966, and Jim Naisbitt, 1971, returned to U-High to compete in this game. Once occurring every December, the annual “cage return” allowed for former students to demonstrate that they could “still play a mean game of basketball.”
2 “Why is the City of Big Shoulders all gigly:” This sports story by former Midway writer Gabe Bump, Class of 2009, celebrated the “near celestial” state of Chicago sports teams in the early 2000s. With Joakim Noah joining the Bulls and the success of the Blackhawks, Chicago sports fans were excited about upcoming games for the first time in years.
3. Girls versus faculty field hockey game: Passionately described in the Oct. 22, 1965, edition as a “spectacle of otherwise sweet, demure young ladies transformed into snarling, raging sportswomen,” the longstanding tradition of the female field hockey bash between female students and faculty once occurred every October.
4. The United States Second String hockey team: In 1965, physical education teacher Margaret Mates founded the team, and after performing well in the 1964 United States hockey tourney, she received the position of an alternate.
5. “Soccermen make history with season:” After an eight-year rivalry with Latin School of Chicago, the U-High Maroons finally beat their most notorious opponent and won the International Soccer League title on Oct. 7, 2008, according to the Dec. 9, 2008, edition.
6. Separate boys and girls physical education de partments: The June 4, 1965, Midway reported that the girls P.E. department introduced softball and tennis as options for female students.
7. “Should Phys-Ed Grades count?” This was the central topic of discussion in Benji Pollock’s opinion column on Oct. 10, 1972. Mr. Pollock argued that U-High should only supply colleges with grade average and rank solely based on a student’s academic record, excluding P.E. from the calculation.
8. The Midway Plaisance Ice Skating Rink: Now a familiar winter tradition, its opening was an exciting addition to the Hyde Park community in 1996. Anticipating its cafe and praising its “Olympic size,” U-High students were excited for its opening in the Nov. 12, 1996 paper.
9. In 2021, the girls tennis team won the IHSA 1A State Championship after scoring a total of 39 team points. The team also won the state championship in 2019, with no competition held in 2020.
10. U-High bowling club: Among other sports that have since been discontinued at U-High, bowling club used to be a popular sport among U-High students, according to newspapers from
Designed and edited by Jaya Alenghat. Written by Ari Novak, Lucy Shirrell, Declan Smith and Jaya Alenghat. Photo by Lucy Byrnes. Illustrations by Ilana Umanskiy.
Bringing life to clothing through craft
Mardi Gunning artfully customizes outfits, accessories
by ORLIE WEITZMAN Assistant Editor
It was Mardi Gunning’s grandmother who had first taught her how to sew. Needles and thread spread over the floor of her farmhouse, the two would sit together as she carefully guided Mardi in looping colorful strings of thread and fabric together.
Now a sophomore, Mardi’s sewing has developed into crocheting, embroidery and knitting — crafts she refers to as “old people hobbies” — which she now uses to fashion customized outfits and accessories.
“Mostly what I do now is alter clothes that I find or add decorations to make something more interesting or fit better,” Mardi said. “I use embroidery and cross-stitch to customize clothing, both of which my grandma taught me.”
Mardi’s favorite item of clothing is a blue sweater she thrifted and upcycled into her style.
“It was just a plain navy blue sweater and I honestly didn’t like it that much at first,” she said. “I realized that I would probably wear it if I put something cool on it, so I found a pattern on Pinterest and crocheted a frog skeleton onto it using a cross stitch. Typically when I find something while thrifting, it’s because I like the cut of it and I think it needs a little extra something that would make me wear it more.”
Sophomore Lyla Ruiz de Luzuriaga, a good friend of Mardi’s since eighth grade, appreciates Mardi’s creative mind and artistic talent as well as her ability to see an idea through to completion.
“Mardi is part of the reason I started getting into crocheting. I would always see the little key chains or bags she would make and I would think, ‘Dang, I want to make that, too!’” Lyla said. “She’s my role model when it comes to art.”
While Mardi doesn’t envision
ARTISTIC AMBITION. Alongside some of the pieces of clothing she’s altered, a piece she’s currently working on and a navy blue sweater with a crocheted frog skeleton, sophomore Mardi Gunning poses. Through sewing, crocheting, knitting and more, Mardi makes customized outfits and accessories, one after the other, both at school and at home.
her current hobbies turning into a future full-time job, she values the grounding and relaxing nature of activities like crocheting and embroidery.
