February 2012-2013

Evergreen THE

February 13, 2013 Volume XLVIII, Issue 4

Student’s designs walk the runway

Photos by Hebah Khan

Madison Goodrich Staff Writer

Christina Zhu Staff Writer

DEDICATED DESIGNER: Junior Mary Lo kickstarts her fashion career. Top Left: Mary’s inspiration. Top Right: Mary riffles through clothes. Bottom: Mary crafts her creations at the sewing machine.

The clock strikes 3:05 p.m., and the audience falls silent. You can hear the click-clacking sound of high heels as the models run into place. Everyone in the audience sits with anticipation. Parents clutch cameras, awaiting their child’s special moment. Junior Mary Lo’s family sits in the front row, with clenched fists and big smiles on their faces. Juniors Maddie Crick and Virginia Dollins introduce the “Spring Getaway: Runway for a Cause” 2013 fashion show, and finally the intense silence breaks. “I’m so nervous,” Mary says about half an hour before the premiere of her debut fashion line. “Even though I’m not a model, I’m nervous about wardrobe malfunctions, and at the end that I can walk in heels.” She then looks down at her toes; she starts to fidget with her tan sweater as the start of the fashion show approaches. “I like being in the background,” Mary says of her desired role in the fashion show. She then looks up at us and says, “I want the people who see my clothes to feel that you can do anything at any age. I went for my dream, or I’m starting my dream now, and hopefully it will come true.” Mary has wanted to be a fashion designer since she was 12 years old, but initially did not have the courage to go for it. “When I was 12, I thought that fashion was the coolest thing in the world, but kind of gave up on that dream because it felt too unrealistic,” she said. When Mary entered high school, she realized she had a desire

Bioengineering courses broaden science options Sofia Shirley

Asst. Features Editor

The Science Department added three new bioengineering courses for the 2013-2014 school year: Biotechnology Lab Techniques, Biochemistry, and Bioinformatics. “As a department, we wanted to provide options for students that go beyond the traditional AP courses,” said Jeff Funkhouser, Science Department Chair. According to Mr. Funkhouser, Greenhill has maximized the potential of AP science courses and reached the limit of students interested in pursuing these higher-level sciences. However, they saw a gap in the curriculum for those students who have already completed one or more AP sciences. Now that sophomores can take AP Biology through an application process, a student can enter his or her senior year having already completed both

AP Biology and AP Chemistry. Previously, the options beyond that were strictly physical sciences, so students interested in biochemistry have nothing left to take. “The new biochemistry course and biotechnology lab techniques course will allow them to walk into a college laboratory in [biology] or biochemistry and immediately be able to contribute,” Mr. Funkhouser said. After six seniors chose to do capstones that focused on biology and biotechnology this year, faculty wanted to implement courses relevant to those fields. “The vast majority of those students were interested in pursuing additional work in the DNA, genetics, microbiology, and biochemistry fields. We have staff here who have the ability and the interest to teach those classes, so it was a nice fit, Mr. Funkhouser said. cont’d on p.7

to create fashion. “Now, it’s just a part of me. I just really, really like it. Success or failure, at least I tried instead of regretting it later.” In the time leading up to the show, she had little experience making her own clothes. “When I asked Maddie and Virginia if I could join the show, the only thing I had made before was pajama pants, and then I just jumped into the show. I had really little hopes of how this would turn out,” she said. While creating her line for the Fashion Show, she worked hours outside of school to make her clothes. Her models were pleased with the outcome. I want the “Honestly, I felt so empowered wearing people who her outfit. The clothes are so beautiful, and see my clothes they’re one of a kind. I just felt awesome so to feel that I could really rock it as I walked down [the you can do runway],” said junior Jasmin Lawrence. “It’s anything at any age.” awesome knowing that I am helping her with her dream because she is going to get really far one day,” said junior Allie Woodson. Even as we interviewed Mary at the fashion show, people came and congratulated her on her clothes. The fashion show has only boosted her love for fashion. “I would definitely do this again. It was phenomenal experience. I loved it so much. I want to do this when I grow up,” Mary said. cont’d on p.16

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In this issue... VALENTINE’S DAY MOVIES p.18

ANTI-VALENTINE’S DAY IDEAS p.10

Also in this issue... News Political Prowess

Double Truck Extended Time

Special Report LGBTQ at Greenhill

Sports SPC Preview

Staff Writer Madison Goodrich reports on the Dallas City Council campaign of Leland Burk, parent and Greenhill class of ’80 alum. page 6

Content Editor Samantha Carp unveils the truth about extended time and the reasons behind accommodations. pages 12-13

Managing Editor Ashley Goldschmid reports on the sentiments of the LGBTQ community when it comes to acceptance in school and out. page 14

Before winter athletes head to the SPC tournament, take a look at their seasons so far and what lies ahead. Staff Writer Ben Krakow and Sports Editor Ben Weinberg report. page 19

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The Evergreen Wednesday [02.13.13]

VIEWS Rants & Raves A RANT to clocks’ rampant inconsistency throughout the school. Scientists are attributing this clock-pocolypse to a possible intergalactic time-warp centralized somewhere near the snack bar, and claim that a black hole “is likely to form” in Mr. Oros’ office within the next week. Repent!

A MENTAL SURVEY

A RANT to all of the idling cars in carpool. As children who breathe, we demand that anything we inhale that is not the smell of cookies or roses be banned from this campus for all of eternity, or we will unleash the wrath of the peacocks upon us all.

A RANT to the pervasive stench by the theater. As progressive as Greenhill may be, walking into a school that smells like day-old quinoa salad is one part of a vegan lifestyle that we do not want to adopt.

A RAVE to the phenomenal first annual Winter Pep Rally. Students braved the frigid 70degree weather and ignited some spirit in the midst of a rough Texas winter. From the appearance of our president and his secret service to the swim team uniform surprise, we were thoroughly entertained.

A RANT to the lack of quiet study spaces. It’s about time we were given a few more places where we could go and not have to watch Mr. Oros and Mrs. Rosenberg canoodling or listen to all those voices that talk about their lives in the 18th century ... Wait, does no one else hear them?

A RAVE to this year’s spring musical, Once Upon A Mattress. Hours of practice, pitch-perfect singing, and flawlessly choreographed numbers are now causing some art experts to call Greenhill the “Broadway of southwest Addison.” From Humble Beginnings indeed, Mr. Perryman.

A RAVE to the Feb. 8 Honor Council F-Day assembly, which was an illuminating foray into a relatively unknown aspect of our school. The last time any of us were this interested in the judicial system, we were snuggie-clad and three bags of Flamin’ Hot Cheetos into a Law and Order: SVU marathon.

A RANT to the old photos on the Greenhill website of eras that make us cringe at our awkward youth. As much as we love the flashbacks to the past, we would like to save the pimple-covered, chubby photos of our awkward phase for “Throwback Thursday” on Instagram.

A RAVE to the well-organized lock-down and evacuation drill. With our inclusive, welcoming community (and glass classrooms), the odds were against us, but we now know that the school is prepared for anything that comes our way.

Content courtesy of Nick Kraus and Alex Raphael

Evergreen staff Serving Greenhill

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Errata from Issue 11/14/12

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staff writers

editor in chief

views editor

assistant views editor

managing editors

news editor

assistant news editors

Anton Yu

Ashley Goldschmid Greer Goss

content editor Samantha Carp

design editor

Amna Kaiser Rachel Diebner

features editor Laura Arnold

arts editors

Gabrielle Das

Lizzy D’Apice Alex Weinberg

senior editor

sports editor

Rebecca Kim

Ben Weinberg

Shruti Rao

Christian Holmes Sera Tuz

assistant features editors

Madison Goodrich Catherine Leffert Francesca Riddick Christina Zhu

staff photographers

Joseph Middleman Sofia Shirley

Miles Andres Mary Lo

assistant arts editors

business manager Morgan Pearlman

Sanah Hasan Tierney Riordan

assistant sports editors Varun Gupta Ben Krakow

business assistant Blake Lieberman

MS writers

p.2 The football game cited as being against St. John’s School was against Parish Episcopal School.

Suman Chebrolu Tanisha Gupta Zayna Syed

online staff

Andrew Fields Lindsey Mahomes Taylor Miller Danielle Stoler Isabet Tranchin

Have a response? Opinion?

Original idea?

MS advisor

Blake Harkey

online advisor Pamela Kripke

Feel free to submit a letter to the editor.

print advisors

Eve Hill-Agnus Emily Wilson

Email us at:

evergreen@greenhill.org

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Letter to the Editor ,

or t i d E r a e D

eport World R sses d n a s w e US Ne e, AP cla dset as th atism do. To m on does not in m e m am “Educati u go nd prag AP) s ement ( ut rankings a aling as saying, tters is where yo and c la P d e a Advanc to the test.” B as appe ically. What m aduate school, s gr acher in set are ch Every te ey “do not tea curriculum are n matter, intrin ether you go to h o d th ” . w n ti e s , a k e y ta dset on s a a g p s s e classes f the way the cla acrificed for ada class to coll h money you m uilty of that min t math g s d o uc ea because is at some point re, we can spen tests how m l like we are all never been a gr s (AB) e e e lu tu fe th v ic u a a p I r o e lc h e h a d I it c e. leup, PC PL st. In A ct-based multip rary analysis. occasion, even m cided to take A ke an AP math te e th te to li yet I de choice. had to ta taking fa ause it e critical periods engaging in mor ath classes bec at, for student, because I felt I e college of my full of e th m r f c instead o P sets” in AP t.” The truth is th more this yea rder to get into ltuous experien o “A s class in has been a tumu t of derivatives. ystem We take us for the AP te P exam is worth lt lo A s ds The resu es, and a “prepare le, a five on the AP-base classes stress, poor grad eenhill from an lp eradicate that op e P p A t . s s g s o m cla rin he g Gr top offe Instead A in the Changin nly system would llic community. r than an me Greenhill s -only system. ertain y o s id r e o c rs on wis er poo It’s ti an hono hest level of a onors to an h t from this other foster a rath viously, to h c h ig b it and sw g “AP” as the h ave classes like e is a mindse classes also nhill student. O school. h e r e e in P d in r r a A ll e th f the G of off ing we ld inste chemistry. If hysics, ade. But ntation o we shou about do subject, nt and honors level (like AP p e can represe will always care s with a good gr . e e d w ts iv s governm nd the honor nors physics), s. Not studen t, that correspon set in hyper dr o NOT o o d s d y h ic I o e in s t s b y m a For te th that m class ed ph follow . like to no ses place r advanc urrently se flaws ess and which c ors II physics o ute to more str t also AP clas itionally, I would courses for the e three n u ib Add za (th f AP call it ho P classes contr and students, b that achers o ier, and Mr. Gar een some of te ll e s A a r th e o h d to rr eb teac fault only tory , Dr. Cu l and rses) hav work for ontradic r. Cotton ve had in AP cou ears at Greenhil ly. I M needless indset stands c l il a m my 15 y endous t Greenh chers I h the AP stands for. would fi class, we tea vorite teachers in g with them trem them even m l te s il y h s n fa e te Gree literatur cussions my e enjoyed workin would apprecia version of ors-only The hon In an honors that I for dis onors I hav to AP) tonomy. r. e bett ever, feel ss tests h pposed so much de those needle ymbolism. In solely do, how an honors (as o ld have more au an the th s u a could tr ilosophy and arning shortcuts take more in ss where they co ue requires more pinion o h to s le la p is n c m a p is t o ir e u to d e th v s e o a g e th ab a cklin you h could the fr s ta e a e , If v f . ly w a e senior s o n , h u s th d m n io colu Obv instea e! I’m calculu t. Students ca is t m s th s e d e r s n in s te fi s la in e s ysics or c rd for the te sses because of ple say that AP n give 700 wo atter, please com g about metaph ination la o a b in m c e c e lk m honors uilder. Some p igh on the test - on th ipster glasses ta d probably a co b gh h n n honors a a in h , r t s it o u y c w o o s resumé b b e a ool becaus llas Cow at thing Honors pper Sch , a U e are good e credit. The gre till take the test. hood the Da th t lly a li s g . rowth you colle m is that you can crease your like while of both enhill is, especia and personal g e right in e g t te r s s ly in t G y te a n s in wh th lear ent erta only lace for uestion not just ight answer. nt will c e AP governm lso, students p e a m n l, r e e v v q th le er go y. A well on ill gain place where you why it is this th autonom o of doing chers increased in the subject w ls a t u b , a st answer is giving te a genuine intere e material. ere is e th th v f , a o s h e g s o s in h w cla nd ind the om the understa a better r the value beh s. They come fr e As fo AP class to justify y a w o n

rian -Senior B

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Obviously, students will always care about doing well in school. For most, that corresponds with a good grade. But AP classes place that mindset in hyper-drive.”

Wiora

Staff Editorial: spirit or disrespect? The gym is packed, the crowd is roaring. Everyone is Yes, we are loud, and yes, the number of people comstanding in their seats, cheering when we score ing out to sporting events has increased, and yelling “defense” when we need to get the ball, something that Greenhill has strived for staying the entire game no matter if we are winning for many years. But this success in school-wide Students or losing. This is spirit at its finest. Yet this type of spirit risks being discredited by the way we act seem more positive spirit has been overshadowed at Greenhill’s once we reach the field, gym or natatorium. focused on how sporting events lately. That opponent you’re mocking may be they can jeer Students seem more focused on how they can on the team to fulfill a PE credit, and may against the other jeer against the other team instead of how they can already feel insecure about their athletic team instead of support our own athletes. We are in danger of becomabilities. A high-school student signing up how they can ing known as the “most obnoxious fans in SPC.” And to play a sport is not the same as a college support our own while this is a statement some are proud of, others are student looking to be drafted on the national athletes.” so embarrassed that going to games almost level. While the sport is the life of the college seems unappealing. athlete, that is not always the case for Poking fun at how a person looks or acts in a high-school athletes. Not only might game has no effect on Greenhill players’ individual high-school students be more inseperformance. Instead, it disrespects the player, their team, their cure, but they are also not as accustomed to being the family, other fans watching, and the school itself. target of jokes and mockery. We need to remember Students have become so wrapped up in the fun of heck- that what might seem like a fantastic cheer or heckle at ling that they have lost the balance between respect and spirit. a college-level game will not be perceived or received in the

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same way at the high-school level. The SPC conference is a small community. Many times we personally know the athlete we are making fun of on the opposing team. We know their parents, their siblings, or even the coach. So how can we justify acting this way in the name of “spirit”? The answer is obviously not simple, and everyone has their own views. However, it is important to remember that what goes on in that gym affects more than just the perception of our fans in the moment; it affects Greenhill’s reputation in general. We pride ourselves on our core values of Honor, Respect, and Compassion. Yet those qualities are sometimes missing in our fans at our own sporting events. So as we head to the SPC tournament games, remember what spirit means. Remember that it is more important to cheer your own team on than it is to heckle the rival team. Know that there is a fine line between having fun and being spirited, and being obnoxious and disrespectful. As long as we are aware of where that line is and don’t cross it, we will be living up to our core values.

The Evergreen Wednesday [02.13.13]

NEWS

family politics Greenhill PARENT AND ALUM RUNS FOR DALLAS CITY COUNCIL. see page 6 TO FIND OUT more about HIS MOTIVES AND FAMILY SUPPORT.

Photos by Gabby Das

SPEAK OUT: Seniors Andrew Spomer (left), Hirsh Elhence (center) and Brian Broder (right) share their writing with other students at a recent colloquium on Joyce’s The Dubliners.

