the theory

AP Studio Art helps students furthur develop their artistic abilities

AP Music Theory encourages students to pursue music education careers Voices echoed off the steep ceilings as students in Deb Steiner’s AP Music Theory class alternated reading passages from the hefty textbooks resting on their laps. Students occasionally interrupted the lesson with questions and requests for clarifica-tion to which Steiner responded to with words of encouragement and advice. “A lot of it is encouraging [students] and letting them know [music education] is something they would be good at,” Steiner said. “One of my goals as a music educator is to teach students to follow their interests.” In the class, students learned to sight read and interpret music with technical skill. Junior Morgan Ottesen believed Steiner’s encouragement served as motivation as she explored her interest in a possible career in music education.

“Steiner is like my idol. She is the teacher who told me to go for it,” Ottesen said. “She gives me pointers on how to conduct and better ways to teach.” Ottesen hoped to apply the experience gained to future music theory classes. “If I didn’t understand [AP Music Theory] I knew I would still have another year and a half to take College Theory I,” Ottesen said. Steiner believed that the students gained valu-able experience that helped them explore a career in music education. “The percentage of students who go into a music education career is small,” Steiner said. “For the nine students who are in here [this class] will provide them with a good experience.”

By Camden Bender

The computers near the corner of GL-101 played soft music as the morning sun streamed through the windows. At tables of two or three, students worked on their independent projects for AP Studio Art, punctuating their work time with questions, criticism and praise. Sophomore Kelsey Winscott held up her project and asked for advice on how to improve her composition. “I’ve always felt inspired by art,” Winscott said. “You see things in pictures that you like and you wonder ‘Can I do that?’” Winscott’s interest in art led to her desire to challenge herself by taking the course. “I felt that the regular [art] classes were too easy for me,” Winscott said. “I wanted to push beyond the assignment and I felt bored in the other classes.” Art teacher Erica Crist believed that Winscott’s skills developed enough in Art Foundations to allow her success in a higher level class.

“Most students in AP Studio Art already have a strong design base and skill set,” Crist said. “This class will help [Winscott] develop a strong portfolio. It will help her become more independent in her creative endeavors.” Winscott believed Crist’s experience as an art teacher helped her grow as an artist during the class. “[Crist will] help you if your composition is off and tell you when to move on,” Winscott said. “She is a good influence to have because she will interact with you and help you improve your work.” Winscott hoped to take her skills gathered in class and use them to help other artists explore their interests in art. “I might become an art teacher or incorporate art into science,” Winscott said. “With being an art teacher you get the opportunity to watch young artists develop and grow.”

By Camden Bender

Hurriedly completing the reading assignment from the previous AP Literature and Composition class, senior Grace McWhirt stressed over her end-less homework in the new class taught by English teacher Justin Bogart.

Along with the larger workload, students gained exposure to new types of thinking and writing. Their reading assignments demanded them to look beyond what the author wrote.

“[You have to] look for something in the text. It’s never what is just there,” McWhirt said. “[I] always look between the lines.”

One of the most feared elements of the class

were timed essays, which involved students reading a piece of literature and writing an essay within a limited amount of time. Senior Colin Hilk struggled with staying organized and finishing in time.

“I’ll branch off on to a different thought and have a half written paper over the wrong stuff,” Hilk said.

Bogart believed that the benefits outweighed the difficulties of the class.

“[The experience] has opened their eyes,” Bogart said. “They will find the real value once they look deeper into the literature.”

By Lisa Galvan

ambitions

AP Literature and Composition students gain insight in rigorous course

Above Concentrating on the text, AP Music Theory students listen to each other read from their book on Monday, Sept. 13. “I love the class,” junior Morgan Ottesen said. “It’s probably my hardest class, just because of the different thinking it takes.” By Carly Granato

Above Senior Marysa Nickum focuses on her artwork, ‘Lean Like a Cello,’ a choice piece created as a part of her breadth portfolio in AP Studio Art. “There is a lot of trust with the teacher [Ms. Crist] because she knows you’re there for art and not just for high school credits,” Nickum said.

By Carly Granato

Far Below Discussing her artwork with fellow students on Wednesday, Oct. 13 during AP Studio Art, senior Grace McWhirt seeks methods to improve her composition. “Sitting there drawing and talking to people is really helpful,” McWhirt said. “Everyone always comments on your work.”

By Camden Bender

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dominant Attempting to improve the quality of her artwork, sophomore Kelsey Winscott asks for advice from AP Studio Art teacher Erica Crist on Monday, Oct. 11. “Getting ev-erything done on time and being able to focus [is difficult],” Winscott said. “Everyone else is so good, you’re expected to be awesome.”