“I lose track of time very easily when I crochet because you can’t really look up,” she said. “If I’m doing something like drawing, I’ll typically watch YouTube videos, so something else is happening, but you can’t do that with things like sewing or crochet because you have to be super-focused on what you’re doing.”
She also notes the sustainable aspect of thrifting and customizing clothes.
“I like to create as much as possible from materials that I already have or that I pick out at thrift stores,” she said. “A lot of stuff is out there already, and I prefer to try and make things myself rather than buying them new — plus it usually costs less.”
When it comes to hobbies like knitting and crocheting, Mardi feels misconceptions are common. Many people overlook the sense of
satisfaction that comes with creating new accessories using these techniques.
“A lot of what you see is old people making coasters or blankets, but these things are really a lot more versatile and rewarding than people realize,” she said. “It’s doing something with your own hands.”
To Mardi, it’s all about the hands-on element.
“Something that I made used to just be a ball of yarn that anyone could have found,” she said, “but now I have a bag.”
by SKYE FREEMAN
Features Editor
Sophomore Samara Grossman opens her laptop to a colorful spreadsheet with charts of homework assignments sorted by class and day, activities and more. She’s been using this custom-made system since the beginning of last year, and is one of several students who has found comfort in their own way of organizing a hectic high school schedule.
While some students enjoy the traditional paper system, others have transitioned to online alternatives, since they use their devices throughout the day. For Samara, a Google document is all she needs.
“It’s kind of a Google Doc that I made for myself that basically has all of my classes,” she said. “For each day of the week, I put in all my extracurriculars and afterschool activities, and then all the homework I have. I put in the times that I am gonna do all my homework, and it just keeps me productive, because I have made deadlines for myself.”
Samara found paper planners difficult to use consistently and found it harder to move things around and customize. She finds her online system much more accessible.
“I’ve gotten the system down really well, and I always have it open on my computer,” Samara said. “I’m always, like, figuring out when I’m gonna do stuff, and I
I’ve gotten the system down really well, and I always have it open on my computer.
I’m always, like, figuring out when I’m gonna do stuff, and I think that, like, since I made it myself, it has exactly what I need in it, and so it works really well for me.
— Samara Grossman, sophomore ”
think that, like, since I made it myself, it has exactly what I need in it, and so it works really well for me.”
Yet some prefer the simplicity of the standard school-issued planner. Senior Neha Dhawan has been using one since middle school.
“I think I was instilled to use the planners that they’d given us. I’d become kinda reliant on it,” she said, “so I continued to use it throughout high school.”
Although Neha only uses her planner for school work, she appreciates its features: a calendar for each month that lists holidays and breaks, empty pages at the back to keep notes and space to list assignments for each day.
“I think it works because I don’t, like, write too much when I’m describing an assignment, but I don’t think it’s the most useful,” she said. “There’s not a lot of space, espe-
9 years Mardi has been crafting
16 clothing pieces she has altered 6 hobbies she partakes in by the numbers
From digital to physical, students explore planner use
cially if you have a lot of classes.”
Junior Lily Maciak also uses a physical planner, but she prefers a personal one to the school planner, which she found unsturdy and plain. She’s been using her planner since the beginning of the school year and likes that she can track things outside of school, like appointments.
“I never used the school planners in the past, and I wanted to stay organized,” Lily said. “When it’s something that I like the look of and I like how it’s organized, I’m more likely to use it.”
Junior Sam Oyler has also transitioned to an online system. He’s been using the free app myHomework since the beginning of the school year. On the app, students can track homework and project deadlines with its calendar feature, and the app notifies users about unfinished assignments.
“A lot of times I would forget about stuff and then end up not doing it,” Sam said. “But now because I’m able to have it remind me, I can always check before I go to bed every night to make sure I’ve done everything.”
No matter the system of choice, from an organized system like Samara’s to the simplicity of the school planner like Neha’s, any way to stay organized and functional takes planning. For Samara especially, although it keeps her on track, it’s a lot of work.
She said, “I put everything I do in it.”