AP Literature shares work at colloquium Amna Kaiser Views Editor

Upper School English teacher Joel Garza, his Advanced Placement (AP) Literature class, and Natalia Hernandez, Director of Curricular Programs, went to The Oakridge School on Feb. 6 to participate in a conference organized around James Joyce’s collection of short stories, The Dubliners. Michael Colley, Upper School English teacher at The Oakridge School, created the event as a forum for friendly competition and collaboration between independent schools. “My interest began with professional jealousy—I wished that I had thought of the idea first,” Mr. Garza said. “From there, I had a very practical reason to participate: I wanted to guide my AP students through a chance to write for an audience besides me.” Students from private schools across the Metroplex took part in discussions, attended a creative writing workshop, and listened to a keynote lecture. In November, Students submitted essays or pieces of creative fiction in the hopes of earning the chance to present their work at the event. Four Greenhill students—seniors Brennan Baker, Samantha Carp, Hirsh Elhence, and Andrew

Spomer—were chosen to read their essays to the other literature students present. “I actually had a great time presenting my paper,” Hirsh said. “It was awesome to be surrounded by so many intelligent students from around the area.” But Hirsh does suggest some improvements for next year. “I wish there would have been more panel-style discussions rather than bombarding a single person with questions,” he said. “But, overall, I really enjoyed the experience.” Mr. Garza said he also thought the conference went well. “Our presenters were very well received, our students joined the conversation at each session, the keynote speaker was great, and Oakridge did a fantastic job hosting us,” he said. Mr. Garza helped with preparations for the colloquium. Recruited by Mr. Colley, Mr. Garza served on the committee responsible for evaluating the student essays and selecting the line-up for the colloquium. “That was a really illuminating experience: seeing the work that students do on other campuses,” he said. Mr. Garza initiated a Dubliners discussion between his students and literature students at The Hockaday School and

Common application tightens focus Greer Goss

Managing Editor

While applying to college opens up a world of opportunity, the Common Application is about to get narrower. Gone is the “topic of your choice” essay option. Current juniors will choose one of only five detailed essay prompts and will have to abide by a new, strictly enforced word limit of 250-650 words. These essay topics, which will change every year, were made public earlier this month. (Previously, students could choose between six prompts, which were introduced every year in August). The new system will not allow students to upload documents in which they can modify margin size to affect word count; instead, students will embed their essay directly into the application, which will cut off word entry after 650. According to Marie Bigham, Director of College Counseling, multiple factors contributed to the change. “There is a sense that students who come from schools like ours have an unfair advantage, that you have a counselor to tell you how to navigate the rules,” she said. “I think the colleges were also feeling that the writing they were getting was fluffy and not as directed as they would like,” Ms. Bigham said. This led to collaboration with the Upper School English department regarding the changes to the application. “At no time in high school are [students] forced to a really small word limit, so we wanted to start talking about that earlier,” Ms. Bigham said. The English Department examined its approach. “We were looking at how we can, in the writing program, continue to facilitate, nurture [and] support the type of writing that goes on in the college application essay,” said Linda Woolley, Upper School English Department Chair. Much of the college application work takes place during the first trimester of senior year. The English department’s Senior Rhetoric class, taken during the same trimester, is structured to include narrative writing assignments that aid with applications.

“[Critical essays] will always be the backbone of the program, but it is just as important to learn how to write a creative piece, to open those doors and say ‘let’s write a firstperson narrative,’” Mrs. Woolley said. According to Mrs. Woolley, Senior Rhetoric is timed perfectly, as students are all going through the same process. “There is an intensity and an intense willingness to focus on writing,” she said. Beginning this year, teachers in the Nature & Uses of Language, a core third-trimester junior English course, will include a narrative piece as one of their assessments to help pave the way for the college essays students will be writing in the coming months. The aim is also to include more narrative writing assignments in freshman, sophomore, and the first two trimester-long junior English classes. Many of these classes already include pieces like journals, narrative papers, and firstperson responses to readings. This summer, Greenhill will also offer a week-long Common Application essay prep course. The course will be taught by Joel Garza, Upper School English teacher, and Elizabeth Bayer, Middle School English and History teacher. According to Mr. Garza, the idea came to him in an English department meeting when the teachers discussed how to help students with the college process. “With earlier and earlier college-app deadlines in the fall, the department recognized the benefit of a summer course in addition to work some students do in Senior Rhetoric,” Mr. Garza said. According to Mr. Garza, the changes to the Common Application make this summer the perfect time to begin such a course. Students will read and discuss the essay options and exemplary essays. There will be full-class lectures, small-group work and individual work, as well as moments of constructive critique. By the end of the week, students will have beginning paragraphs for two essay options.

Oakridge via a blog set up for the colloquium. This discussion, which has unfolded over several months, took multiple forms, through mp3’s, videos, and blog posts. “It was a great experience to be able to collaborate with students from other schools around the area in an academic setting, because they provided different and fresh perspectives,” Hirsh said. Mr. Colley, Mr. Garza, and Deborah Moreland, a participating teacher from Hockaday, also spoke at an Independent Curriculum Group conference at ESD on Jan. 7 about the effect collaboration has had on their classes and the colloquium. “It made my students mindful of their writing style and tone and conclusions,” Mr. Garza said. “Plus the collaboration showed me the merits of pairing seemingly unlikely texts–like Joyce’s Dubliners and Plato’s Symposium.” Next year, Oakridge plans on hosting another colloquium on William Shakespeare’s Richard III and Mr. Garza hopes to attend, though he, too, has some suggestions. “At some point, I’d be interested in a conference united around an idea rather than a text,” he said. “Something like the qualities of wisdom or the ethics of violence.”

Common Application Prompts 2013 Students must choose from one of the following five prompts. Some students have a background or • story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story. Recount an incident or time when you • experienced failure. How did it affect you, and what lessons did you learn? Reflect on a time when you challenged • a belief or idea. What prompted you to act? Would you make the same decision again? Describe a place or environment where • you are perfectly content. What do you do or experience there, and why is it meaningful to you? Discuss an accomplishment or event, • formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

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Senior explores alternative breast cancer treatment guidance of Dr. Chung Chiun Liu. She had spent the summer before her sophomore year in the same lab, working more closely under a Ph.D. student. In her research, Jieyi worked on a method of detecting breast cancer using biosensors, such as those used by diabetic patients to measure glucose levels in their blood. Doctors screening for breast cancer can use a biosensor to measure a patient’s level of Lysyl Oxidase-like 2 (LOXL2), a protein in the blood that breast cancer patients tend to have at abnormally high levels. Recent research has also shown that LOXL2 promotes metastasis, the spread of breast cancer cells to other organs. “Basically, the goal of my project was to create a linear correlation between the amount of LOXL2 [in a blood sample] and a detected current in the reaction, to see if you could use this method to detect Lysyl Oxidase,” Jieyi said. “If there’s a relationship, you can use a measured current [in a lab setting] to determine how much LOXL2 there is.” Jieyi ultimately discovered this linear correlation. Since Jieyi concluded her work last summer, Dr. Liu has

Anton Yu

Editor in Chief

Photo courtesy of Taylor Gibson

Senior Jieyi Cai has been recognized as a semifinalist in the Intel Science Talent Search (STS) for her research on a potential new detection method for breast cancer. As one of 300 semifinalists, Jieyi won $1,000 and garnered an equal award for Greenhill. She was the sole semifinalist selected from Dallas. According to its website, the Intel STS, established in 1942, is “the nation’s most prestigious research competition for high school seniors to pursue independent research in science, math, engineering, and medicine.” Previous winners of the competition have won major international science and math awards, including seven Nobel Prizes. Each year, the STS gives out $1.25 million in awards. There were 1,839 applicants in the Intel STS 2012; the number of applicants this year is still unreleased. Jieyi conducted her independent research last summer at Case Western Reserve University in Cleveland, OH under the

conducted more research involving blood samples from breast cancer patients and is currently working on publishing the research findings. However, more research and testing will need to be done before the method is approved for commercial use, according to Jieyi. If fully approved, this detection method would be easier and cheaper than the most common procedure, which is a mammogram, an x-ray of the breast. Jieyi’s most recent work involved research at the UT Southwestern Medical Center on a different protein, Klotho, which has been tied to aging and chronic kidney disease. Jieyi said that the $1,000 from the Intel competition will most likely go towards her college tuition. She plans on becoming a doctor, though she now may also include research in her future career. According to Upper School Science Department Chair Jeff Funkhouser, the school will receive an award of $1000, which will be used to help purchase items and equipment for the new Biochemistry, Biotechnology Lab Techniques, and AP Environmental Science courses next year.

Photo by Mary Lo

HELPING HAND: Math teacher Celeste Sanders ‘00 (above) helps one of her students work through practice problems.

Middle School math teacher tests out new teaching method Suman Chebrolu MS Writer

In a traditional math class, the teacher presents a lesson and students complete correlating homework that night. But this year, Celeste Sanders ’00, Middle School math teacher, is trying a new routine. Instead of giving lectures in class, Mrs. Sanders records her lessons (10-15 minutes each) and then uploads the videos to YouTube for students to watch at home. In order to make sure students watch the videos, Mrs. Sanders requires that they take notes. However, as students can pause and replay the videos, they can learn the lesson at their own pace. During class time, Mrs. Sanders goes over any questions the students have from the material covered in the previous night’s lecture. The rest of the class time is devoted to practice problems. This “flipped” format allows Mrs. Sanders to help out immediately if any student has trouble, a luxury not provided if they are doing the problems at home. “I am able to come in and show them, ‘Here’s where the mistake is,’” Mrs. Sanders said. Mrs. Sanders said that the video lectures do not generate the same kind of natural questions that come up in an in-class lesson. “One of the good things, though, is that there are no questions that put people off topic,” Mrs. Sanders said.

STRENGTH IN NUMBERS: The math team, pictured above with awards, experienced an upsurge in membership.

Math team attributes success to larger team The Greenhill 2012-2013 Math Team, larger than ever, has experienced recent success in local and national tournaments. In the Metroplex Mathematics competition held at Parish Episcopal School on Jan. 19, the team placed second overall and its members earned numerous individual awards (see below). The team practices twice a week before school. They review old test questions to prepare for future competitions. The competitions do not involve two teams facing off at tables, buzzers in hand as they are bombarded with questions, like the movie Mean Girls might lead you to believe,” Mr. Gibson explained. Rather, each student enters a room and takes a test, which is then graded and compared to the other competitors. The team placed fourth at the Texas A&M competition on Nov. 10 in the power team for the first time in four years (see below).

“The success story of the year is truly the number of students we have,” said Taylor Gibson, Upper School math teacher and math team coach. With 15 students on the team this year, the group often has to split up into two rooms for practice. “I have been on the high-school math team since eighth grade and have never been with a group this big,” junior Kinaan Patel said. “This is a good problem to have. As the year goes on, typically the numbers dwindle down to eight or ten students. This is not the case, ” Mr. Gibson said. On Feb. 2 the team participated in the Rice University competition where they did not win trophies, but rather grew as a team. “Our goal was to gain experience and have a good time. We wanted to work on our team-work in the group competitions, and I believe we met and possibly exceeded those goals,” said Dr. Currier, Upper School math teacher and Math team coach.

Precalculus Open Competition for students who

Calculus Closed Competition for students who have

Joseph Middleman Asst. Features Editor

have already completed precalculus Rita Tian–second place Wesley Lim–third place Alisa Brown, Kinaan Patel, Peter Grishin–tied for fourth place Precalculus Closed Competition for students who have not yet completed precalculus Sofia Shirley–second place Sera Tuz–fifth place

not yet completed calculus Peter Grishin–second place Kinaan Patel–third place Wesley Lim–fourth place Rita Tian–fifth place Power Team is a proof-writing competition where a group of six to eight students is given a series of problems to solve and write mathematical proofs of one week prior to the competition.

Middle School students develop exam prep app Suman Chebrolu MS Writer

Many eighth-grade students chose to make a binder full of information and notes to study for midterms. But two students saw that the binder can be a burden and decided to create a smartphone app to aid studying. “The inspiration for the project really came from a personal desire to have everything in one place,” said eighth grader Cole Forson. Cole and classmate Nathan Contreras used Game Salad, a game-design engine, to create their app. The app, called Greenhill ExamPrep 8, came out less than two weeks before the midterm exams. The app consists of basic notes from history and science. Questions are placed throughout the notes to help students think about main ideas. There are also multiple-choice quizzes.

Thought went into the design. For example, the quizzes: “It gives you a second chance. That way you can correct your mistake,” Nathan said. The major difficulty was communicating with teachers about information for each of the classes in order to create the study guides. The idea arose in early January. Because they wanted to release the app two weeks before the midterms, they had to make the app in less than two weeks from scratch. Every few days Cole and Nathan had to test the app, which Apple soon accepted to be placed in the Apple app store. Due to the short production time, the app has a few bugs. The two are planning on making another version for finals. “As we go along in the year and we learn the information, we will work on the app,” Nathan said. “And so it will be much more focused on detail.”

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Library installs eBook collection, Follett Shelf Anton Yu

Editor-in-Chief

Photo courtesy of Leland Burk

The Montgomery Library recently launched a new online library of eBooks, called Follett Shelf, and currently has 265 titles available. “We noticed a number of kids are using e-readers of some sort, and some people prefer to read e-content over print, so we just want to have a variety of types of materials for kids to check out,” said Donna Woody, Head Librarian. Currently, the electronic library is mostly comprised of fiction titles, from The Adventures of Sherlock Holmes to The Hunger Games. “In our research, we found that people generally like to read non-fiction in print and fiction in e-content,” Mrs. Woody said. “We do have non-fiction as well, but we put more money into fiction to start with.” Mrs. Woody said the students reported that they prefer using online materials for research, so many of the online non-fiction titles will be geared towards research. Each user can check out one title at a time for up to five days. The eBook is then automatically returned, though users can check it out again immediately afterward. There is currently no hold feature for the eBooks, though Mrs. Woody said that Follett Shelf plans to develop one. The library will add more titles in upcoming years. Mrs. Woody said that they are also trying to purchase as many of the summer reading books online as possible, as students can access the eBooks during the summer. Users can search for keywords in an eBook, add notes, and print the notes out. The

notes remain if a title is returned and checked out again. There is also a dictionary feature. “We’re just getting started in this. We don’t have a complete collection by any stretch of the imagination. It’s going to take years to develop a large collection, just like it would take anylibrary to develop a large collection,” Mrs. Woody said. Students in sixth grade and above can check out eBooks from Follett Shelf. Mrs. Woody said they hope to make them available to third through fifth grade students in the future. Lower School students have access to TumbleBooks, an online collection of animated, talking books that the library also launched in the past year. All digital devices with Internet availability can access Follett Shelf except e-readers such as the basic Amazon Kindle or Barnes & Noble Nook. For tablet devices, users must download the Follett Digital Readers application. For all other devices, users can access Follett Shelf via the library catalog on the Greenhill website. The library also owns six Nexus tablets that students in seventh grade and above can check out for up to five days and use to download the eBooks. The tablets were newly purchased this year. Jennifer Tirrell, Upper School Librarian, set up the online system, manually integrating it with the library catalog and adding each user. Mrs. Woody said that the price for each eBook varies between $5.99 and $150, depending on the publisher. Publishers can choose to sell only one copy of each eBook at a time or unlimited simultaneous access to an eBook, which is more expensive.

Graphic by Rachel Diebner

To log into Follett Shelf... In order to access the electronic library and check out books, students must log in with their individual username and password. The username is the student’s last name followed by the first letter of their first name. The password is a lowercase p followed by a space plus the four digits of the student’s debit account number.

Alum and parent runs for Dallas city council

THE BURK BUNCH: Leland Burk ‘80 poses with his family, which has supported him in his campaign.

Madison Goodrich Staff Writer

Leland Burk ’80, father of junior Andrew, is running for Dallas City Council. Elections will be held in May. This is not Mr. Burk’s first time entering the politcal foray. “Over the years, I’ve been involved in a number of civic activities, including the North Texas Crime Commission and The 100 Club of Dallas, which supports the families of fallen Dallas police officers with immediate financial aid during those very tragic circumstances,” he said. The Dallas City Council consists of 14 elected officials who work with the mayor to improve the lives of the general public, primarily focusing on issues of taxation and spending. “I look forward to being a partner of Mayor [Mike] Rawlings,” Mr. Burk said. “I will work hard to curtail non-essential spending to keep our taxes low and in the budget. This is another wonderful opportunity to serve my community.” Mr. Burk’s family history and upbringing provided major influences in his decision to run for City Council. “[My] grandparents were very active civically, and I’ve had some great influences within my family,” he said. Andrew said that his dad has always loved politics. “He’s always been really interested in politics­. He’s always watching it on TV, and we always talk about it at dinner,” he said. Nevertheless, Andrew said his father’s decision to run still came as a surprise. “It’s hard to actually believe that he’s running for a

political position. If he ends up winning I don’t know if it would necessarily change my life, but I think he would be able to change the lives of a lot of people,” he said. Andrew and his friends have helped Mr. Burk with aspects of his campaign. “I’ve been driving him around the city to put up signs in people’s houses,” Andrew said. “A lot of my friends have been putting up signs in their yards too.” He was initially approached by current council member Ann Margolin, who is not seeking reelection. With many council members’ endorsements, he said he decided that he would be a good candidate to run. “I love the city of Dallas, I love our community,” he said. “The community has been very good to me and my family and I am excited to have this opportunity to give back.” He said that Greenhill helped to ignite that passion. “We always had community service at Greenhill and I think it was a great lesson,” he said. “I see it in Andrew as well.” Mr. Burk owns Burk Interests, an investment, oil, and real-estate company. As the only candidate with a private-sector background, he believes that his expertise will give him an advantage. “I think we need more business people and financial experts on our city council and that’s one of the primary reasons I’m running,” he said. “I think I can make a difference.” Mr. Burk also said that the Greenhill community has been supportive and has helped him with his campaign. “We have wide support with many members of the Greenhill families [and] signs are going up all over the district,” he said.