By Camden Bender

Senior AP Literature and Composition Junior AP Language and Composition15 essays24 books6344 pages

10 essays15 books6572 pages

By Camden Bender

plyingnew skillsnew AP classes help students explore academic interests

ap

Above Senior AP Literature and Composi-tion circles up to help each other fix problem areas in their papers on Monday, Oct. 11. “[Bogart] is the best English teacher I’ve had,” senior Elise McEllhiney said. “He’s the only teacher I’ve had that doesn’t expect a specific opinion.”

By Carly Granato

“This year the work load is a lot heavier than previous years. I was actually surprised by the amount of

work we have to do,” senior Hayley Janner said.

“I’m actually kind of excited. Reading is actually my favorite part of English,”

junior Jessica Parke said.

Below In collaboration with junior AP Language and Composition students from De Soto High School, junior Josh Duden attempts to analyze themes from the documentary Babies on Thursday, Nov. 4. “I wasn’t a huge fan of the [documentary],” Duden said. “But the discussion shows we are on the same level as [the DHS students] and that we are learning.”

By Carly Granato

By Aleksandra Milewski

Frustrated students and teachers rushed the halls frantically as they made their way through the C-Wing all first quarter. The lack of bells, projec-tors, computers and intercoms caused disruptions in the classroom. Delays in finishing the wing were two-fold: the construction company not finishing on time and not enough technology staff to get things up and run-ning. The delay of the expansion led to problems in acquiring the technology needed to teach in the new wing. Technology teacher Adam King did not have working computers for the first three weeks into the quarter, making it difficult for him to teach his classes. In place of the computers, his curriculum consisted of discussions, readings, drawings and working in the library. “It took a while to get into the flow of what the course was about,” King said. In addition to the missing computers, students and staff encountered difficulties when keeping up on daily announcements without intercoms. “I felt cut off from the rest of the school because we were not able to hear announcements,” junior

Andrew Knabel said. The need to adapt to the lack of intercoms presented a challenge when trying to create a sense of order. Though teachers received their own room, some still traveled to the new classrooms in the C-Wing for funding purposes during the first quarter. “There is a state funding format that involves additional money for new constructed or modified rooms,” associate principal Matt Fedde said. “We wanted to maximize the number of kids in each room to receive more of that funding.” Art teacher Jodi Ellis said traveling caused her to focus more on tedious planning instead of routine lesson plans and projects. “It was frustrating because you know and or-ganize your room to make it your own,” Ellis said. “You leave your comfort zone making [teaching] more stressful.” The confusion concluded after most projects were completed by the start of second quarter. “It was a flustering way to start off the year but I think we will start to get into a flow of things,” Knabel said.

By Kelsey Barrett

How does it feel to have your own classroom?I don’t know if it’s the atmosphere or just having my own space but it’s great.

How does having the other art rooms across the school affect you?I want to make an art hall to display student art work. With the ground level rooms, that is difficult.

What benefits have come from your new room?It gives you a place of your own and not having to travel. It is nice to have a room where you can plan your own projects and store materials.

What is your favorite part about the C-Wing?From an art stand point, it would be that the digital photography and art rooms are adjacent. There is also more space since the room is bigger.

additionalthe c-wing brings new challenges with its classrooms

dominant Plugging in the remaining cords, a district technol-ogy worker finishes installing equipment for the new Digital Photography room on Wednesday, Oct. 1. “[After the instal-lation] we were able to put everything on the computer to crop and make everything look cool,” senior Vic Dominguez said. “[Before], we couldn’t capture or download anything we had taken pictures of, which made it difficult to see the progress of our work.” By Camden Benderright Setting up the new clocks in the classroom, senior sys-tems technician Aaron Pflughoft adds his final touches. Some students found the traditional clocks harder to read than the older digital ones. “But by the time I figure out what time it is, it’s not that time anymore,” junior Whitney Austin said.

By Allison Weis

middle Working quickly to finish on time, a construction worker from JE Dunn Construction Company installs a new sprinkler system on Thursday, Oct. 21. “[The construction] is kind of disruptive and some things were over-looked or not planned out,” junior Olivia Beashore said. “But we have lots of new classrooms and it’s very spacious.” By Austin Becker

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art teacher Jerry Howard shares his appreciation of his new classroom

Above Among the amenities available in art teacher Jerry Howard’s room are extra cabinet space and bulletin boards to display students’ artwork.

By Cassie Linville and Austin Becker

esobstacl

Above Creating a poster for a bake sale in Photoshop class, sophomore Maddie Bangs utilizes the new computers in the C-Wing on Wednesday, Oct. 20. “We did problem solving worksheets and team activities [at the beginning of the year],” Bangs said. “It was a waste of a few weeks of that class.”