Midway photo by Daniel Baeza. Midway Illustration by Ilana Umanskiy
Midway photo by Aubrey Felsen
PRACTICAL PLANNING. U-High students are using a variety of planners to stay organized when juggling school work, activities and time to socialize.
Inspiring Interests
Senior uses her experiences to help Romanian girls pursue science, arts
by ABHAY CHANDRAN Audience Engagement Editor
A drawing of a girl connected to an IV, surrounded by doctors, each one identical to the other. A featureless ballet dancer, dancing in front of a brown Chicago skyline.
A lion, a gear and the Romanian flag, collaged into a cubistic girl. The connection between the three pieces? STEM, art and Stefanie Giurcanu’s dedication to encouraging Romanian girls to pursue both. Over the summer, Stefanie, a Romanian American senior, found out she had a medical complication and had to undergo surgery.
She spent most of the summer in the hospital, forcing her to cancel all of her plans for the summer. While she was there, she noticed the gender imbalance in the medical field, especially among her surgeons.
“My doctor was great, it’s just that I felt alone,” she said. “I didn’t feel like I could relate to anyone, and I noticed that my experience isn’t isolated. I feel like most girls kind of have the same experience on the operating table and also just trying to succeed in their fields.”
Stefanie’s passion for science and the medical field, along with art and ballet have been part of her life since she was in fourth grade, but she’d never mixed the two. Senior Amy Chen, a close friend of Stefanie’s since eighth grade, has connected with Stefanie over their shared experiences in biology and art.
“We both enjoy drawing, painting and exploring art together, and I think over the years in high school… it’s been cool to see her art style grow,” Amy said.
Stefanie eventually united the two seemingly disparate worlds when she started her company RoShe Ventures, where she sells greeting cards decorated with her art to fund efforts to help Romanian girls forge their own paths.
Stefanie got the idea after she heard stories from her family about qualified women who were turned away from jobs in their fields of interest to provide for their families.
“My cousin actually was advised to go away from a STEM career and into the arts, a ‘women-suited career,’” Stefanie said. “Without my cousins, my family, my aunts and uncles, I don’t think it would have been as easy to gather Romanian girls.”
In addition to yearly visits, Stefanie communicates with her family in Romania to help coordinate Zoom meetings with other Romanian girls.
“With these Zoom meetings, I don’t just bring my own personal life experiences,” Stefanie said, “I try to bring other women — people who are at the forefront of their fields — to be sort of like a role model and sort of guide these girls by showing them an example of someone who tried to do what they love, and that they are actually in the world, out there making it.”
Aside from the guest speakers, the substance of these Zoom meet-
THROUGH ADVERSITY.
ings is based on Stefanie’s own experiences in clubs like WiSTEM and Science Olympiad, as well as her interest in the medical field.
From her experience volunteering at hospitals Stefanie knew she liked helping people, but her experience on the operating table helped her see the medical field differently.
“You need a radiologist, you need an oncologist, you need a bioengineer and an anesthesiologist just to help one patient,” Stefanie said. “I found that approach to science and to STEM and the medical field in general very exciting.”
Even though she plans to pursue a career in STEM, Stefanie hopes to continue her love for art, bring change to the male-dominated medical field, be an inspiration to Romanian girls and ultimately prove that the gap between science and art can be bridged.
“It’s not just science that we focus on,” Stefanie said, “but being able to say that you can do both sides, art and science — not just art, not just science.”
Block Blast: Viral game encourages strategic thinking
by CHLOË ALEXANDER Editor-in-Chief
Like other app-based games, from Among Us to Dress to Impress, a new game has gone viral on TikTok. Yet, this newcomer is much different from the other games. It causes you to use your brain.
Block Blast is an addictive puzzle game app that fuses vibrant visuals with strategic thinking and has captured the attention of U-High students of all ages and beyond.
The challenge is simple yet exhilarating: drag and drop Tetris-like pieces onto a grid to form full rows or columns, clearing as many as possible before running out of space. Once a row or column is filled, it clears with bursts of color and points. Get a streak during your gameplay, and a pink heart appears by your score.
Junior Osvaldo Carretero, a Block Blast fan, started playing the game after seeing a slew of ads for it on YouTube.