Check out The Evergreen online for Isabet Tranchin’s report on the legendary Lorene Richardson, who plans on retiring after 46 years at Greenhill.

wednesday, february 13, 2013

New Courses cont’d from page 1 Now, students that want to pursue senior capstones in these areas can learn skills they will need through Greenhill classes rather than on their own, Mr. Funkhouser said. According to Mr. Funkhouser, Greenhill can be a pioneer of bioengineering in Dallas high schools. While many other schools have focused on expanding their robotics programs, this is a different direction. “It’s an expansion that really puts us in a unique place in the Dallas-Fort Worth area. Lots of our peer schools, Hockaday, St. Mark’s, Parish, have announced big robotics programs, and we’re also going to be doing something like that through a club structure that we’re going to introduce next year, but no one’s really looking at bioengineering that we’ve seen. Given our staff and our student interest, that seems to be an area where we can really break some new ground in the Metroplex. We want to be leaders in that area,” he said. The Biochemistry course requires completion of either AP Biology or AP Chemistry, while the other two only require the completion of Chemistry and Biology. This means that a student who wishes to take Biochemistry must either complete AP Biology as a sophomore or double in science as a junior. Currently, the five sophomores who are currently taking AP Biology and the 23 juniors who are taking AP Biology or AP Chemistry are eligible for the course. “A student going into the biochem class will need to have one or the other of those areas of exposure. They’ll pick up the other in the class and use that in undertaking the reproduction, isolation, and characterization of the protein that they’re looking to study,” Mr. Funkhouser said. Andrejs Krumins, who currently teaches Middle School science, will teach Biochemistry. Mr. Ide will mostly likely teach Biotechnology Lab Techniques, which will prioritize hands-on lab skills involved in isolating and reproducing DNA sequences. Chris Bigenho, Director of Instructional Technology and Upper School science teacher, will teach Bioinformatics, a one-trimester class. It will be cross-listed as a computer credit, as it uses online databases for student research. While these online databases are available to everyone, the two other courses require extensive and advanced equipment. For example, the Science Department purchased a new gel-dock system that allows students to do gel electrophoresis, scan, and have data measurement in real time. The Biotechnology Lab package cost $47,000 and Biochemistry equipment cost an additional $36,000. However, a lot of this equipment, such as the gel-dock system, can be used in multiple courses. Additional equipment worth approximately $20,000 was purchased for AP Environmental Science and AP Biology. According to Mr. Funkhouser, this is the first time since he has been at Greenhill that the science department has made a large request for new equipment.

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In addition to a plethora of new science offerings, the course catalog features new humanities classes as well.

20th Century Leadership Greenhill will offer a new history elective, 20th Century Leadership, during second trimester next year. Natalia Hernandez, Director of Curricular Programs, based the class on a similar course that was part of her doctoral program. “There is natural interest and curiosity about those in leadership positions, and a natural inclination to learn more about them,” Mrs. Hernandez said. “This class is a really interesting way to conceptualize the theories behind leadership. Leadership is not just haphazard; it’s not necessarily just about someone’s charisma. There are traits we can learn about previous leaders in historical contexts,” she said. Although other Greenhill history courses talk about leaders, this course formally teaches the theories behind leadership. Mrs. Hernandez hopes these lessons will translate beyond the classroom. “At Greenhill, students have the potential to be leaders themselves. Hopefully [this course] will encourage students to take on leadership roles here in their near futures, and give them a strong foundational understanding for future leadership opportunities, even in their careers.”

Advanced Latin Literature Currently, juniors and seniors in Latin may take electives after the completion of Latin 3. A total of six electives alternate each year so a student never has to repeat a course. Under the new system, these electives will be combined into a single Advanced Latin Literature elective, whose topics will vary by trimester at the teacher’s discretion. “When you sign up for the fall trimester, it could be about Cicero. Then, for that entire trimester we talk about the person himself, a specific thing he wrote, or history, but it’s all centered around that one thing. Next trimester, you’re still technically in Advanced Latin Literature, but it will be something totally different, such as Roman food or Roman cooking,” said Trevor Worcester, Upper School Modern and Classical Languages Department Chair. Additionally, any one of the three Latin teachers may teach the course, which provides even more flexibility. “In our current situation, we would have to propose a specific course and then keep it in a constant rotation. This allows us to change the content how we see fit,” Mr. Worcester said. He also said the Advanced Latin Literature course may help pave the way for a Latin seminar course in the future.

Course on Class A new senior English elective, Course on Class, will center on American class issues in the 20th and 21st centuries. Andy Mercurio, Upper School English teacher, thought of the idea after a mini-unit in his English 10 class in December. “I was looking for something to fill the irreplaceable void of Huck Finn, so I decided to do a unit on class. I realized that everything [I was teaching] related to the notion of socioeconomic class: Reservation Blues, The Great Gatsby, and the short stories,” Mr. Mercurio said. As he planned, he created a playlist of related songs. When he realized almost every musial genre has class issues at the core, he knew he needed to expand the idea. “Two weeks into this unit I was on fire; I was consumed by it,” he said. “I knew it was too big for a unit.” “Greenhill needs this. This is a school that tackles a lot of issues involving identity and diversity. We’ll hit religion, sexual orientation, race, ethnicity, and so on, but we tend to avoid class. In my sixteen years here, I haven’t seen this issue dealt with explicitly on this scale,” he said. “I wanted it to be not just part of a story or a poem or a novel, but the basis of everything we were talking about, because it is fundamental to the way we see ourselves and each other.”

AP Environmental Science

The science department is also offering AP Environmental Science anew. Greenhill previously offered this course but removed it after the 2007-08 school year due to a lack of student interest. “Part of the challenge in the course before was that it just waned in student interest that we couldn’t really pinpoint. But we’re hoping that the current events regarding environmental activities might provide greater student interest than there was previously. I know I’ve seen significant student interest, and we have double-digit numbers in just the incoming senior class alone,” said Michelle Smith, Upper School science teacher. Greenhill plans to expand the AP curriculum by adding fieldwork and individual service learning components. These projects will allow the students to apply the skills they learn in the classroom. “With Environmental Science you can go outside and study it. It brings a different perspective from some of our courses, because we don’t have many courses where you can see on a large scale the science that you’re studying,” Mrs. Smith said.

The Evergreen Wednesday [02.13.13]

TEACHING WITH TED

faculty discuss value of ted talks in and outside of the classroom. SEE PAGE 11 for MOre.

Perot Museum Review

Photo by Jason Janik

In light of the Perot Museum of Nature and Sciences’ much-publicized opening, The Evergreen went to see what all the hype was about.

Gabrielle Das Design Editor

Typically before going to see a movie, I do not read the reviews. When I hear other people discussing a film I have not yet seen, I plug my ears and walk the other way. But with all the excitement over the new, $185 million Perot Museum of Nature and Science, the hype was hard to ignore. Thus, I faced my story assignment with anxiety about whether my expectations would be met. I didn’t have to wait long to find out. I became instantly awestruck by what I saw . . . and I was only in the parking lot. Before me sat the building: a giant, cube-like structure, split open at its core, with clean, sleek windows that allow a glimpse into the madness that lies within. Inside, the museum is filled with 11 different exhibits, ranging from The T. Boone Pickens “Life Then and Now” Hall, which features a unique collection of fossils and bones found in Texas, to “The Expanding Universe Hall,” containing a trove of videos and interactive displays that tell the story of our solar system. The building, especially designed for children, contains a variety of attractions for little ones, including a unique outdoor play area, six learning labs, and a space auditorium. A 54-foot escalator is enclosed in glass on the outside of the museum so visitors can catch a glimpse of the downtown skyline. The museum also includes “play stations” for adults. These include a machine which reads your brain activity when you place your head on a metal bar, and, after it registers a high enough level (achievable by doing simple multiplication problems in your head), responds by launching a ping-pong ball. Additionally, the museum hosts nights especially for adults called Social Science ,which feature discussions with guest speakers and scientists, a cosmic cocktail bar, and outof-this-world lab experiments. Unthinkingly, I went on a Sunday afternoon. (Readers: if you want to avoid hyperactive infants, do not visit the museum during this timeslot.) After sidestepping playful toddlers and dodging mommies speed-walking with strollers, I made it up the sidewalk to the foyer. Inside the main lobby are a range of typical museum accommodations: restrooms, a seating area, and a help desk. Even the lobby went above and beyond my expectations with a gourmet café, an extensive

Photos by Mark Knight

gift-shop collection, and an enormous IMAX 3-D theater. Two 60-minute films, Meerkats and Sea Monsters, are currently showing. Despite the cramped atmosphere created by clumps of huddling families and winding lines of elementary school students idling inside the lobby, the area seems larger than it actually is, due to the spacious, glass surroundings that provide a seemingly boundless atmosphere. Again, I wove my way through the crowd to the ticket desk, where I was instantly helped with my reservation. Because the museum has been so immensely popular since its opening, the staff recommends that you book tickets for your visit—either on the phone or through the website—at least two days in advance to guarantee your admission. Although I complied with this warning, I did not quite understand its necessity until I began my tour, as all visitors do, by riding an elevator to the fourth-floor mezzanine. Even the elevators are designed to increase scientific prowess; they are enclosed by glass so that passengers can see the pulleys and their inner mechanisms. As the doors slowly opened, any fuzziness I had on the purpose of the ticket rule quickly came into focus as a sea of children, darting from one display to another, was revealed, their frantic parents following close behind. After I found my niche behind two middleaged school teachers, sauntering as slowly as possible through each exhibit, and a set of competitive twins and their lackadaisical parents, my adventure in the Perot museum became somewhat like a day at Disneyland. The hustle and bustle of the crowds melted away as I became enthralled by everything around me.

Each visual display was complimented by an interactive portion that reinforced the idea, my favorite being an earthquake simulator. While waiting in line, you can read an explanation on the mechanics of earthquakes. After making it to the big, metal platform, you are taken for a ride as the machine simulates a mild, moderate, and severe earthquake. Another exhibit is a lab station, where, after you don the proper lab coat and goggles, a computer guides you through hands-on experiments, including the extraction of DNA from yeast cells. A few of my other favorite displays include a real tornado, a game which allows you to race a life-sized cheetah or T-Rex, and a 3-D flying simulator where the player flaps his arms to imitate a bird flying. I do not want to be the person that ruined the Perot Museum for you. So I will not give any more away. However, I must say it’s not all hype. The museum is truly revolutionary, from its exemplary architecture

and environmentally friendly functionality to its state-of-the-art exhibit halls and innovative educational tools which take science to a new realm of accessibility for children and adults alike.

Tickets are $10 for children ages two to 11, $12 for students ages 12-17 and seniors over 65, and $15 for adults (18-64). You can purchase tickets online at www.perotmuseum.org.

PERUSING THE PEROT: The 11 permanent exhibit halls at the Perot Museum include the Discovering Life Hall (top left), Expanding Universe Hall (top center), and Texas Instruments Innovation and Engineering Hall (top right). Lyda Hill Gems and Minerals Hall includes a grape jelly geode (bottom left) weighing in at 1.5 tons. Additionally, the Rees-Jones Foundation Dynamic Earth Hall displays a touch tornado (bottom right).

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Humble guru seeks to offer support, share wisdom Alex Weinberg Arts Editor

It’s not easy to have a conversation with Technical Support staff member Paul Yang. Not because he isn’t affable or approachable, but because he seems to be the most nomadic person on campus. Mr. Yang, or simply Paul, as he prefers, spends his days running, often literally, all over campus, providing emergency technical assistance, attending basketball games, and altogether rarely lingering in one building for more than a few minutes at a time. But if you happen to run into Paul when he has a minute to talk, you might be surprised at what he has to say. He doesn’t wax lyrical about hard drives and floppy disks. Rather, he’ll tell you about where he’s from and how he got where he is now. Most of all, he’ll tell you what he’s learned along the way. Paul was born in Taipei City, Taiwan, where he was raised by his parents, who still live in the city. Paul remembers his life in Taipei as similar to the lives of many Greenhill students. “Every day my duty was study hard, get a good grade, and pass the national test and go to a good college,” Paul said. “That’s the only thing we needed to do. Nothing different.” But there was something missing. “The problem is, what else? In my country, you study and do well in school, and that means you will have a good future,” Paul said. “But your life is supposed to have other choices. Maybe going to a good college will lead to success for some people, but the whole world is different. It’s only one of the ways to go.” According to his recollections, the mindset was strict, as were the reprimands for not following through with such academic demands. “If a teacher thought that you weren’t studying your hardest,” he said, “you were punished with a stick. Unfortunately, that was the way.” Paul cites this single-mindedness as the driving force behind his move to America, a place which he saw as offering a myriad of different career paths and lifestyles. After completing his obligatory two years of service in the Taiwanese military, Paul came to the United States, where he enrolled at Oklahoma University (OU). His girlfriend from home, Sindy, who wasn’t required to serve in the military, had been there for two years. They married soon after Paul arrived and now have two children: Erica, a sixth grader, and Ellis, a first grader, both at Greenhill. Sindy works as a financial advisor. Amongst the mass of technological clutter that is Paul’s office, a photo of Sindy, Erica, and Ellis stakes out its spot, right next to the computer monitor. While Paul said his move to the United States turned out to be the right decision, this was not always so obvious to him. When he was a student at OU, he said he received a call one day from his mother back home, asking why he hadn’t called her yet and demanding to know when he planned on doing so. “She said, ‘Son, you know when you will call me? When you need money.’ And at that time, when I was young and had just come here, I felt so stupid,” Paul said. “I felt like a

Photo by Mary Lo

TECHNOLOGICALLY TALENTED: Paul Yang, this year’s Penny Nicholson award recipient, poses in his office filled with computers, software, and wires. Paul has worked at Greenhill for 10 years.

bad kid.” and to serving the school led to his being recognized with This moment is one that Paul said changed how he the Penny Nicholson Award at the Founder’s Day ceremony views life. Since having this conversation, Paul said he has last September. been encouraged to call his parents regularly, just to talk and However, Paul said he does not like to talk about his express his love and appreciation. individual recognition. “I made a mistake,” Paul said. “I did “I believe everyone, especially at Greenhill, should something very cuckoo. But I realized that my be the winner,” Paul said. “I do my part to make the school That is my parents are so important to me and I should bigger, stronger, and better, and so does every other goal. Care, not forget that.” person I work with and everyone who attends this encourage, This is a message Paul tries to pass on to school.” and motivate the students he sees every day, and one that This sense of humility is quite evident when talking every student he hopes will make a positive impact on their with Paul. to be successful lives. “Really, I just want everyone to succeed,” he said. in their own “I understand,” he said. “I was like all of future.” “That is my goal. Care, encourage, and motivate every you. One ear in, one ear out. But if you stop student to be successful in their own future.” and think about it, and pay attention to what To Paul, he’s just doing his job. It’s what’s expected people tell you, will your life be different? I think the answer of him—and what he should do, naturally. In fact, he’s keen is yes.” on expressing his own gratitude rather than receiving thanks For Paul, this ideal can be applied to every aspect of life. for the many things he does. He ended many of our He said he believes that everyone should make an effort to communications with a single phrase: “Glory be to consider the advice they are given, whatever context it may God.” to see him in the cafeteria, you might notice be in. Paul with his hands folded and his head bowed, Paul is currently in his tenth year with the school, praying before he eats his lunch. working in technical support. His dedication to his profession

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Five-Minute Study Breaks for Exams With trimester exams approaching, The Evergreen offers two super-quick ways to rejuvenate the body and the mind.