By Austin Becker

Below With the new green screen behind her before a taping of MVTV, senior Kaitlin Rolig rehearses in front of the camera on Monday, Nov. 29. “It’s a lot faster to get stuff done [with the new equipment],” Rolig said. “We have a teleprompter and we can film a whole show at once.”

By Austin Becker

enjoying space

“That is why it stinks to high heaven in here,” Biology teacher Jill Lloyd said as she handed out eggs soaked in vinegar to the 19 freshmen and sophomores. They stood in a messy line before her with their noses wrinkled in disgust. The students then returned to their seats with their lab groups and began to crack the eggs open onto plastic, blue plates for their lab. For the first time, Lloyd’s Biology classes con-sisted of freshmen as well as sophomores. As part of the school’s goal to implement new Advanced Placement (AP) science classes, freshmen could opt to take Biology instead of Physical Science and take AP classes sooner. Students gained admission to Biology as a freshman if they had sufficient grades. This allowed students to advance into higher level science classes earlier on in high school. “I have more of a variety of choices for science classes in the future,” freshman Jason Biesma said. “[Freshmen] are basically skipping a year of sci-ence.” Lloyd believed that advancing freshmen in sci-ence affected their ability to handle college courses.

What is it like having Biology with freshmen?I like it because they treat me well. They know the seniority levels, I suppose.

How do you feel about not being able to take Biology as a freshman?I was kind of mad because it was a waste of a year. But I’m kind of glad because Biology is easier because of Physical Science.

How have you seen freshmen affected by not having Physical Science?A lot of them are confused because they just don’t know what high school is like. They are hesitant towards asking questions.

freshmen are given the chance to accelerate into Biology

Above Studying for a Biology test, freshman Adam Swearengin asks fresh-man Tyler Hinnen for help on Wednesday, Oct. 13. “I just sit in the back and don’t pay attention [during class],” Swearengin said. “[Hinnen] just explained it better.”

Laughing with his friends during seminar, freshman James Caponetto felt unconcerned about his homework load. Although he had the option to take Biology, he chose to take Physical Science. “I plan to party in high school,” Caponetto said. “I would have too much homework and that means less partying.” Freshmen had other reasons for remaining in Physical Science besides partying. “I figured for freshman year I would just ease into high school,” freshman Taylor Schimdt (above) said. “I just didn’t want to take it because it seemed hard.” Schimdt was not bothered that her classmates got the opportunity to get ahead in science. “It’s fair as long as everyone gets ting the education they want,” Schimdt said. By Allie Love

“[Freshmen] won’t have to wait until senior year to get into a college course,” Lloyd said. “They can do it their junior year.” Though freshmen needed to have a working knowledge of biological concepts, some grew con-cerned about the material they missed. “[The freshmen in Biology] don’t get that review period of things we learned in Physical Science before,” freshman Brittany Rouse said. “My teacher just brushes on [the information] so we can move on to the next thing.” The gap in information from Physical Science left some unconcerned. “It’s the same as it was in sixth grade. I have learned all the stuff before,” Biesma said. Lloyd believed that freshman in Biology did not suffer from skipping the introduction to chemistry and physics in Physical Science. “In all actuality, [the freshmen] are getting the same information just in different years,” Lloyd said. “We are hoping that the kids will take a year of chemistry and physics, whether it is AP or not.”

By Allie Love

left Explaining chemical reactions, Biology teacher Donna Riss shows students a chart about activation energy on Friday, Oct. 8. “I really enjoy the subject matter and I like teaching freshmen here,” Riss said. “They are a fun group to teach.”

Below Preparing for a lab in Biology, freshman Alyssa Rule observes cork under a microscope on Tuesday, Oct. 26. “My favorite part was seeing what it looked like,” Rule said. “[Experiments are] never boring.” By Cassie Linville

left Focusing on the micro-scope, freshman Jasmine Hitt attempts to locate the nucleus of an onion cell in Biology on Tuesday, Oct. 26. “I was confused [during that lab],” Hitt said. “[But usually] I enjoy the labs and experi-ments.”

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By Rachel Mills

sophomore Quinn Jones adjusts to freshmen in his Biology class

some freshmen choose to stay in Physical Science

dominant In order to learn about endocy-tosis, freshman Jason Biesma works to com-plete a lab in his Biology class on Thursday, Oct. 14. “[My favorite part] is being a year ahead of everyone else,” Biesma said.

By Cassie Linville

transition

put

stepaheadone

By Cassie LinvilleBy Allie Love

By Allie Love

By Cassie Linville

Far Above Looking over his notes, freshman Henry Midyett puts a Powerpoint together for his Residential Carpentry class on Wednesday, Oct. 13. “The book work is not always fun, but it is helpful because you learn more stuff about tools and shop,” Midyett said.