ADDICTIVE
“I like the addictiveness of it,” Osvaldo said. “I guess the sound effects and just the addictive nature of the game. Like, trying to get the best high score. I feel like since I’m a
As the game grows in popularity, it keeps updating. Sophomore Isabella Fuller noticed this when the game added a different ver-
by the numbers
A user’s Block Blast high score appears in the left corner of their screen.
U-High students share their highest score:
6,000
Osvaldo Carretero, junior 7,000
Isabella Fuller, sophomore 10,588 Ava Cohen, senior — compiled by Chloë Alexander
sion. Even with this feature, Isabella enjoys the original version of the game because of the strategy needed.
“I kind of like to think more strategically, like where to put the blocks, because unlike Tetris I don’t have a time limit,” she said. “I’m really bad at Tetris, but for
some reason, I’m really good at Block Blast. It’s kind of luck-based. There’s some strategic elements to it, but it’s kind of addicting.”
The similarity to Tetris is exactly what caused senior Ava Cohen to start to play Block Blast. She uses it as a meditative tool rather than a way to compete among friends.
“I really like the game Tetris, and it seemed like a less-intense version,” Ava said. “It’s just like a fun game you can kind of do without thinking much. For me, it’s like a mindless relaxing thing, but I think other people do kind of compete for higher scores.” Although described as “addictive,” Ava doesn’t view that as a compliment to the game or the game makers.
“I think Block Blast being considered ‘addictive’ is not good,” she said, “and is not a compliment to the game’s design. While the game is fun to play and kind of mindless, I think people’s belief that it is addictive is more indicative of how easy it is for people to get distracted and keep playing. In my opinion, a well-designed game doesn’t necessarily have to be ad-
to keep people interested.”
dictive
Midway photo by Layla Flowers
APP. Block Blast, the newest viral online game, has recently grown in popularity among U-High students. They enjoy the strategic thinking it requires, and they play the game among friends and on their own.
Midway photo by Delaney Connell
ART
After undergoing surgery because of a medical complication, Stefanie Giurcanu founded her company RoShe Ventures to fund efforts to help Romanian girls to forge their own career paths.
Midway photo by Delaney Connell CRAFTING CARDS. As a part of her company, Stefanie Giurcanu designs cards featuring art inspired by Romanian traditions and folklore.
health & wellness
ASkipping breakfast makes students run on empty
by ORLIE WEITZMAN Assistant Editor
s soon as the alarm jolts sophomore Eva Neves awake, she launches into her usual routine: a quick shower, clearing last night’s study mess, and packing her bag. Just as she’s about to grab something to eat, the clock flashes 7:45. There isn’t time.
Eva is one of many teens who don’t prioritize eating breakfast every day, potentially hindering their ability to focus in class.
According to dietician Devanee Washington, skipping breakfast has consequences for their academic performance in school.
“It’s scientifically documented that breakfast helps to stimulate your attention span and keep it,” Ms. Washington, also a Lab parent, said. “Students who eat breakfast consistently will score higher on tests because it helps to fuel the brain.”
According to The American Academy of Pediatrics, adolescents who eat breakfast regularly have better memories and attention spans and achieve higher test scores.
Yet the 2020 National Health and Nutrition Examination Survey from the Centers for Disease Control and Prevention found that more than a quarter of 12-19 yearolds fail to do so.
Far fewer adolescents — 73 percent — eat breakfast on any given day, the survey reported, compared to 2-5 year-olds, 96 percent of whom started the day with a meal. At U-High, the late-night grind coming from the academic pressures combined with some students’ long commute to school often makes breakfasts to be overlooked.
“I’m a little scatterbrained in the morning, so breakfast is not really something I’m even thinking
about,” Eva said. “I study late into the night, so in the morning I have to get up and make sure all my stuff is organized.”
Lab shifted its start time a half hour later to 8:30 a.m. at the beginning of the 2023-24 school year to provide extra time for students to
take advantage of before school. However, students still don’t use it for breakfast. Senior Marko Nagel appreciates the extra time, but he
“
It’s scientifically documented that breakfast helps to stimulate your attention span and keep it. Students who eat breakfast consistently will score higher on tests because it helps to fuel the brain.
doesn’t use it to eat.
“The extra 30 minutes in the morning means that I can wake up naturally, instead of relying on an alarm,” he said. “That allows me to have a more relaxed morning, though not necessarily including breakfast.”