Body: The Mug Brownie After hours staring at the tiny words in a textbook, it is no wonder if your mood takes a downward spiral. In the midst of studying for exams and finishing other work, it seems almost impossible to take a breather, but one of the quickest and easiest ways to boost morale is to indulge in a little chocolate treat. Mug brownies are the perfect way to satisfy latenight chocolate cravings. And the sugar gives you the energy to power through the rest of your assignments. The best part? It takes five minutes to make, tops. Ingredients for Mug Brownie: 2 tablespoons butter, melted 2 tablespoons water (substitute milk for water) 1/4teaspoon vanilla extract 1 dash salt 4 tablespoons granulated sugar 2 tablespoons unsweetened cocoa powder 4 tablespoons all-purpose flour

1. In a 12 oz coffee mug, add water, butter, vanilla and a dash of salt. Whisk well. 2. Add cocoa powder, whisk well. Add sugar, whisk well. Add flour, whisk well. 3. Microwave for 60 to 90 seconds. Center should be slightly molten. Be careful not to overcook. 4. Enjoy with a spoon. Careful, brownie will be hot.

Mind: Breath Flow Exercises The saying “practice makes perfect” might justify those 50 mind-numbing math problems. But while it is important to study and reinforce concepts, it doesn’t help when your brain is flat-lining. To get the blood pumping again, try some quick-energizing yoga poses. Some of the best energizers are downward dog, jumping jacks, and lion’s breath. Yoga can help you accomplish two things at once: stress relief and rejuvenation. There are plenty of YouTube demonstrations for various poses and lots to try. So get on that mat and stretch to your heart’s content! Story by Sanah Hasan

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The Anti-Valentine’s Day Valentine’s Day isn’t for everyone. Whether you are single or anti-establishment, The Evergreen has compiled a list of activities for an Anti-Valentine’s Day. Heartfelt

Heartbreaking

Spend part of the day volunteering and show your love to your community rather than just one special person. Serve meals to the homeless at a soup kitchen. Sign up to work at the North Texas Food Bank. Or give the gift of life: donate blood by visiting a Carter Blood Care or American Red Cross donation center or sign up with a bone-marrow registry.

Anyone who has seen the movie Valentine’s Day knows the Anti-Valentine’s Day piñata is a hit. Make one with your friends, or buy one and gather a group to take out all your aggression on a heart-shaped, tissue representation of all things lovey-dovey. Stress relief followed by candy—what could be better?

Heart-Clogging

Heart-Stopping

If you do plan on the stereotypical ice-cream binge while watching sappy romcoms (When Harry Met Sally, Jerry Maguire, The Proposal, The Notebook), go all the way with two Anti-Valentine’s Day- themed Ben and Jerry’s ice cream flavors. Chocolate Therapy: chocolate ice cream with chocolate cookies and swirls of chocolate pudding ice cream. Banana Split: banana and strawberry ice creams with walnuts, fudge chunks and a fudge swirl. Invite friends over, grab a few spoons, and dig in. Or, create your own Anti-Valentine’s Day-themed sundae, complete with broken heart-shaped candy.

Need more fear factor than a horror movie? For those really willing to go the extra mile (or 24), visit Moxley Manor’s Haunted House in Bedford for the Valentine’s Day Massacre, a replica haunted house based off true events. The manor is known for three mysterious murders of the Moxleys in the ‘20s and is claimed to still be haunted by their ghosts today. This Valentine’s Day, the theme is prom, with actors dressed in formal wear and throwback music. Proceeds benefit the Leukemia and Lymphoma Society. Open three nights, Feb. 14-16. Admission is $15. (Visit http://moxleymanor.com for tickets and more information.) Story by Greer Goss

Heart-Skipping If rom-coms aren’t your thing, here’s a list (below) of heartstopping horror movies for both the weak-hearted and the hardcore horror lovers. (Shout out to Daniel Matyas ’12 for the list).

HORROR METER Terrifying:

Not So Scary: Drag Me to Hell

The Blair Witch Project

Tremors

The Shining

The Abominable Dr. Phibes

The Exorcist

Shaun of the Dead

Kinda Scary: The Devil’s Backbone The Sixth Sense Poltergeist The Cabin in the Woods

Texas Chainsaw Massacre Citadel

Graphic by Bridget Chan

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Evergreen

Teachers go high-tech via TED Talks Varun Gupta Staff Writer

Lectures. The word instills an image of a bored person trying not to fall asleep. However, in TED (Technology, Entertainment, Design) talks, experts deliver a densely filled nugget of information in less than 18 minutes, which is why Greenhill teachers are using TED talks in increasing numbers. In an informal survey of the Upper School faculty, 15 out of 21 teachers responded that they had shown TED talks science, history, or English classes. The origins of TED were primarily based on technology, but have grown to a more multidisciplinary goal of sharing “ideas worth spreading.” TED speakers are experts in their fields, ranging from former U.S. President Clinton to Salman Khan, the founder of Khan Academy. These speakers present to a live audience, inspiring viewers to think about topics in a new light. With the 2006 launch of TED.com, which broadcasts the taped lectures for free, TED has expanded its base globally. Two years ago, as a sophomore biology teacher, Chris Bigenho, Director of Educational Technology, posted TED videos on Blackboard for class discussion. In one video, Lewis Gordon Pugh, an environmental campaigner, maritime lawyer, and pioneer swimmer, explored the effects of global warming. “I don’t know how else I’m going to bring this into the class in any way more engaging than someone putting on a Speedo and jumping into the water at the North Pole,” Dr. Bigenho said. Scott Cotton, Upper School history teacher, said he has also shown TED talks in his Atlantic Experience 10 (AX10) class. Last year, his AX10 students watched Hans Rosling, a global health expert and data visionary, offer new insight on poverty. “I think it is a pretty interesting way to deliver information. TED speakers usually use visual aids to represent their research through pie charts, pictures, and videos,” Mr. Cotton said. Mr. Cotton added that he likes how TED talks fit into a lesson plan and capture most students’ attention. Instead of making TED talks mandatory, he offers them as an extra-credit assignment. “In past years, we used TED talks to serve as a model to students. I have assigned students to prepare a TED-like speech for the class and write about their own personal reflections,” Mr. Cotton said. “I would have appreciated that kind of homework,” said Joel Garza, Upper School English teacher. Mr. Garza has shown his classes various TED talks in class and also assigned his students to watch Sir Ken Robinson’s talk on revolutionizing schools; Liz Coleman’s talk on the civil responsibility of colleges and universities;and Temple Grandin’s talk on the different ways we see the world. “Most TED speakers take very seriously the role of each person in shaping the future. It’s a format that is unabashedly hopeful,” Mr. Garza said. Barry Ide, Upper School science teacher, said he has used TED talks in his Biology class. Over the last few years, he said he has enjoyed assigning TED talks that pertain to the class lesson to his students. “We generally watch Bonnie Bassler’s presentation on quorum sensing in AP Biology when introducing cell-to-

cell communication. And David Gallo’s presentations on bio luminesce and camouflage is always astounding,” Mr. Ide said. In addition, Mr. Ide assigns watching Ben Goldacre’s TED talk titled “Battling Bad Science” to his AP Biology students as part of summer homework. Dr. Bigenho has been working with the TED youth group for the past three years, and is excited to see more Greenhill students and faculty members interested in TED talks. At The Oakridge School on Nov. 17, Independent Schools Association of the Southwest (ISAS ) schools, including Greenhill, were invited to give talks at a TEDxYouth Event. At an event in 2009, Junior Matthew Stock spoke about his family’s bone marrow drive to help people, like his mom, who have suffered from t-cell lymphoma. Dr. Bigenho is currently working on launching TED talk Tuesday, at Greenhill, where he will send a weekly email of a notable TED talk. He said he hopes that a normal routine can spark conversations between students and Greenhill families. In Dallas, SMU has hosted local TED events through TEDxSMU Most TED since 2009. These TED speakers have to follow an official set of rules speakers for auditioning and performing. take very Twelve speakers are chosen and seriously present for six minutes at a time. the role of Mr. Ide said he was excited each person to hear that Greenhill alum Byron in shaping the Sanders ‘01 spoke at TEDxSMU in December. future.” For his talk, Mr. Sanders delivered a seven-minute speech about the power of hope, to encourage educating students. Last year, he worked with Group Excellence, a private mentoring company to help college students understand why learning is important. “We stress relationships before everything else. So the goal was to build a relationship with the students, and after building one, you are supposed to talk about, encourage, and reinforce the idea of a post-secondary career or education,” he said. His current job through working with the Dallas Education Foundation helps Dallas Independent School District (DISD) schools receive proper funding. Mr. Sanders discussed that the main reason that he enjoys watching TED Talks is tied to their optimistic mission. “TED talks are a wonderful resource for teachers to prepare students for something that we could not possibly prepare them for,” Mr. Sanders said. According to Mr. Sanders, TED has made it possible for people to express their passions in a creative, brief, and memorable format. “What TED represents is thinking about the world in a new way. Big ideas drive civilizations. Simple ideas change the world,” Mr. Sanders said. And he personally advocates using TED talks in school. “I think if a TED talk is shown at the beginning of a class, it will make the juice flow in the student’s minds,” Mr. Sanders said.

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Sample TED Talks Teachers share their experiences with TED Talks by offering some of their favorites. See http://www.ted.com/talks for a list of the wide variety of videos. JONATHAN HARRIS Dr. Bigenho recalls a TED speaker, Jonathan Harris, who talks about human emotions and different kind of personalities. Mr. Harris created an online site called “We Feel Fine,” as an interactive database for people’s feelings. It is shared by social networks like Twitter, Google Plus, and Facebook.

HANS ROSLING Mr. Cotton’s AX10 class viewed Hans Rosling’s TED talk last year. Mr. Rosling is a professor of global health in Sweden whose Photos Courtesy of TED.com TED talk relies primarily on statistics. Mr. Rosling uses visual software, offered through his website Gapminder, where he created animations with moving bubbles and flowing curves to bring the data to life. His talk addresses global health and poverty trends.

TEDxSMU TEDxSMU has announced sessions that will take place throughout the year, including TEDxTuesday, World Affairs, TEDxChange. The second season of TEDxSMU will start in October. Dates that have been scheduled so far: 2/19 — TEDxTuesday from 5:30 to 6:30 pm 4/2 — World Affairs Council International Educator of the Year Luncheon from 11:30 am to 1:00 pm 4/3 — TEDxChange Simulcast from 11:00 am to 12:30 pm 10/18 — TEDxKids @SMU 10/19 — TEDxSMU

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Second period is almost over. Students get up and turn in their tests. Your pen incomplete exam. As you pack up, you notice another student still working. Why is th asked this question, you are not alone. Many students have felt this same confusion, w explained. The Evergreen content editor Samantha C Accommodations According to Janet Arnold, Director of Student Support Services, extended time is a standard accommodation that most diagnosticians recommend for students with learning differences. (For a list of learning differences see the side box below.) According to Dr. Arnold, approximately 10-12 percent of seventh through twelfth-grade students are approved for extended time. However, not all students need extended time across the board; some only require it for a specific subject. No student receives double the amount of regular time. The maximum Greenhill grants students is time and a half, 50 percent extended. “In my stronger classes, science and math, I usually finish in time. But during final exams for classes like history and English, I usually spend at least 45 minutes extra,” said sophomore Adam Konig, who has been approved for extended time since seventh grade. Other accommodations include preferential seating during a test, marking answers directly on the test rather than on a scantron, and using a computer. “Some schools are able to provide separate testing rooms for students with extended time and even have teachers read the test to them,” Dr. Arnold said. “We do not do that. We do not have enough rooms to accommodate everyone.”

The Process Receiving accommodations at Greenhill begins when someone—the teacher, parent or student—notices that student is struggling. They then consult with learning specialist Donna Ferebee (Pre-K through second grade), Dr. Arnold (third through eight grade), or Honelynn Parker (Upper School). The learning specialist makes a referral to a diagnostician who does the diagnostic work. However, receiving accommodations is no guarantee, even if the diagnostician recommends it. If accommodations are approved, Mrs. Parker or Dr. Arnold writes an Individual Learning Assistance Plan (ILAP), which outlines the student’s strengths, areas of difficulty, and ways to accommodate him or her. The information in the ILAP is shared with the student’s teachers. The student, advisor, and parent meet with Mrs. Parker or Dr. Arnold to go over the ILAP requirements and accommodations. In Lower and Middle School, students often receive help outside of the classroom, specifically for writing and reading therapy. Dr. Arnold said she is always pleased to see students being their own advocates. “The beauty of a student advocating for him or herself is that the student [as opposed to the parent] recognizes their own need for extended time,” Dr. Arnold said. “They then are more willing to talk to their teachers, learn how to be more efficient in testing, and learn how to study more effectively.” Dr. Arnold also advocates for student responsibility. “Students put a lot of pressure on themselves. [Extended time] helps take off the pressure,” Dr. Arnold said. “But I also encourage students to develop a sense of time management, so that they can be as efficient as possible.” Self advocacy and responsibility also mean having the student approach their teachers about completing assignments in an appropriate time frame.

Junior Mattie Willard, who was diagnosed with dyslexia and Attention Deficit Disorder (ADD) in fourth grade, said she thinks having a learning difference puts her at a disadvantage academically. “It takes me so much more time to complete assignments, especially at a school like this; I have to work twice as hard,” she said. “Fortunately, teachers are really understanding here, and if you ask early in advance, they will give you an extension.”

When It Starts Students with learning differences can be diagnosed in Lower School, but they do not qualify for extended time and other accommodations until fifth and sixth grade. However, according to Dr. Arnold, students at this age often do not want to use extended time. “They do not know how to use it and don’t have enough to say,” Dr. Arnold said. “Their brains have not developed or matured enough to know what to do with the extended time, and they do not want to be embarrassed in front of their friends for needing it.” Starting in seventh grade, there is an increase of students receiving extended time. “Tests become more difficult [in seventh grade] with more abstract questions. Students have to give more thoughtful answers, rather than just factual answers. That is often when a learning difference shows up,” Dr. Arnold said. “These students notice other people finishing a test and they are struggling to manage their time or realize they need more time.”

Perceptions According to Mrs. Parker, some students assume that extended time gives an unfair advantage. “I think people have the misperception that because you have extended time you do better,” she said. Mrs. Parker counters the notion that it would be helpful to give extended time to students who do not need it. “It is like if you are not sick, but you are taking a medication for a sickness you think you have. It is not going to help you,” she said. Senior Sarah Bates, who was diagnosed with a learning difference in fifth grade, often hears extended time portrayed in a negative light. “Since I was diagnosed when I was younger, no one questions [my reason for having extended time,] but people are skeptical of those who were diagnosed in ninth grade. They say, ‘Oh those students just have money, their parents got them extra time.’ Some assume that people diagnosed later are faking it. I disagree. I think when people are diagnosed in high school it just means their symptoms showed up later,” Sarah said.

Standardized Testing According to Dr. Arnold, a student is unlikely to be approved for extended time on their standardized tests, such as the SAT and ACT, if they are not first approved for accomodations at their school. But some students who have not previously needed extended time at school reevaluate their situation sophomore and junior year as they take these standardized tests.

Learning Differences: According to Mrs. Parker, students receive extended time for a number of learning differences, and often are diagnosed with a combination.

Reading disorders/dyslexia Writing disorder/written expression Mathematics disorder Speech and language disorder Physical/sensory disabilities Hearing impairment Motor impairment

Visual impairment Other medical conditions Physiological disabilities ADD/ADHD Anxiety disorder Other physiological/cognitive disability Developmental coordination disorder/dysgraphia

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ncil is racing, but not fast enough. As the clock strikes 55, the teacher picks up your he teacher not whisking away her test? The answer is, she has extended time. If you have which stems from the fact that, if you do not qualify for it, extended time is never clearly Carp, who is approved for extended time, investigates. “Some students make it all the way through Middle School without having any problems, then get to Upper School and still don’t have significant problems in the classroom. But for standardized tests they freeze up or have problems,” Dr. Arnold said. “Anxiety plays a huge role in how students take tests. Sometimes the anxiety almost affects their performance as much as a learning difference. That is why it is important for students to learn coping skills to manage their anxiety.” However, there is no guarantee that Greenhill will approve a student for extended time, just because he or she applies. Students who have had an ILAP in place for a long time and apply for extended time on the ACT or SAT are usually granted the necessary accommodations for the exam, according to Mrs. Parker. Even with her early diagnosis, however, ACT, Inc. did not approve Sarah for extended time on the ACT. “I only got approved for the SAT. Unfortunately, the ACT was a better exam for my learning style,” Sarah said. Like Sarah, Adam’s quest for approval on standardized tests has not been an easy process. “I am approved for the SAT, but I am still trying to get approved for the ACT. It is a work in progress,” he said.