Marko’s routine centers around him using public transportation, affecting whether he is able to eat breakfast on a given day.
“I’m commuting from the South Loop, so I have to make sure I get my train,” he said. “I don’t go out of my way to make sure I eat breakfast. It’s not something that’s a vital part of my day. When I do have the time, I’ll usually grab something from the cafeteria, like a blueberry muffin.”
Ninth grader Tal Neiman eats breakfast most days — usually two eggs and fruit — and notices a difference when she doesn’t. “Once it hits fourth period right before lunch, that’s when if I haven’t eaten anything that day I can’t focus in class,” she said.
Eva said that she is aware of the medical advice, but it still won’t change her habits. “My parents are insistent that I should be eating breakfast every day because otherwise it will affect my mental capacity,” she said, “but so far it hasn’t.”
For fitness, students join winter arc trend
by EDWARD PARK Health & Wellness Editor
The chill winter wind stings junior Annabelle McCormick’s cheeks as she steps outside, the warmth of her gym session still clinging to her skin. Her breath forms small clouds in the air as she zips her jacket. Putting her gloves on, she steps into the icy path and begins her run.
As 2024 comes to an end, Annabelle has been dedicated to weightlifting and running, preparing for her upcoming soccer season.
Annabelle is participating in the Winter Arc trend, popularized by fitness influencers, that encourages people to establish health habits — regular exercise, better nutrition and mindfulness — before the new year. By taking advantage of the last few months of the year, many lock in a fitness routine to prepare for the warmer months ahead.
“I think it’s really personalized to just an individual wanting to benefit themselves and to be the best version of themselves that they can be,” Annabelle said. “I think that can include, like, a wide range from fitness to mental health to just positivity, anything that you
want to specifically improve yourself on in your life.”
Pete Miller, a P.E. teacher, sees the trend as largely positive.
“I love the idea of people training for their purpose, as long as it’s health-promoting,” he said.
While social media often portrays this trend as a quest for aesthetic perfection and raises concerns about the reliability of fitness advice available online, many U-High students prioritize the health and fitness aspects.
Mr. Miller still worries that chasing an idealized physique can lead to imbalances.
“But what I wonder about is that a lot of folks aren’t overly focused on the cosmetic component,” he said.
“One’s heart is not happy pumping blood to a larger body over years and decades and so on. The only negative I see from it is if somebody gets so focused on developing muscle mass that they maintain their body in sort of this enlarged state for a long period of time.”
Senior Brayden Kenny is trying to get stronger for the upcoming baseball season.
“I purely lift to increase my ath-
letic performance. Of course, one of the added bonuses would be your physique,” he said.
Brayden is cautious about the influence of social media on fitness trends.
“Social media makes you very aware of your body and how you look,” he said. “Dieting advice on social media can be harmful — it inspires not healthy eating habits like eating too little, which leads to loss of energy and feeling bad.”
Mr. Miller agreed with Brayden and warned the students to look for reliable sources when seeking advice for this trend.
“We need to be really careful about where we’re getting our guidance and direction,” he said. “There’s a ton of information out there that’s bad advice. We need to verify our sources, especially when it comes to nutrition and conditioning.”
As Annabelle pushes herself every step she makes on her run, she demonstrates the core of the Winter Arc trend: a commitment to self-improvement. For her and the U-High students like her, winter is not just about preparing for
months but about building
its that
a lifetime.
warmer
hab-
last
Midway photo by Alex Diamond
SWEAT IN SWEATS. As part of his Winter Arc fitness routine junior Zuri Cosey Gay runs on the treadmill in the fitness center. The term Winter Arc was inspired by storytelling character development “arcs” to emphasize the personal growth and transformation aspects of the trend.
Midway photos by Simon Vaang
BREAK THE FAST. Café Lab offers a variety of breakfast foods from fruits and Greek yogurt to less healthy sweets like doughnuts. For students short on time but wanting a nutritious start for the day, dietician Devanee Washington suggests consuming healthy fats and carbs, which can be found in options like overnight oats with fruit, a quick smoothie of greens and Greek yogurt, or a toast with avocado.
— Devanee Washington, dietician
”
arts & entertainment 11
Discography & discovery
Josiah Sklarsky finds expression, identity in music
by CHLOË ALEXANDER Editor-in-Chief
Josiah Sklarsky was born with music in his veins. It just took him some time to figure out how to express it.
In the halls of U-High, he walks with AirPods in his ears and a mind that is always creating — whether it be beats, lyrics or an image.
“F—, I’m depressed / no stress in my chest / making good impressions / woke up, made a beat,” are the lyrics of the fourth verse in “Good Today,” one of the songs on Josiah’s first self-released EP “Hall of Fame EP” under the stage name Josk.
From his uncle, who combines opera and rap, and his father, a retired rapper, Josiah has always been surrounded by music. He found his own love for it in his ninth grade digital music class.
Josiah uses he/they pronouns and is referred to by friends as they.
“The start of last year was rough for me until I could get medicated,” Josiah said about his ADHD.
Josiah, a sophomore, said his music teacher, Francisco Dean, was helpful in reaching out to him when he needed help, and having weekly meetings to make sure he was caught up. To adapt for Josiah, Mr. Dean created a space for him to make music with his two biggest influences — his uncle and father — igniting his spark to create music.
“He’s done a lot of adapting for me,” Josiah said, “especially with projects like for one I brought my dad out of retirement and I got [him and my uncle] to rap over a song with me — and that’s something that he said hadn’t been done before in the class.”
Even before this class, Josiah had always loved music. Back when he was younger, Josiah fell in love with the music of Kesha — a big difference between the artists who inspire him now like Tyler, the Creator and Connor Price — and began his 10-year piano jour-
by LIGHT DOHRN Arts & Entertainment Editor
The Christmas spirit seems alive and well at the Goodman Theatre, where families sip hot chocolate, carolers sing in the lobby and people peruse an array of glittering nutcrackers in the gift shop. But the story on the stage has endured for nearly half a century not because it’s comforting, but because it’s radical — a blistering critique of a world that values money over humanity, wrapped in the glow of Christmas magic. It is Charles Dickens’ “A Christmas Carol.”
“A Christmas Carol” has played every holiday season at the Goodman for over 45 years, beginning its 2024 performances on Nov. 24. After all this time, it’s no longer just a play, but a tradition that unites generations — parents bring their children, who then grow up to bring their own.
But while the production’s legacy should be celebrated, its messages are particularly relevant in today’s world — a world where the wealth gap has widened grotesquely, and where some hoard unimaginable riches while others struggle to keep warm. Dickens’ tale is not just a story of personal redemption; it’s an indictment of greed and a reminder of the devastating cost of prioritizing profit over people.
Ebenezer Scrooge embodies a
ney. But as he grew older and his love of music bloomed, his identity grew with it.
“[Music’s] definitely become part of my identity,” Josiah said.
“Having made and released music now, listening to music that I like is more so I can listen to it with, like, different ears. It’s kind of like speaking another language.”
Sophomore Clara Golley, a close friend of Josiah’s, has watched him flourish since he found music.
“It’s been really, really cool,”
Clara said. “It’s awesome to see how they’ve grown through their music, which is really awesome
while being his friend and knowing the sort of context around a lot of that.”
From beyond the recording studio, Clara can see how Josiah has grown as a person, and being able to listen to that music allows others to feel like Josiah is there with them.
“I’ve definitely seen their confidence grow a lot,” Clare said, “and especially, like, with the music, too. I can see how the music influences them to grow, and the same way vice versa with the music.”
Josiah isn’t even sure a career in music is the path for him — he just
knows that music is the medium in which he expresses and shares himself with the world. And with his music and his own queer identity, Josiah hopes to change the perception of queer people in media and music, so the community can be better represented.
“There’s a lot more songs I’m working on now where I’m trying to get a deeper meaning through [them] rather than just kind of using a lot of words to say nothing,” Josiah said. “I definitely want to have a good platform to stand on and spread good messages to people like me because there’s not a
type all too familiar today: a bitter old miser of a man, hoarding wealth and power like Smaug from “The Hobbit.” Running Scrooge & Marley’s money-lending business years after the death of his business partner, Scrooge is, by every definition, a grinch — he dismisses human connection as a frivolity, barks at charity workers and even rations coal in the dead of winter
to pad his profit margins. He’s a figure who’d fit right in today’s billionaire tech executives or health insurance CEOs, concerned with his bottom line over any effect his business has on actual human beings.