Beyond Greenhill All universities are required to provide services for students with learning disabilities. According to J.R. Neiswender, Director of College Counseling, the process that students undertake with Mrs. Parker at Greenhill is very similar to the process they will go through in college. “Colleges want there to be a fair experience just like high schools do, so if a student needs extended time, they’re going to accommodate it,” he said. While all colleges offer extended time, Mr. Neiswender still encourages students with learning disabilities to investigate a college’s support services before applying, as accommodations vary from college to college. “When we have students who want to be an artist, they should take a look at the studios; if they want to be in athletics, they should talk to the coach; if they are going to take advantage of the student services available, they should ask questions of the student services when they are touring and researching the college,” he said. While some students are worried that extended time might underprepare them for the real world, Mrs. Parker disagrees. “Accommodations such as extended time give the students the opportunity to recognize where they are weak and where they are strong and to figure out ways to help themselves achieve what their own brain is expected to achieve. They are learning to develop coping skills and become their own advocate,”

she said. “For students where everything comes easy, they may or may not have a chance to develop that coping skill. Then again, they may have the innate ability to do this on their own.” Mr. Neiswender also doubts receiving accommodations at school will disadvantage students in the professional world. “Given what they are asked to do in high school and college, one would hope that each student that ultimately goes on to a job hopefully finds a job that matches their skills and ability and are able to be successful at it,” he said. Sarah is not worried that having extended time in school will negatively impact her professional life. “I cannot think of a situation where I would be in a timed setting [in the professional world]” she said. “My work takes me longer than most people, but I have the time to do it “ Like Sarah, Adam is not nervous that receiving extended time will hurt him later on. “In real-world situations, the tests you have to take are not as bounded by time as in an academic setting, where an exam can make or break your average in a class,” he said. Mattie has other reasons to put things in perspective. “A lot of my family members have learning differences, and they say that school for someone with a learning difference is the hardest part of your life,” she said. “But when you get out of school, it gets easier, and you already have those tools.”

Extended Time

Computer Usage

a Kim by Rebecc Graphics

Isolated Seating

Exemption of Scantron Usage

Preferiential Seating

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Evergreen

wednesday, february 13, 2013

LGTBQ Community at Greenhill The Evergreen investigates the environment inside and outside of the Greenhill “bubble.”

school. “My experiences outside of school have matched mine items might be stolen. at Greenhill, where people are tolerant but not necessarily “I think students are sometimes surprised when there is “Our journey is not complete until our gay brothers and overly accepting.” push-back [in the real world],” Mr. Legacy said. sisters are treated like anyone else under the law—for if we are Coming out to the community is a daunting process, but Students who leave Greenhill after coming out as gay or truly created equal, then surely the love we commit to one another for some it is worth it if they can finally be lesbian sometimes have to cautiously must be equal as well,” President Barack Obama said during his their true self. adjust to the real world in college. inauguration speech on Jan. 21, 2013. “I would rather be honest with my “I avoided coming out to my This was the first time a president has ever addressed gay friends as opposed to pretending to be roommate for over two months because rights in an inauguration speech. someone else, because that’s why they are I was afraid he would not be accepting, “You know you have come a long way when the president your friends. They love you for the good, but it turns out he knew I was gay before gives a shout-out to the LGBTQ community in his speech, along the bad, everything—and I wanted them move-in day. It had no impact on how It is important with the Supreme Court taking on two new cases involving gay to know me,” said current University of he interacted with me,” said current to get people to rights” said Michael Legacy, Math Department Chair and True Miami student Trenton Seale ’11, who University of Southern California (USC) realize that it’s Colors sponsor. came out during his senior year. student Dawson Ray ’12. okay and not a The environment regarding people of different sexual After coming out, Trenton took his In college, students encounter bad thing to be orientations has changed in the United States. Shows such as boyfriend to prom at Greenhill. people from all over the world that have different, and that The New Normal, Modern Family and Ellen DeGeneres present “People who I usually didn’t talk to grown up in cultures that might be vastly students should homosexual relationships as part of popular and accepted came up to me and said how exciting it was different from Greenhill’s community. be respectful.” culture. that I could do this. Teachers came up to Many times Greenhill students will “Athletes and actors are coming out to the community at me to establish that this was really cool and encounter people who have preconceived large saying, ‘Look, we are successful and gay.’ The repercussions that they approved,” Trenton said. “I am notions and stereotypes about what a gay are very different now,” Mr. Legacy said. sure there were people that were uncomor lesbian person is like. Due to the progress made at the national level, The fortable and anxious about it, but they kept “In college, I became friends with a Evergreen decided to take stock of the environment and culture that to themselves and did not radiate that girl in class who then heard through the at Greenhill. to me, and it was not confrontational.” grapevine that I was gay. She came up to At the administrative level, the school has taken steps to For some current students, coming out is not always me one day and was like, ‘Oh my God, I had no idea you were enforce its own support for the LGTBQ community. as easy. gay. That’s so exciting, I have never met a gay person before.’ Greenhill’s non-discrimination clause states: “Diversity at “Students are in a particular bind and they might want She lived in a different culture. That’s the difference about Greenhill reflects the core principles of honor, respect, to come out, but they know it would go back to their family leaving Greenhill: You meet a whole world of people and meet and compassion, and values the customs, traditions, and and their family might not be okay with that. Let’s face it, at people with different ideas of what a gay or lesbian person is,” perspectives of people of different gender, race, ethnicity, ability, Greenhill there are no secrets. Students have come out to me Trenton said. age, religion, sexual orientation and socioeconomic status. here and at other schools where I have worked, but asked me There is a comfort a student feels at a small school like Greenhill supports diversity as the essential component of a not to tell anyone because of the repercussions, and I respect Greenhill that is lost when going to college or living in the real quality education that encourages respect and empowerment that. If you want to come out, though, this is probably among world. of the individual and discourages the formation of stereotypes the safest schools you can do that,” Mr. Legacy said. “There are probably about 500-750 openly gay students and prejudices.” This was added in the fall of 2001. Mr. Legacy advises those who are gay or lesbian to be aware out of 17,000,” Dawson said about USC. “At Greenhill I was Admissions materials use “parent 1” and “parent 2” of a community’s overall acceptance. In the work industry, it one of three or four openly LGBT people, whereas here, I’m instead of “mother” and “father” and communications are is important to see the company’s policy on different sexual just another gay.” gender neutral. This was put into affect orientations to see if they are protected. Growing up at Greenhill creates a bond that cannot be in February of 2004. When looking in to colleges, students replaced by the new and exciting environment of college. No matter how many administrative can see if there are alliance and support “Greenhill was my home, my family, my community, so I rules and clauses are put in place, it is in groups. will always feel more accepted there, “ Trenton said. the hands of the Greenhill community to The creation of True Colors, No matter how progressive Greenhill is, there is always shape the atmosphere. Greenhill’s alliance club, three years ago, more that can be done. During interviews, students and Mr. Legacy offically came out to along with the safe space of the community teachers gave their own suggestions for what Greenhill could At most schools his friends when he was 19, but coming are two factors in the reputation, for do more. One of these suggestions was to have sex education I worked at, I out to his family was a much longer some, of Greenhill being a “bubble”: a encompass all sexualities. This could help bring more awareness watched my process. And the work environment was community whose sheltering is unlike the and knowledge to the subject. pronouns and different. real world. Trenton suggested addressing bullying more in Middle I watched my “At most schools I worked at I “Many people argue that we are School because that is where comments of “Oh you are so gay” back, because watched my pronouns and I watched setting you up for failure, but I think we and “Don’t be a dike” start being said. you could never my back because you could never be are exposing you to opportunities to be a “It is important to get people to realize that it’s okay and be sure who sure who you could trust and who you better person. Being a better person means not a bad thing to be different, and that students should be you could trust couldn’t,” Mr. Legacy said. you are willing to examine first before respectful,” Trenton said and who you When Mr. Legacy first came to you speak. Students should understand, From an administrative standpoint, Mr. Hall suggests that couldn’t.” Greenhill in 2000, he said he asked the though, that what we are doing here is the school could put out literature that reflects the beliefs that Math Department Chair at that time if a perfect-world scenario, and outside Greenhill embraces about sexual orientation. Pictures of same his being gay would be a problem. She of these walls you may experience some sex families could be put in the literature. replied that it was not an issue. things that may bring you to your knees “Some view that as being reckless, but I view that as being “I think it has always been okay to because they are so crippling,” Mr. Hall Greenhill living up to its mission” Mr. Hall said. be gay here,” Mr. Legacy said. For students, though, there is still said. Some see the accepting community of Greenhill as a risk involved when coming out to the Greenhill community Does being gay or lesbian in this “bubble” put you at beneficial to the surrounding community as well. at large. any more of a disadvantage when going in to the real world? “We still have a lot of work to do. I think that Greenhill, “The first person I told was a stranger, because I wanted Greenhill shelters the students in more ways than just with the help of True Colors, is a place that can say and do to see how someone would react who was not close to me, sexual orientation. The honor code at Greenhill creates an things that other schools can’t, and if that helps them then we because if they reacted negatively, then it would not bother environment where everyone leaves their laptops, books, and have been successful not only to our students, but [also to] me,” said senior Jeffry Valadez, who came out in middle bags out in the open. In the rest of the world though, their everyone else along the way,” Mr. Legacy said. Ashley Goldschmid Managing Editor

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The Evergreen Wednesday [02.13.13]

ARTS

& Entertainment

a pho romance

Grab something to eat with your special someone at Pho Is For Lovers. See p. 18

State of the Artiste

Visual Arts teacher Corbin Doyle makes his mark on both the Greenhill film program and the Dallas arts scene

Catherine Leffert Staff Writer

Corbin Doyle remembers when he and his brother threw rocks at the Greenhill School scoreboard, back when Greenhill was just some “dopey” place on a country road. Now Greenhill is a place where he is acclaimed for his success in the digital arts, his contribution to the learning of film, and the creation of one of the most decorated film programs in the nation. Mr. Doyle moved to Dallas in 1972, at a time when Farmers Branch was scarcely populated. Greenhill was one of the few properties with buildings. Kids still had to look out for snakes and jackrabbits when they were out playing, he said. “We could literally run up and down Spring Valley because there were never any cars,” Mr. Doyle said. “We would go get big rocks. We would throw the rocks over the fence to the football scoreboard. And then Mr. Fulton would scream at us and make us leave, and we would yell back at him and run away.” Growing up, Mr. Doyle did not take any art classes, but he would still do anything he could to continue with art. “My dad had art supplies in a drawer because he was an architect, and I just stole them all. And I drew and painted,” he said. Mr. Doyle started as a pre-medical student at Southern Methodist University. His dad noticed that he always drew and did art, and convinced him to find out more about the subject at his university. “I literally had to find out where the art building was and take my biology notes—that’s the only thing I had [as a portfolio] because I drew all day in my notes. And I found the nearest teacher,” Mr. Doyle said. He showed the doodles and sketches from the notebooks to a teacher, who immediately told him to sign up for art classes, based on the talent he saw. “My degrees were biology, chemistry, and painting. I was this weirdo that was a pre-med art major,” he said. One day, while reading the newspaper, Mr. Doyle saw a painting by David Bates that depicted a woman eating corn. He had already been interested in art, but this was a new concept for him. “That is what I needed in the world. In my world, art was supposed to be religious kinds of things. I saw this chunky woman with the corn and I hadn’t even realized that was an option. It was like a light had turned on,” Mr. Doyle said. In searching for galleries to showcase his work, he had to be “assertive and obnoxious.” However, his brazen attitude eventually paid off: he had his first show in 1988, and then by 1990 he was showing in galleries regularly. In 1992, one of the biggest galleries in Dallas, The Gerald Peters Gallery, approached him about his art. “They basically said to me, ‘We’re not going to represent your work, we just want to give you one show,’” Mr. Doyle said. The “one show” went successfully, and so the gallery decided to show his art once again. Since then, he has continued to create art outside of his work at Greenhill, including drawing and painting. This art has led to numerous shows, with some as far away as

Photos by Mary Lo

Artwork courtesy of Corbin Doyle

ARTIST AT HEART: As an artist and a teacher, Mr. Doyle seeks to both create his own work (see some of his most recent ink drawings above) while maintaining the Greenhill film program, which he has all but built from the ground up. Here, he poses with the “Film Champion” belt buckle, which his students won at the 2012 South by Southwest Film Festival.

France and Ireland. Mr. Doyle recently had a show at the Barry Whistler gallery, where he showed ink-on-paper drawings of plant and animal life, such as sunflowers, thistles and birds. As for the film aspect of Mr. Doyle’s career, it started back in seventh grade, when he used one of his grandparents’ old Super 8 cameras. He would go to different filmmakers and ask them to help him. “I got to Jesuit and the very first day, my theology teacher assigned us a paper on the creation story in the Bible,” he said. “So I asked, ‘Father, could I make a film?’” Immediately after seeing the film, the teacher brought Mr. Doyle into the office and had him show the principal and other teachers. They all loved the film ideas of Mr. Doyle. “I don’t think I wrote a paper my entire time at Jesuit. All the teachers just assumed I would make a film, so I did,” he said. Despite his reputation as an amateur film-maker, it was only an informal pursuit. He had no film classes growing up. “I taught myself all of that film stuff. Then when I came [to Greenhill], they wanted someone who could tie technology into art. And I basically said that someday, there would be a way for video cameras to talk to computers,” Mr. Doyle said. Originally, the film program started as a middle school elective, in which Mr. Doyle and about 18 Middle School students met outside the Rotunda. It was meant to be a one-trimester class and it was only a trial class. They made short videos, filmed on his personal camera, and then edited on two VCRs. “He’s developed the film program since he’s come. He was just a 2D art teacher when he came. He was not doing any computer stuff. He first did digital imaging. He took a bunch of classes and courses to learn how to make art digitally. He thought that was the way art was going in some respects,” Mr. Manes said. Now, the film program has developed into a full day of classes, with classes ranging from Video Production to History of Film. Students are constantly in the video production room, or as it’s affectionately known, “The Honeycomb Hideout,” despite the threat of an occasional wall-inhabiting possum. There are about 80 students enrolled in a class with Mr. Doyle per trimester. He not only teaches the Beginning Video Production, Advanced Video Production, Stop Motion, and History of Film courses, but he also works with students on capstone projects and several tutorials each year. The Advanced Video Production program in particular is “extremely successful,” according to Mr. Manes. Last year, seven of the 23 films selected in the South by Southwest Festival high school short film competition came from Mr. Doyle’s class. This year, seven of 22 films selected for this competition were AVP films. “If he sets his mind to getting something done, it will get done. That is a quality that every student should have is his work ethic. He’s not afraid of putting in the work,” said Technical Theatre Director Mr. Orman, a close friend of Mr. Doyle. “If a film needs to be finished, if Mr. Doyle is on the job, it will be finished.”