In the story, now familiar from countless film adaptations, children’s books and Scrooge McDuck cartoons, Scrooge is visit-
ed on Christmas eve by Marley’s tormented ghost, bound in supernatural chains forged by his own selfishness. Marley warns that Scrooge will be visited by three spirits — Christmas Past, Present and Future — who will offer him a chance to change.
From the hauntingly beautiful apparitions of the ghosts to the joyous final scenes where Scrooge re-
lot of queer representation in rap music, which is kind of what I’m trying to get into.”
Aside from spreading good messages, Josiah wants people to learn from his experiences. So through his use of music as an outlet, and his own self-expression, Josiah hopes that his rapping can serve as a hope for others. “I want to use my failures to help other people through similar experiences,” Josiah said.
“If I make a career out of it, I want other kids like me that grow up to sort of look at me and see me as an inspiration.”
connects with his humanity (“Spirit! I am not the man I was!”), the production showcases the transformative — and absolutely timeless — power of storytelling. The Ghost of Christmas Past revisits pivotal Christmases throughout Scrooge’s life: a warm holiday party, the joy of young love, and the heartbreak of prioritizing wealth over happiness.
Christmas Present brings him to the modest home of Scrooge’s clerk, Bob Cratchit, where the family’s fragile hope and gratitude challenge Scrooge’s cynicism. And finally, Christmas future shows Scrooge what he will be on Christmas days yet to come — a dead man for whom no one mourns. By the night’s end, Scrooge is indeed transformed — he dances across the stage amid delighted laughs from the audience, and his once-hardened heart seems to radiate warmth as he reaches out to those he had previously pushed away.
As the final curtain falls and the audience rises to applaud, this Goodman Theatre production feels as much like holiday escapism as a clarion call. In a world where wealth is worshiped and kindness is seen as weakness, our country’s plutocrats could benefit from seeing “A Christmas Carol” and being reminded that change isn’t just possible — it’s necessary.
Midway photo by Henry Benton
MAKING MUSIC. Sophomore Josiah Sklarsky records a song in the digital music studio. Producing albums under the stage name Josk, music is the medium in which he expresses and shares himself with the world.
Wrapping up 2024
On Dec.
6, Spotify
released its annual wrapped, which brings users insights through their top songs, artists, genres and more.
MINUTES
Every winter, Spotify Wrapped takes over the internet, giving users a personalized snapshot of which five artists they listened to the most, which five songs they played and more. This year, Spotify introduced Music Evolution, a feature designed
TOP SONGS
to showcase how a listener’s music taste changed over the year. U-High students and faculty said that the summary of their year of listening revealed individual favorites and evoked nostalgia.
— by Taariq Ahmed
EVOLUTION
“40,030 of those 71,997 were spent listening to Playboi Carti. I also have a bunch of local files on my Spotify with Carti, but Spotify doesn’t track those, so I’m assuming that both of those numbers would increase by about 20,000.”
EVOLUTION
“‘Yoshimitsu’ by Cochise came out in February of this year, and it was a sneak peak to Cochise’s album that came out later this year. It’s a great song and I love its flow, and I’m not surprised that it was my top song. “
LISTENERS
“I thought the music evolution feature was interesting. I liked how it showed how my music taste changed throughout the year and played some songs that I don’t listen to now but did a few months ago.”
MINUTES
“It made me realize that I had very different tastes across those months. January was chill with Kali Uchis, April was rap with artists like Rod Wave and Drake, and June was summery with Bad Bunny and Karol G.”
TOP ARTIST
“I have a special connection to Green Day — I went to their Saviors Tour and have been listening to their stuff for a while because my mom was a big fan and introduced their music to me.”
“I’m in the top 2% of listeners worldwide. I play collaborative class playlists all the time during school hours. It’s my third year doing the collaborative playlist thing with the students.”
EVOLUTION
“I listened to Spotify for 23,646 minutes, and I think the vast majority of that time was when I was doing homework. I think music just makes homework feel less like a chore since I get to do something I like along with it.”
BIGGEST DAY
“I’m assuming using my Spotify for the Rites of May Festival for the Asian Students’ Association booth probably influenced one part of the evolution. It brought back memories of that day.”
“My biggest day was July 27, with 525 minutes. I was on a road trip. We were going to New York state to visit my great uncle. We usually go there whenever we have a long break. A lot of the songs remind me of the trip.”
‘Wicked’ delivers magic spectacle but fails its characters
by LILA COYNE Assistant Editor
Most Western fairytales instruct young women to identify with beauty and poise. “Wicked” promises something different in the character of Elphaba, the Wicked Witch of the West. She’s powerful and angry, and the other characters bow to her force. Her inability to conform to convention doesn’t matter. She’s showstopping, or at least she was on stage. The musical was adapted in 2003 by Stephen Schwartz and Winnie Holzman from Gregory Maguire’s 1995 novel, “Wicked: The Life and Times of the Wicked Witch of the West.”, an origin story for the witch. The book was inspired by “The Wizard of Oz” movie from 1939.
The 2024 film adaptation of the 2003 “Wicked” musical is certainly entertaining. But, in the end, Jon M. Chu’s film proves to be a spectacle without substance.
In interpreting the story as an opportunity for pageantry, he undermines the enduring strength of the characters and relationships.
Following a similar trajectory as Act One of the musical — the movie version of Act Two will appear in November 2025 — “Wicked” depicts the friendship between Glinda and Elphaba after they’re forced to room together at university. They start as sworn enemies. Elphaba is imposing, immediately recognized for her talent but an outcast due to her green skin. Glinda is blonde, conventional, in-
Universal Pictures
DEFYING COMPLEXITY. The 2024 adaptation of Broadway musical “Wicked,” starring Cynthia Erivo and Ariana Grande, focused so much on appealing imagery and magical effects that it ended up dulling down its characters and losing the original story’s power.
herently popular — Ariana Grande is captivating in her portrayal of the character. The two eventually become best friends, contending with their conflict over moral duties and the desire for external validation. In the movie this relationship suffers alongside Elphaba’s
characterization. Most interpretations of the stage musical showcase the character’s tangible force rather than depending on the audience’s sympathy for her plight.
As an outcast who does not subordinate herself to convention, Elphaba’s strength is the reason why
anyone who feels marginalized can identify with her. Cynthia Erivo’s performance instead emphasizes Elphaba’s vulnerability. Mr. Chu overshadows that subtlety with exhausting visuals, undermining the story’s capacity for emotional resonance. It is disappointing that the film’s epic length does not lend itself to character development and instead expands into a swollen spectacle.
“Wicked” is a political play with an ominously familiar landscape, based on a gritty, politically charged book. Even if the musical simplifies itself into a family-friendly production, leaving only the easily swallowable remnants of queer themes and extremism, “Wicked” explores power dynamics, doing so through female friendships and forceful women, and the invasive propaganda of the bumbling but sinister Wizard. In the book, musical and movies, The Wizard of Oz transforms himself into a mechanism for spectacle: always appearing as an imposing green face, 20 feet tall and blowing smoke, announcing himself as “Oz the Great and Terrible” in a booming disembodied voice. It is both Dorothy and Elphaba’s burden to see past the display to the pathetic figure villainizing citizens of Oz to serve his political machinations.
It is ironic then that the movie cannot learn its own lesson about uncomplicated spectacle as a disguise for shallowness.
From page to stage to screen, 8 major events in Oz story
• 1900: L. Frank Baum’s “The Wizard of Oz” is published
• 1995: Gregory Maguire’s “Wicked: The Life and Times of the Wicked Witch of the West” is published
• 2003: “Wicked” premieres on Broadway
• 2006: “Wicked” has its 1,000th Broadway performance and premiers in London
• 2007: “Wicked” has its first nonEnglish production debut
• 2012: First “Wicked” film adaptation is announced
• 2023: “Wicked” becomes Broadway’s longest-running show and celebrates its 20th anniversary
• 2024: Jon M. Chu’s film adaptation of “Wicked” is released — compiled by Light Dohrn
Opal Martin
Jonah Chen
Michael Light
Mihir Amin
David Smith
Isabella Alvarez
Brian Wildeman
Justin Solomon Sara Park
Midway illustration by Asher Dennis