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wednesday, february 13, 2013

Junior transforms fashion dream into reality con’t from page 1 Mary’s fashion line is based on two materials: leather and lace. “I named my line Lost in Leather and Lace because there’s a bunch of leather and lace. One, I really like lace. I think I chose leather because it’s contrast and it’s texture. It reflects the light, and it looks metallic but it’s not, because it’s soft. The lace kind of plays with the leather’s delicateness.” Mary looks towards local fashion designers and store owners for tips on success. “I recently became acquaintances with John Piermarini, who is an alumni. Sometimes I just go down to his store and talk to him about [fashion design].” John Piermarini ‘10, who has a boutique in University Park, and Mary have gotten to know each other over the years, and Mary goes to John for support. “He says to text him or talk to him if I ever have a problem,” she said. Mary reciprocates her support to John on his fashionrelated endeavors. “On our grand opening she showed up, which was really nice of her. She came into the store and she was really interested. She knew I had designed a little bit at school, and I just kind of told her to go for the gold,” John said. According to John, things have changed since he graduated. “I love that the fashion show happened. When I was in high school, they didn’t have it,” he said. “I think that is so wonderful that she was able to make those pieces, and it speaks a lot for her, because it definitely takes a lot of time and effort, especially so young.” John said he has no doubt that Mary will go far. “She is an open, positive, embracing person, and she knows what she wants to do. She’s not questioning it and she’s really enjoying and going for it,” John said. “Most people have doubts, but she says that she likes this and she’s doing it. Mary has done so much more than I ever did in high school. I didn’t have my own collection or go to Parsons, and I think it’s great

that she’s taken it to another level.” While Mary appreciates and looks up to many designers in the fashion industry, she doesn’t have a particular designer she models herself after. She seeks originality when making her clothing. “You have all these great designers, but there isn’t one I really pinpoint and say, ‘I want to be like you.’ I want to be my own person,” she said. Mary takes a simple approach when it comes to her everyday clothes. Instead of something “shocking,” she said she would rather turn heads with a “pretty, laid-back and chic [outfit].” “I like laid-back things that I feel comfortable in, or things that are just really simple,” she said. Mary said she gets inspiration for her clothes by looking at what people in the Greenhill community wear and when giving fashion advice, she said she always wants people to be genuine. “Be yourself. Wear what you would feel comfortable in. Take a risk. That’s what I like the most,” she said. “You shouldn’t care what other people think about you.” Mary takes risks, not in what she herself wears, but in what she designs for others. “The way I design my clothes is that I design things I want to wear, but don’t have the guts to,” she said. This summer, Mary will take another risk by going to Paris, France for Parson’s Summer Intensive Studies Program about designing. During the four-week fashion design camp, she will work with professionals affiliated with Parsons. “I think I’ll be doing a lot of drawing, because they are going to be helping me build a portfolio that I can send to colleges next year,” she said. In addition to attending design classes, Mary also hopes to take some business classes. “It’s one of the hardest industries to break through in. I want to make a change in something that I do and I want to do it in fashion. It’s just a part of me,” she said. “It’s my highest dreams and hopes.”

Photo courtesy of Mary Lo

SEW LAST YEAR: Junior Mary Lo began to work on her “Lost in Leather and Lace” collection in early September. Her work was exhibited for the first time in the Spring Getaway: Runway for a Cause 2013 Fashion Show.

wednesday, february 13, 2013

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Junior returns from YoungArts Week inspired, encouraged Rachel Diebner News Editor

If you had asked junior Sophia Haid a month ago, she would have said that her photography was just a hobby. A beloved hobby—but nothing more. Ask her today, and you’ll find that the answer has changed: photography, she insists, will most definitely be a part of her career. What inspired her artistic revelation was YoungArts Week, a week-long celebration of the arts that unites the 150 student artist finalists honored in the YoungArts competition. Sophia called it “one of the best weeks of my life.” (See our December issue) Each day in Miami, Sophia shot, edited, printed, and produced a new series of photos for an exhibition at the Miami Art Museum. In the evenings, she attended workshops, master classes, and performances by students who practiced different mediums of art. She had the opportunity to interact with a slew of icons in the art world, such as publisher Michelle Dunn Marsh and choreographer Debbie Allen. “I [was inspired by] the lectures we had from artists who, though extremely successful, have experienced so many of the same struggles as my own,” Sophia said. “It was really reassuring to have

people supporting us and saying, ‘We do need you in this world; you do have a place.’” Yet when she returned from this whirlwind week in paradise, Sophia snapped back to reality. Back were the doubts, the worries, the societal pressures. “It’s been hard coming back from Young Arts week,” she said. “In my transition back into the real world, it’s been difficult to be surrounded by people who tell me that art is a waste of my time.” Coming back home has made Sophia doubt her dreams about becoming an artist. “Young Arts week was like a dream, and I’ve had to tone down my idealistic views of the future,” she said. Sophia is not alone in her aim to pursue art. According to Marie Bigham, Director of College Counseling, of the Class of 2012, approximately 15 percent of students used an art portfolio while applying to colleges, whether they were considering art schools and programs or simply wanted to enhance their application. To some degree, students said, the pressure not to pursue an artistic career stems from parents. “My parents were like, ‘Whoa, what if you change your mind? What if you have different interests— will you be able to explore those in art school?’,” said senior Jeffry Valadez,

a photography student. Another concern students mentioned is money. “Everybody really pushes the idea of money being central to your career path,” Sophia said. “People try to deny it, but at the same time, money is so often the priority. It’s about money and status and being productive.” Financial concerns have led senior Bridget Chan to pursue work as a commercial artist, rather than a fine artist. “It’s more steady than fine art because you’re actually employed,” she said. “[Fine art] is a little bit dangerous for me. I don’t know.” Rachel Packer ’12, a student at Yale, feels these same pressures. She has not yet picked a major—ideally, she would double major in art and some subject in the humanities. However, due to Yale’s graduation requirements, this isn’t possible. “There are three main obstacles that stand in the way of me choosing to become an artist,” Rachel said. “First is my love of academia, and my concern that, if I devoted my entire life to art, I wouldn’t be completely satisfied on an intellectual level. Second is my fear of eventual failure. What if, after majoring in Art, I decide to become a fine artist and cannot support myself? What if I can’t get a job as a graphic designer or illustrator? I would have put all of my eggs in one basket by majoring in Art, and I wouldn’t be able to just go back in time and major in something lucrative.” Furthermore, she worries if success in the art world is an often elusive goal. “Even if I’m making enough money to live decently well, what if I don’t really make a substantial dent in the art community? What if my art never gets the opportunity to truly move people—to make them

laugh, or provoke new thought?” she asked. “At that point, I think that calling myself an ‘artist’ would be a meaningless designation.” Valerie Gillespie ’98, Visual Art teacher, can relate to the students’ struggles in that respect. “I know for me when I was going to school for art, I was just doing something I loved. At the time, it wasn’t like, ‘Gosh I have to make money.’ At the time, I just knew that I loved to paint and create, and that was my thing. So I did it. I think if you do what you love, it works itself out somehow.” According to Ms. Bigham, sometimes it does work out. She recounts the story of a friend from high school, a visual arts and architecture double major who now works in retail design for Apple. In this role, he is in charge of the displays and designs of Apple stores worldwide that create the company’s unique “retail experience.” “He makes more money than all of us,” Ms. Bigham said. “Someone has to design things. Someone has to make beautiful things, and that’s valued.” The Fine Arts teachers also serve as role models for the students. “I think one of the coolest things about our faculty here at Greenhill is that they are working artists,” Ms. Bigham said. “So we have that example in front of us, and yet we say that doesn’t exist.” In fact, Michael Manes, Head of Fine Arts, says that the art program at Greenhill fosters the idea of the working artist. “It reaches beyond just doing the arts,” he said. “The arts at Greenhill are not just an avocation; they can be a vocation.” However, it is important to remember that the teachers’ work during the school day gives them the financial stability that makes it

possible to pursue art on the side. “I’ve had the question from my students, ‘If you could do nothing but paint all day and make a living at it, would you?’” said Lesley Rucker, Visual Art teacher. “I have to be honest— I love what I do here, but if that was ever an opportunity, I would have to look hard at my choices and seriously consider making that change.” Yet success did not come without compromise. “I sacrificed my parents’ desire for me to be a lawyer to pursue my artistic career,” Mrs. Gillespie said. “My dad always had plans for me to join him in his practice. I was sitting in the LSAT one day, and halfway through the test it just clicked for me. This was not what I wanted in life. From that point on, I made a conscious decision to do only the things that make me happy in life.” Whatever career path students may choose, Mrs. Rucker strongly encourages them to pursue art in some manner or another. “I think it would be criminal to have that innate talent and love and passion and never do anything with it,” she said. “It just seems like such a waste.” But it is a discipline that requires dedication. “Your heart has to be in it,” Mrs. Gillespie said. “Just as much talent and energy that you dedicate to being a doctor or a lawyer, you give the same to being an artist.” Having gone through the same struggles as their pupils, the art teachers ultimately want their students to do what they love regardless of potential hardship. “The bottom line is that you want to see that passion within your students, and you want to see them pursue their dreams,” Mrs. Rucker said. “I think you should love what you do.”

Middle schooler, band release rock ‘n’ roll album

Photos courtesy of Evan O’brien

PUT YOUR RECORDS ON: Evan O’Brien, eigth grader, works with fellow classmates to release album.

Tanisha Gupta Zayna Syed MS Writers

Eighth grader Evan O’Brien and his rock ‘n’ roll band, Plowboy, recently released their first album, Headlong and Roaming, after almost a year of recording. Plowboy consists of Jonah Smith (vocals, rhythm guitar), Evan (lead guitarist), Isaac Brodsky (bass), and Colin Scruggs (drums). Jonah, Isaac, and Colin all attend schools other than Greenhill, and met each other through Zounds Sounds School of Music. Jonah formed Plowboy in the summer of 2009 with other friends from Zounds Sounds. Evan also

attended the music school at the time and joined Plowboy a shortly after it was formed. Eventually the band picked up members Isaac and Colin and Plowboy, as it currently exists, was born. The band practices twice a week for around two hours in Isaac’s living room. They originally only practiced songs written by Jonah, but as time went on, it became a group effort. “Being in Plowboy does take up a lot of your free time, but it never bothers me. I love playing with them. I consider it my free time,” Evan said. Beginning in February 2012, the band began the process of recording. Along with Zounds Sounds band director Chris Holt

and their producer Brandon Smith, Evan and his fellow band members spent long nights in the studio repeatedly playing their track list of nine songs. The studio sessions concluded in August and the final editing touches were finished by October. Their album is now available on iTunes and Spotify. “It was, at a lot of times, a painful process. We went through countless takes, trying to make everything sound perfect,” Evan said. Plowboy performs nearly every weekend, usually in pubs and bars in Deep Ellum in downtown Dallas. They have also played in the Whisky A Go-Go and the American Airlines Center.

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DINNER & A MOVIE D

iving spoon-first into a bowl of Vietnamese soup can be a scary endeavor for the average American. But have no fear, Pho Is For Lovers is here. This Vietnamese café, which strikes the perfect balance between authentic and Americanized cuisine, will have your taste buds feeling fulfilled instead of frightened. Pho Is For Lovers has locations in both Addison and Upper Greenville. Both operations are small, but pleasant and clean. The décor is fresh, contemporary, and simple enough for a quick and Photo by Alex Weinberg casual evening out, perhaps with a lover. The staff at Pho Is For Lovers is friendly, and the cashiers speak English more than well enough to spare you the embarrassment of not being able to order in Vietnamese. Their no-nonsense menu also adds to the ease of dining at Pho Is For Lovers. Just pho, banh mi, or noodle and rice plates, along with appetizers such as summer rolls and house-made beverages like Vietnamese iced coffee and tea. Pho is a traditional Vietnamese soup, typically beef or chicken in a broth with noodles, herbs and greens, and mix-ins like sprouts and jalapeños. At some of the more traditional Dallas pho spots like Pho Que Hong, located at Beltline and Inwood, you’ll find all kinds of Vietnamese delicacies in your soup, like tripe and tendon, to name a couple. But, again, don’t fear, because at Pho Is For Lovers, beef means filet and brisket. This may be more familiar for the less adventurous soup-slurper. Meanwhile, as someone who has tried the more authentic pho, I can assure you that there is no sacrifice in taste. The banh mi, a Vietnamese sandwich of roasted meat and pickled veggies served on French bread, is flavorful and chewy, and makes a great entrée option in lieu of the restaurant’s namesake pho. The summer rolls are also deliciously stuffed to capacity. But be warned, vegetarians, that they do contain roast pork. The portions are rather hefty, with soup bowls the size of half a basketball and sandwiches almost too big to take a bite out of. The prices, meanwhile, are not hefty at all. So bring a friend, or perhaps a lover, and enjoy a yummy, authentic-feeling Vietnamese meal without any headaches. 14891 Preston Road Suite #130 Dallas, TX 75254

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ivid colors. Umbrellas and mink coats. A mechanic with a heart of gold. The Umbrellas of Cherbourg delivers on all of these, but with a little something extra. That’s right, this French movie, that follows the brief but passionate love between ingénue Geneviève and said gold-hearted mechanic, Guy, is of the musical variety. To the naysayers of musicals, a group I generally support, I say this: The Umbrellas of Cherbourg is not a great movie in spite of the singing; it’s a great movie because of it. Geneviève’s sorrowful song enhances her feelings of abandonment after her lover leaves to fight in the Algerian war, while Guy’s baleful ballad intensifies his loss when he returns from war only to find Geneviève already married. While all of this unrequited love seems like it would make for a dreary Valentine’s Day movie pick, don’t fret! The constant singing and vivid colors in every scene brighten the movie so much that even our troubled lovers would forget their problems.

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story by Tierney Riordan

gotta go monster movie. I know this is theoretically wrong, but I still think it’s the way to go for many reasons. One, there is a lot of pressure with Valentine’s day, so sometimes flipping that on its head with a good monster movie helps. Second, in that moment of scary shock during the movie, hands may touch, breaking that uncomfortable wall. Third, this is a perfect film for the groupwatching get-together, which again lessens the pressure. Options I consider less monstery, but still with style and screams, include a good Hitchcock thriller, North by Northwest. Maybe a comedic monster film like The Blob with Steve McQueen. But if you really want to go for the real deal, you need to go John Carpenter’s Halloween. Just a good 1978 morality play with Donald Pleasance and Jamie Lee Curtis. No way you won’t be holding hands by the end of this one.

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story by Corbin Doyle

tarring Nathan Fillion and Keri Russell, Waitress, a heartwarming film, provides both laughs and tears. It centers on Jenna, a waitress at a southern pie diner. Unexpectedly pregnant with her horrible husband’s child, which she clearly she does not want, Jenna tries to cope with life by baking pies for various occasions. Through her downward spiral, Jenna has an affair with the sweet, new doctor in town. She finally finds love, though not where she expects it. Easily one of my favorites, Waitress has everything I want in a movie. Just like the film itself, the love story is unconventional, but it makes it that much sweeter. story by Greer Goss

5521 Greenville Avenue Suite #105 Dallas, TX 75206 story by Alex Weinberg

Junior leaves Greenhill for arts adventure Rebecca Kim Senior Editor

Junior Caroline McCulloch is the first Greenhill student to attend Oxbow School, a program where she is enrolled for the spring semester. “I always wanted to do something different like study abroad, but I felt like I never had the opportunity, so this was something where I could get out and experience things in a new way while still doing something I really enjoy,” Caroline said. Located in Napa, CA, the Oxbow School, open to high school juniors and seniors, is an interdisciplinary, one-semester coeducation boarding school with a visual arts and academic focus. Caroline is the first Greenhill student to attend Oxbow, and this is also her first experience travelling by herself. “It is a bit intimidating, but I think a really big motivator for me to go was that I really wanted to push myself outside my comfort zone and see what I can do,” Caroline said. This is a leap of faith for Caroline’s parents as well. “Their initial reaction was hesitant to let me leave, but as they began to learn more about the program they began to really see how much it matched my personality and learning style, and they became more supportive,” Caroline said. Along with courses in English, history, environmental science, and math, Caroline will be taking courses in

painting, media, sculpture, and printmaking. Certain courses Caroline had planned to take third trimester, at Greenhill, on the other hand, she will have to take her senior year. For Caroline’s Latin credit, she will have to rely on technology to facilitate arrangements she has made with her Latin teacher in order to receive credit for the course. “Many of my teachers were accommodating and tried to make it as easy as possible for me. All of the syllabi are posted on the Portal or Blackboard, so I always know what is being covered and what I need to know,” McCulloch said. “Since I am going to be doing independent work and also keeping in touch with the teachers and even the college counselors at Greenhill, I will be relying a lot on technology.” Caroline said she looks forward to the other aspects unique to Oxbow, such as the weekly Friday field trips to museums, galleries, private collections, and artists’ studios in downtown Napa and the arts and cultural attractions of San Francisco. “I have thought about becoming a illustrator like John Rocco, who designs the book jacket of the Percy Jackson and the Olympians series, but I don’t know exactly how it will work out,” Caroline said. “I am open to many possibilities and believe that going to this program will help me figure things out.”

sports The Evergreen Wednesday [02.13.13]

SLAP SHOT

Seventh grader Patrick Neiswender skates with the best. p. 22

Soccer teams reach Division-I, take aim at championships

Photos courtesy of Patrick Green

GOING FOR GOAL: Junior Giovanni Arana takes off down the field in boys’ soccer’s Jan 11 victory over The Oakridge School. As of Feb. 8, the boys had a record of 4-1-3 in North Zone play, qualifying them for the Division-I tournament later this week. Girls’ soccer, helped by sophomore Sydnie Schindler (below), finished counter play at 5-1-2, good for third place in the North Zone.

Ben Krakow

Assistant Sports Editor

Ben Weinberg Sports Editor

Boys’ soccer had not earned a berth in the Southwest Preparatory Conference (SPC) Division-I tournament in three years, and, to the untrained eye, this season had no reason to end any differently. One of last year’s leading goal scorers was sidelined in early December with a season-ending knee injury. Seven starters have dealt with injury or illness throughout the counter season, and Head Coach Greg Krauss has rarely

put the same starting lineup on the field in consecutive Episcopal School of Dallas (ESD) had not lost a regular season games. No matter. With a Feb. 8 victory over Cistercian counter game in over a year, and finished 9-0 in counter play Preparatory School, boys’ soccer made strides towards their last season. Despite missing senior forward Andrew Spomer, historical standard of excellence, clinching a spot in this week’s Greenhill played ESD to a 2-2 draw. They did the same against Division-I tournament. Fort Worth Country Day on Feb. 5, a game in which four The team has worked its way to a record of 4-1-3 in North starters, including junior captain Brent Rubin, were inactive. Zone play through constant adjustment and adaptation. With Due to the nature of the SPC standings (wins are worth three senior forward Nimay Kulkarni out, Coach Krauss has used points, losses zero points, and ties one point), point-earning a variety of different lineups in the offense. While the three- performances in difficult situations have allowed the squad to forward base has remained in place, Coach Krauss has mixed remain within striking distance of Division-I. and matched different players from game to game, based on Meanwhile, the girls’ soccer team has played their way the circumstances dictated by injury or opponent. to third place in North Zone, finishing with a 5-1-2 According to Krauss, the senior trio of Brennan record in counter play. After finishing second in Baker, Patrick Deniger, and Max Montoya has been North Zone last year and losing only three players I have never to graduation, a girls’ squad that looks largely the instrumental in maintaining a high level of play even experienced same on paper has made an SPC championship their with an incomplete team. The team’s eight seniors Division-I, goal since day one, and their play has made that goal were all on the varsity roster last season. so it is really seem realistic. Against the other top three teams in “We have a strong group of seniors who have surreal.” the SPC—Hockaday, Fort Worth Country Day, and really stepped up,” said senior captain and goalkeeper Weston Shosid. “They have created a strong platform ESD—the girls have tied twice and lost once with a of leadership.” final score of 1-0. When boys’ soccer has been in need, the seniors have According to their coaches, the girls’ sustained level not been the only ones to help out. Five underclassmen have of competitiveness is largely due to the team’s collective started counter games. The team cited two of the varsity improvement and development. Assistant Coach Laura squad’s freshmen—Justin Estrada and Orion Marty—as key Flanagan noted in particular the development of the squad’s components in their success relative to years past. Orion, a large sophomore class and leadership from their five seniors. midfielder, has started in each of the eight counter games so far. Overall, Coach Flanagan said, the girls have had outstanding He has been a reliable piece in the otherwise inconsistent puzzle team chemistry. that has been the team’s starting lineup. Justin, a forward, has Now that they have both qualified for Division-I, both added a dynamic threat to boys’ soccer’s attack with his speed soccer teams must quickly prepare for the tournament itself, and athleticism. Justin scored three goals in the boys’ first which begins on Feb. 15, taking place in Dallas. They will play counter of the season, a 4-0 victory over All Saints’ Episcopal their first-round games against competition from the SPC’s School on Jan. 9. South Zone. The venues, times, and opponents had yet to be “[Our freshmen] have been very competitive this year,” determined as of Feb. 8. Coach Krauss said. Back in championship contention for the first time in One of the major differences that Coach Krauss said he several years, the boys are not satisfied with a simple tournament has seen between this season’s team and those of previous years berth. According to Coach Krauss, further success is not just a has been their ability to make every game count. According to pipe dream. Coach Krauss, the team has been highly competitive in every “We tied a team [ESD] that is considered the cream of the game this season, even ones they did not win, and that has crop and favorite to win SPC,” he said. “I think anyone who gets made a difference in their standing in SPC. into Division-I can win it.” Knowing their standing in the North Zone, the boys have Any speculation aside, the team is excited by their performed as needed in the games they were expected to win, achievement thus far and what it may mean going forward. and have occasionally exceeded expectations against their “I have never experienced Division I,” Weston said. “So it tougher opponents. Coming into their Jan. 25 matchup, the is really surreal.”

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Sword-fighting sophomore finds passion in fencing Christian Holmes Asst. News Editor

She puts on her jacket, gloves, and shoes, but it’s not cold outside. She picks up her épée sword, but she is not heading to battle—she is about to fence. Originated in Spain, and revitalized by France in the 1700s, fencing made its Olympic debut in 1896. Although recognized worldwide, it has never gained much momentum in America nor at Greenhill—until now. Sophomore Katie Dai, fencer and future Junior Olympian, not only plans to pursue fencing throughout high school, but also in college. Not too long ago, fencing was an activity in which she never thought she would participate. Katie, who attended St. Alcuin Montessori School for eight years and Ursuline in ninth grade, started fencing last year. “My parents signed me up without notice. One day they just told me I had a fencing lesson, so I just got in the car and went,” Katie said. “My brother fenced at the time, but has since quit because of his violin practices. My parents then thought that I might benefit from the sport.” Katie’s mom, Margaret Dai, a former fencer, wanted her children to try fencing.

“It’s a very graceful sport that requires you to think strategically,” she said. “It’s also a very good workout.” Katie said she immediately fell in love with the activity. “I tried many sports, but fencing was the only one that came somewhat naturally to me,” she said. According to Katie, fencing is not hard to learn, but is as much a mental game as it is a physical game. “Fencing is more strategic than simply poking your opponent with a blade. You have to be able to formulate that plan of attack or defense in a split second,” she said. In fencing, two opponents don masks, full-body protective wear, and either foils, épées, or sabres, with the intent of getting the most touches above the opponent’s waist with the blade. “Your goal is not only to think quicker than your opponent, but also faster,” Katie said. Once someone makes a “touch”, it is up to the judge to either rule it fair and award that person one point, or deem it improper based upon fencing rules. Higher level entrants must reach 15 points, whereas younger participants must reach five. “Bruises are common in fencing, especially when fencing

a more advanced opponent,” Katie said. Katie, who goes to practice three to four times a week at the Gold Blade Fencing Center in Southlake, said practices can be grueling. “First, we run for 30 minutes, then stretch. We then practice our footwork for a long time, which helps with our form. After about two hours, our coaches pair us up, and we fence each other.” Katie, who is unranked, will add the Junior Olympics in Baltimore as her third tournament Feb. 15-18. “Because I am still new [to fencing], my coach wants me to do well in Baltimore before upping the amount of tournaments,” she said. As she continues to fence more and more competitively, the Junior Olympics will serve as an important next step. According to Katie, fencing at the Junior Olympics will be a very positive experience. “Hopefully I do well, but if not, experiencing a national tournament will be enough for me,” she said. “As someone looking at colleges with a good fencing program, the Junior Olympics will be good practice and will help me gain more and more experience.”

Cross country coach decides to make move from track to golf course Rachel Diebner News Editor

“How fast can you run a mile?” That’s the first question Mike Krueger, previously Head Coach of Cross Country, always asks any new student in his science class. This spring, the new question will be: “How far can you drive the ball?” Coach Krueger will switch from coaching cross country and track to becoming an Assistant Coach for the boys’ golf team. The shorter time commitment for golf will allow him to spend more time with his children, Luke (11) and MaryKate (9). Cross country and track have two-hour practices five days a week and run in meets on Saturdays, which typically last multiple hours. On the other hand, the golf team has matches on Mondays and practices for the rest of the school week. The golf season is also shorter than cross country or track. “I still wanted to stay involved with extracurricular activities at school, but I wanted to spend some more time at home,” Coach Krueger said. “My wife works and we’re constantly juggling things, so this will make it easier

for a while.” Coach Krueger has been coaching cross country for 17 years, 11 of which were at Greenhill. “I still remember crying at my first race as a coach, because I was so proud of my boys,” Coach Krueger said. “I knew then I was hooked.” However, he is excited for a new challenge. “I just wanted something different,” he said. “I’ve never been to a high-school match before, and I’ve golfed since I was young, but I don’t consider myself a great golfer, a steady golfer.” What he lacks in technique, he makes up for in passion. “I look forward to working under the tutelage of Mr. Dorber. He has a lot to teach me about being an assistant golf coach,” Coach Krueger said. “Some of my best memories growing up, and even as an adult, have been golfing with my dad, so one of my goals is to instill a life-long passion for the sport. A sport kids can play with their dads for years to come.” However, he said he will miss his old teams.

“I’m not leaving track because I don’t like it anymore — I’m still a huge track fan, and I still keep up to date with what’s going on in the track world,” Coach Krueger said. “I’ll miss the distance guys and the distance girls on the cross country team and seeing how they do — that’s the part I’m definitely going to miss.” Jason Yaffe, who will step up from Assistant to Head Cross Country Coach, said he is especially sad to see his fellow coach go. “I know first-hand how much time, thought, and passion Coach Krueger has put into the program over the years,” Coach Yaffe said. “Overall, it means a big loss for the program and, selfishly speaking, sadness for me because I am losing a partner in coaching. We worked well as a coaching duo.” Coach Krueger is undecided about whether he’ll return to coaching cross country in the future, but Coach Yaffe says he is sure that he will remain involved with the team. “Look, Coach Krueger is a runner and he’ll always be a runner,” Coach Yaffe said. “He’ll follow the team, likely be out at a meet every now and then, and be our number-one fan.”

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Cheer’s newest addition making leaps and bounds Francesca Riddick Staff Writer

Many are used to seeing senior Ben Schindler proudly wearing green and gold on the football field. This winter, Ben is still wearing the Hornet colors, but this time on the sidelines, as one of Greenhill’s first two male cheerleaders. Ben has played sports since he was a toddler. He is currently part of the Dallas Oilers hockey team, which won the national hockey championship last year, making them the highest ranked high school hockey team in the United States. Ben has also played lacrosse, baseball, and soccer and ran cross-country. He played for the Greenhill football team in seventh and eighth grade and then returned his senior year. So, when he publicly announced in a C-day meeting at the beginning of the winter sports season that he was trying out for cheer, many suspected that he was joking. At that time, Ben said, he felt equally sure. “It started out as a joke with my friends. The girls kept asking me, but I still took it as a joke. It became serious when [Coach Tracy Pugh] asked me herself,” Ben said. Not seeing any harm in trying out something new, Ben began to go to winter cheer practices. Ben’s experience in physically demanding sports meant that he could make a real contribution to the squad. With Ben as the base, the girls he stunted with said they felt safe and secure. “Ben was able to perform a stunt that usually requires two people, which was really cool. I actually got an opportunity to be lifted by him alone a couple times and it was awesome,” said senior Allie Baron, a varsity cheer captain. “Ben pushed us to work our hardest in practices in order for us to do our best in the performance.” Ben not only contributed physically; his personality added another quality to the squad. “[Ben] makes our practice a lot more fun by just being himself,” said junior cheerleader Jasmin Lawrence. According to coaches and teammates, Ben was able to quickly capture one of the most important aspects of cheerleading: the smile. But there were still barriers for him to overcome, both mentally and physically. During Ben’s athletic history, he has suffered many injuries. Two of them still affect him and, at times, made practicing routines and stunts difficult. “I have always had bad shoulders. My joints pop in and out of my socket when I make a weird movement with my arms,” Ben said. “I also hurt myself at the end of football season. A tendon in my leg tore off a part of

Photo by Miles Andres

BEN THERE, DONE THAT: Senior Benjamin Schindler poses with senior cheer captain Allie Baron. One of two males on cheer, Ben has brought strength and commitment to the cheer squad.

my hip flexor.” In the winter pep-rally performance, the cheer squad had to execute multiple consecutive jumps as well as tumbling, all of which involved Ben. Ben learned how to do a back tuck, an essential stunting move, before joining winter cheer. But once Ben got to Pride, an off-campus site for practicing stunts and tumbling, he

learned that he was doing his back tuck wrong. This was three days before the winter pep rally in January. He was retaught how to back tuck and then left on his own to try and perfect it. “I kept landing on my hands and knees. I was positive that I wasn’t going to be able to do it [for the pep rally]. But I didn’t want to let my team down, so I kept pushing myself. And I got it. By the end, I was more mentally tired

from the push than physically tired,” Ben said. According to Ben, even though the physical barriers were tough to overcome, the mental barriers were even more challenging. “The practices were never as tiring as a practice for football or hockey, physically,” Ben said. “But mentally, they were the most difficult because you always have to be focused. With each routine practice, there has to be precision and execution.” Though Ben is Greenhill’s first male cheerleader, Eric Klein ‘12, a former Greenhill football player, is now a male cheerleader at Syracuse University. According to Ben, after the winter pep rally, several people talked to him about continuing cheer after high school. Ben, however, had other plans. “I don’t think that I am going to cheer in college. I don’t think that I will even pursue sports in college. I don’t want sports to take over my whole college life like it has since I was a little boy,” Ben said. While his cheer career may be shortlived, as one of the first male cheerleaders, Ben may be going a long way towards changing the perceptions in the Greenhill community about cheerleader and who can and cannot be a cheerleader. “The best part is that nobody discriminates against him because he is a male cheerleader. In fact, I think joining this sport has brought him great respect,” said sophomore cheerleader Hope Rovner. For Ben, this was clearest at the winter pep rally. Ben said that he could see the change in the way people saw him. Before, though they knew he was going to be part of a cheer routine, the crowd expected a comedy act from Ben. In one cheer, the squad had to roll their hips. The last time around, Ben jumped up and, with his back towards the audience, overexaggerated the hip rolling with an amused smile on his face. But during the main routine a couple of minutes later, Ben had the focus and energy of a seasoned cheerleader. He did three consecutive toe touches and then the back tuck he had relearned. He still had a smile on his face, but it was a smile of determination. According to Ben, the crowd took note. “People saw me differently. People saw me as a cheerleader,” Ben said. A word from Ben to other boys who might have considered cheer, but don’t want to seem out of place— or for boys who have never thought about participating. “I would encourage them to go wherever their talent lies. But I do encourage guys to try new things.”

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The

Evergreen

wednesday, february 13, 2013

Seventh grade hockey player heats up the ice Sera Tuz

Asst. News Editor

Denver in October; Vancouver in November; Buffalo in December; Boston in January; Minnesota in February. This is the schedule of seventh grader Patrick Neiswender, whose participation in one of only two top-tier leagues in Dallas means he has to travel around the country — and sometimes even abroad — in order to find competition. He has been skating since he was three and playing ice hockey since he was four years old. “I lived in Maryland until I was five, and we lived near the Washington Capitals’ training facility, and I just came back from a skating lesson. I came out and saw the Capitals having a practice, [and] I thought that was really fun and cool to watch. That’s what really motivated me to take on hockey,” Patrick said. Patrick has been playing on club teams for seven years, originally for the Texas Aces and now for the Dallas Stars Elite Hockey Club. “It’s a fun sport to play because of how fast the game changes, how you always have to work as a team, and [how you learn] to be creative with the puck. I just think it’s fun to be skating around with a stick and scoring,” he said. Patrick practices 14 hours every week on ice and two hours conditioning with his dad. “It’s all about work in hockey. Your work ethic has to be high to become good,” Patrick said. “That includes off-ice stuff, like agility and speed. Experience is also key in this sport. That’s how you’re going to get good.” Patrick switched teams three years ago, originally because some of his close friends went to Stars Elite. “My dad looked them up, and it looked like they were the best team around, and I wanted to play with the best,” Patrick said. J.R. Neiswender, Patrick’s dad and Director of College Counseling at Greenhill, said he feels that Patrick’s desire to play hockey at higher levels has driven his dedication to the sport.

By the numbers

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Photo courtesy of J.R. Neiswender

WORLD RENOWN: Seventh grader Patrick Neiswender (center) poses after a recent game. Patrick hosted two Russian players when they came to compete against American teams.

“He wants to continue to play hockey at the highest level he is able to,” Mr. Neiswender said. “[Patrick’s team] plays at the highest level in the country, which is really nice. So being a part of this organization will give him all of the opportunities he can hope for, whether it’s to look towards college or junior hockey.” In order to find high-level competition, Patrick must venture out of Dallas four or five times a year, occasionally forcing him to miss school. “It just means a lot of travel, because there’s not a ton [of elite hockey teams in Dallas]. Here in Dallas there are only [two tier-one] teams, so we have to go everywhere else to find them,” Mr. Neiswender said. Patrick’s team plays in Super Series tournaments, various competitions held around the country against other top-tier teams. He usually goes to four of five Super

Seconds left on the game clock when sophomore Auston Evans hit a three-pointer to beat Cistercian Preparatory School 5049 in boys’ basketball on Feb. 8.

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Series tournaments every season, and practices year-round. Not only does Patrick travel to play with the best, but he and his team also had the chance to host a Russian hockey team for 10 days in January. The Russian team played in a tournament hosted by Patrick’s team the weekend of Jan. 26. Belye Medvedi, the Russian team, placed first, and the Stars Elite won second. Patrick’s coach, Stan Tugolukov, is Russian, and goes back regularly to work with a professional team and coach while there. While in central Russia last summer, Coach Tugolukov was able to coordinate a trip for the winter tournament in Dallas. “It’s like all the other tournaments, but we are bringing teams from all around the country and Russia,” Patrick said. Patrick hosted two of the Russian students

Sophomore W.T. Greer’s schoolrecord time in the 200 meter freestyle in a Jan. 31 meet against St. Mark’s. W.T. won two other races in the meet.

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at his home for a week and was able to learn about their lifestyle and hockey skills. “[My coach] felt like it would be a good experience for both teams to play people from all over the world,” Patrick said. As of now, plans for completing the exchange in Russia have not been made, but it is a possibility for the future. “It’s great being able to bring them to school, because some of my [teammates] haven’t been able to,” Patrick said. “It’s nice having them experience what a normal kid in the U.S. does on a school day. They say it’s completely different [in Russia].” Despite the language barrier, Patrick, his teammates, and his family communicated with the Russian students as best they could. Mr. Neiswender downloaded the Google Translate app to navigate the exchanges. Patrick’s mom also tried to help by learning Russian words from Coach Tugolukov and two of Patrick’s teammates, who are Russian. Because of his age, Patrick has not gotten the chance to compete at nationals, but he will be able to next year. This spring, Patrick will also reach the age group that allows checking, which is the pushing and shoving of opponents in games. For someone who has been playing competitively for approximately three-fourths of his life, Patrick broaches the subject casually. When asked about hockey being his niche, Patrick was nonchalant. “I guess [so], but I haven’t put that much time into it.” So far, Patrick has focused on spending his time simply enjoying the sport, rather than searching for accolades and worrying about the future. “I am going to practice as hard as I can and let the game take [me] where I should be,” Patrick said. Patrick said he hopes to be a professional ice hockey player when he grows up. “I think he would love to be able to. His goals are the same as [all young athletes] have,” Mr. Neiswender said.

Length in feet of the buzzer-beating shot made by junior Rachael Sklar in girls’ basketball’s Feb 1. game against Casady School.

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Players on boys’ soccer who have scored at least two goals this season. As of Feb. 7, the boys were 4-1-3 in North Zone play, with a positive goal differential of seven.

Opinion: Sports can be honest again, but fans must play a part Ben Weinberg Sports Editor

For what seems like the billionth time, performance-enhancing drugs are once again making the headlines of sports news outlets around the country. Within a few short weeks, we watched as the same storylines played out over and over, each time with less surprise and more frustration. The world’s most accomplished cyclist ended years of allegations and mounting evidence with an admission. A two-time Super Bowl winner and longtime football-fan favorite became embroiled in charges of using substances as obscure and suspicious as “deer antler spray.” Last, but certainly not least, baseball writers of America chose not to vote a single player into the Hall of Fame on a ballot filled to the brim with exceptional athletes, hulking sluggers, pitching phenomena, and hometown heroes. And the worst thing about all of these occurrences? Not one of them came as a surprise. The enthusiasm for sport, so long ingrained in the American consciousness, is

today facing crippling amounts of cynicism and doubt. After years and years of seeing our favorite stars brought down by allegations and violations, we as fans take everything we see with a grain of salt. The days of unabashed awe We can no at incredible feats longer suspend of athleticism are our disbelief gone, possibly for and simply acgood. We can no cept greatness longer marvel at as greatness, be- anything we see on cause suspicion the field because nags in the back of that everof our minds. present and always disturbing “what if?” “If Player X lied to us,” we ask, “why couldn’t Player Y be lying to us too?” The drugs themselves aren’t what is killing professional sports; rather, it’s the lies. When one person is dishonest, it doesn’t just reflect poorly on that one person. It casts a shadow of doubt and cynicism on everyone. That kind

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of thought is what kept greats like Jeff Bagwell and Mike Piazza out of this year’s Hall of Fame class, and it’s the same thinking that plagues the entire sports world today. For decades, we loved sports because of the miracle moments, the spectacular instances of awe. We called those moments “unbelievable” — today, though, we really mean it. They truly are unbelievable. We can no longer suspend our disbelief and simply accept greatness as greatness, because suspicion nags in the back of our minds. This column is not an indictment of professional sports or a rally against PED’s. Rather, it is a call for reform — for an effort to build a culture of sports that facilitates integrity and transparency rather than criminalization and cynicism. Above all, it is a plea for honesty. It’s not as though we can simply return to “the glory days,” when everyone was innocent, or fans at least didn’t know any better. In our modern world, those days are long gone. But that doesn’t mean we have to stop loving sports — we just have to rethink exactly how

we love them. The so-called steroid era in sports was a direct product of a culture that sought sensationalism and instant gratification. Our “miracle moments” were instances of individual athleticism — towering home runs, enormous collisions, and the like. But anyone who knows sports is well aware that there is so much more to the games we love. If all we seek are speed and strength, athletes will continue finding ways to get an (often dishonest) edge. Rather, we must appreciate the subtleties that make the game great. There’s nothing more beautiful to watch than the harmony of a team in sync. As cliché as it sounds, you can’t artificially enhance hustle, and there’s no chemical compound to improve teamwork. Our love for sports is not lost because of the lying — it’s just a little misguided. By remembering the little things, and appreciating the entirety of sport, we can reestablish the honesty and innocence that has gone missing. Then, the spectacular can truly be spectacular once again.

wednesday, february 13, 2013

AFTERWORDS

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It’s not over ‘til it’s over

“I just want to get out of here” has been a refrain for the past four years amongst my classmates. We cheer at the latest graduation countdown (four more months!) and grumble that we are so “done” with high school. While I often join in these anti high-school tirades,

it feels strange. The truth is, I am not “done” with high school. Some say high school is the best time of your life. While I hope this statement is false and the best time of my life has yet to come, the sentiment holds some truth. We are young, not yet responsible for anyone else, and have the world at our fingertips. Maybe this is not the time to complain. Don’t get me wrong; I am looking forward to college—no parents, no curfew, no more rushing to check in at 7:55 a.m. Yes, college is a chance for a fresh start; but if you act the same way you did in high school, the results will be the same. As my mom always says, wherever you go, you take yourself with you. If you were shy in high school and don’t change a thing about yourself, you will probably be shy

in college. Nothing magical will sweep over us in college and turn us into different people. With new motivation, just a few weeks ago, my only exercise was walking the never-ending Nothing stretch to and from magical will the science building. sweep over us Yet I was somehow in college and so eager for the fun turn us into work-out classes I different people.” planned to tackle in college. I pictured myself wearing a chic lululemon outfit in a heart-racing Pilates workout. Then I remembered: I don’t work out now. A different workout venue and cute outfit will

not change that fact. If I have no will power to do it now, it is highly unlikely that in college I will transform into a fitness fanatic, waking up at the crack of dawn to run to the gym before class. After this embarrassing revelation, I decided that if I wanted to make working out a priority, I needed to start now. With new motivation, I headed to the gym. High school isn’t done yet, so why wait? High school goes by quickly. I do not want to spend the remainder of it waiting for a fresh start next year. There will always be something on the horizon. In college, we will be awaiting grad school or a new job, then a promotion, and then retirement. Instead of always waiting for the next step, I want to live in the moment. We really have nothing to lose.

seen it pay off. After first trimester junior year, I was doing extremely well in physics and was surprisingly enjoying it. When I got the grade on my report card, I was happy, then ready to move on. Then, completely out of character, I decided to give honors physics a shot—though I assumed it would most likely not work out, I would be failing soon, and I’d move back down to regulars. But I found myself loving it, though it was no walk in the park. I took AP Physics this year and narrowed my college search to schools that had good engineering programs. I have now tentatively decided to major in a field of engineering, something I would never have dreamed of considering a year and a half ago. Because I took a chance and was not complacent with regular physics, I realized a passion I had that otherwise would never have surfaced. It is crazy to think that such a minuscule

decision can completely change the path you take. Who knows where I would be going to school if I had just gone home and sat on my couch instead of switching to honors physics. Even though I have seen firsthand how putting yourself out there in life can reap major benefits, I still find myself reverting back to my complacent self in my molded curve in my couch. I have come to terms that I will probably have to fight myself on this for a long time. But at least I’ve seen why it is worth it. So if you are like me, and would rather take the easier and safer route in life, know that you could be missing out on some amazing opportunities that can allow you to not only gain insight into the world around you, but also gain self knowledge. Take the harder class, even if you’d rather not; join a club just for the heck of it; join a sports team even if the seniors and club players scare you half to death. I promise that, in the end, it’s worth it.

Being so open, I assumed other people bonding moment. would be, too. I assumed that the exchange of But in relationships, be it familial, information would be a two-way street, with friendly, or any other sort, there are often equal sharing on both sides. I would get so aspects that you wish you could change about a frustrated when I told someone person. In this case, wanting a something about myself, whether person to be less secretive. But it was about friends, family, or these aspects can also range boys, and got nothing in return. It We all have from something as simple was difficult for me to understand eccentricities or as their texting frequency why people wouldn’t want to share flaws, and I am (I am not a big “texter,” so I information. Talking with people sure that other am sure that many people let me vent. It let me celebrate. people would love would love to change that), But I have realized that for me, to change some of to something as big as their releasing all this information them just as much overall attitude or personality. essentially was me looking for as we would.” We all have eccentricities acceptance, for people to agree with or flaws, and I am sure that me, to boost my self-confidence. other people would love to I wanted people to like me. I wanted to change some of them just as much as we get people’s opinions on various matters. I would. It is important to recognize that no wanted to seem interesting, even if I wasn’t. one is perfect. Don’t let the things that annoy By not sharing, they prevented that mutual you about a person get in the way of you

finding the positive. I’ve had trouble with this, and I know others have, too. But we have to try. I have friends on all levels of the “secretive spectrum.” If people want to tell me their life’s story, that is perfectly fine, and if people want to keep everything under lock and key, that is fine, too. I need to recognize why I am spilling my guts, and to whom I am spilling them. There are some people you can trust, and, unfortunately, some people you can’t. So before I speak, I need to think: Who am I talking to and why am I talking? Not everyone needs to know everything about my life. It’s okay to keep some things under wraps. Recognize where you stand on every spectrum, not just the “secretive,” and realize where your friends do, too. Understand that we all are different; it would be boring if we were not. Doing so can save a lot of frustration, anger, and even a friendship.

the fact that after their creation, there is little difference between Club A and Club B save for the chocolate or vanilla frosting on each club’s cupcakes. Speaking of which, the very pervasiveness of food is part of the problem, a problem I’d like to address. Our current club system could be described as Darwinist. Because any reasonably sounding club can be formed, we allow the passage of any club, and watch for its survival or eventual demise through natural selection (or loss of members). But this is not my idea of fitness. Many of the most popular clubs do not thrive due to inherent educational value or any particular public interest in the topic—unless, of course, we count our basic desires for food and entertainment. The clubs with the tastiest snacks and showiest attractions win. This seems to me a strange, and ultimately incorrect, description of fitness in clubs, which leads to one question: What are clubs for? Practically speaking, they teach leadership and management skills: students organize events, plan and budget, set and achieve goals. But instead, we’re fostering a different business lesson: offer an attractive but no-substance product and you will succeed. Against this

and the number of my friends in attendance. It had nothing to do with the topic of the club itself, or how interesting it would be to me, but rather which club would provide the best reward for the least amount of work. However, the problem seems to have become worse this year. Somehow, there are more clubs (approximately 34, though many may be defunct), but fewer club-organized events, fundraisers, and guest speakers. Now, maybe this vision for clubs is singularly my own, and this issue essentially nonexistent. You may think the entire point of clubs is merely to feed and entertain us, but I believe they—we—have the potential to do more. We have the ability to stop the escalating baked goods race and to rejuvenate the club system. Clubs should chiefly be about their content, and about rallying different students behind a shared interest. In my junior year, I found a club that I really cared about, the one club I consistently continue to attend no matter how hungry or how busy I am. But Ecology Club is becoming an endangered species. If there’s one thing you remember from this column: go to Ecology Club, E-days, room 405. (This is not an ad. No cupcakes will be provided.)

Fighting my inner couch potato

I am in love with my couch. Everyday after school I get in my little corner that is now perfectly molded to my body and watch TV, do homework, or just relax. Some call it being a “couch potato”; I would rather think of it as me giving myself some personal time. The problem is when that turns into being too complacent in life. Too many times I catch myself saying, “Ehh, is it really necessary to do that?” This

then leads to me either putting it off or just forgetting about it altogether. These “things” that I dismiss as unnecessary range from being organized, to working out, to doing the extra credit work for a class. The most recent time I caught myself falling in to this trap was a few weeks ago when Senior Projects were announced. My gut reaction? There is no way I am doing one of those; I would much rather do nothing my last two weeks of school. This is the problem, though. I would rather do nothing than take advantage of an amazing opportunity that this school is offering. After much internal deliberation, I realized that rather than being complacent with just how the rest of my senior year was going, I could change it up. One underlying factor is the fear of rejection and failure. It is safe to be sitting on my couch doing my normal daily routine. Why risk messing all that up to do something different? But I should know better. I have

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Surveying the spectrum

I am not a very secretive person. Many describe me as relatively shy; however, once I get to know you, it can be hard to get me to shut up about certain topics (ask my friends). Usually people don’t have to ask for details about my life, I’ll just let them know. I don’t spill secrets, but I am an open book. The fact that a lot of people are not has created conflict in the past.

Food for thought

It’s almost become a monthly occurrence. In the din of C-day meeting, someone, perhaps a doe-eyed freshman or maybe a panicked junior realizing too late he needs to fill his résumé, saunters up to the podium and announces a new club. Those of us who have been in the Upper School for more than a year or two may roll our eyes, laugh, or cheer that someone has finally championed a cause dear to our heart. But at least students are showing their interests; after all, 50 clubs are better than none. Unfortunately, as the number of clubs has increased, the meaning and value in each one has declined. The problem does not lie in the creation of new clubs, but rather in

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used-car salesman approach, can’t we stand up behind out products? Another purpose, in my eyes, is to facilitate inter-grade socialization around a shared passion or common interest. After all, students who love physics, painting, or polevaulting may meet through those respective courses and teams, but where else would cheese-making amateurs convene to discuss their mutual love of Gouda? Even this function has been undermined. In the few clubs based on a common interest, members consist almost completely of one group of friends, who would likely meet during that time anyway. We’re back to a glorified snack time. One last test: Clubs are a chance for purely student-driven discussion, debate, and interaction—for us to show what we truly care about. Results are in: we care about sugar. I know I sound harsh; I’ve even been part of the problem. Throughout my underclassmen years (and even for quite a bit after), I would attend clubs based almost purely on two characteristics: the food present that day (my own hierarchy of treats: cake balls beat donuts, donuts beat cookies, and cookies beat cupcakes, though cupcakes beat nothing at all)

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wednesday, february 13, 2013

dallas graffiti hunt it has been almost a year since local graffiti artists and the Dallas police, after decades of antagonism, joined forces to establish “free walls”—spaces legally designated as public canvases for street art. The unique collaboration was designed to reduce vandalism, though illegal street art still remains prevalent throughout Dallas. Ever adventorous, The Evergreen scavenged the city for the last remains of graffiti before it is regulated out of existence. Story by Gabrielle Das

o f f t h e w a l l:

In a city like Dallas, “graffiti reveals the urban pulse of the city,” said Becky Daniels, Upper School history teacher and creator of this year’s new elective, Art History: Conflicts and Controversy. Inspired by the class’ graffiti-tour field trip, these pictures show art in its most provocative form. For more information on the location of each work, visit evergreengreenhill.wordpress.com.

Photos by Zac Cooner and Gabrielle Das