Above Preparing to cut a tile for her Residential Carpentry class on Monday, Oct. 18, sophomore Emily Brigham files it to fit correctly on the surface. “I really like Residential Carpentry,” Brigham said. “It’s a class where you don’t have to sit and hear lectures. You actually get to do hands on activities.”

By Jaclyn Carpenter

In the new Architectural Design class, home-work consisted of measuring parts of their homes and drawing them to scale on graph paper. With the measurements, the students drew precise blue-prints of their homes. “I’m a visual person,” sophomore Anna Hughes (above) said. “I like being able to picture something before it’s put into action.” Hughes explained one of the many blueprints she had to draw for the class. “When we were measuring our houses, [the most difficult part] was making sure you had exact measurements,” Hughes said. “It takes a long time, everything has to be precise and exact.”

By Megan York

Twisting a small nail into a rectangular wooden block, senior Mackenzie Justis attempted to com-plete her lab. Her hands reflected off of her clear protective goggles under the bright fluorescent lights of the Residential Carpentry room. The new Residential Carpentry class offered stu-dents a chance to learn how to use tools, perform household repairs and learn about a career in car-pentry. Many of the activities dealt with plumbing, electricity, sheetrock and power tools. For Justis, the class helped her prepare for life on her own. “I want to be able to use it in the future when I’m on my own,” Justis said. “[So] I won’t be com-pletely clueless.” The class curriculum consisted of two different components. The first included of classroom work provided by the program, the National Center for Construction Education and Research (NCCER), which taught the students eight areas of knowledge on construction. The second part dealt with work-ing in the lab and more hands-on work which the company, Paxton Patterson, provided. The classes alternated between working in the lab and in the classroom, depending on the unit.

“The book work has some things that kids won’t appreciate until they get older,” Residential Carpen-try teacher Arlan Vomhof said. “Lab is constantly building, you’re always active.” The state began requiring more vocational classes that offered students certifications. When the students passed the class, they earned a certification provided by NCCER. This allowed the students to walk out of the class with the ability to get a job in construction. “It looks more professional if you’re already certified at a young age,” junior Luke Knehans said. The class readied students for real life experi-ences and helped prepare them for problems such as plumbing or electric issues. “It can help financially with repairs you do yourself instead of calling an electrician or calling a plumber,” Knehans said. Vomhof believed the class prepared students who wanted to go into the carpentry career path. “[It] gives them a basis of what they will need to get into,” Vomhof said. “It’s the stuff kids need to know.”

By Megan York

Above Listening closely to Residential Carpentry teacher Arlan Vomhof, junior Marcus Grant learns new information in his Residential Carpentry class on Thursday, Oct. 14. “This class is very valuable,” Grant said. “I’m learning a lot more about carpentry.” By Rachel Mills

Bottom left Paying attention to a video for his Residential Carpentry class on Thursday, Oct. 8, junior Travis Lawson learns how to weather metal. “I like watching the videos because it is hands on,” Lawson said. “It is cool that we get to do all these things in class since we usually wouldn’t be able to.”

By Allison Weis

dominant Focusing on tightening a valve for Residential Carpentry on Thursday, Oct. 7, senior Paul Nmair puts together a gas valve. “I like how the whole class is hands-on. It makes it a lot more fun,” Nmair said. “But I don’t like the book work.”

left Concentrating on the metal rod in front of him, freshman Noah Min-shew installs a solar panel in Residential Carpentry on Tuesday, Oct. 12. “We got to go outside and test to see if we could turn a light bulb on with it,” Minshew said. “It didn’t surprise me that it worked because we watched lots of videos on how to set it up and use it.”

By Jaclyn Carpenter

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students create blueprints of their homes

the new Residential Carpentry class offers students a chance to prepare for future life lessons

mea ssure

By Allison Weis

By Allison Weis

By Allison Weis

up

Lengthy conversa-tions consumed time during AP Government teacher Jeff Strickland’s Blue 3 class. Students discussed current events to keep up with the news and share their perspec-tives on the issues. “Most of us have a very good under-standing of how government works,” senior Scott Weidner said. Topics that the students discussed tended to spark contro-versy, and students rarely hesitated to express their beliefs with their classmates. “A lot of the time it is very intellectual,” Weidner said. “People are forceful and know what they are talking about.” Students with diverse opinions kept conversations flowing, often taking up entire class periods. “My [class] is the largest, it is very talkative,” Weidner said. “Very few people are afraid to talk or share their opinion.” By Lisa Galvan

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Government classes educate students about voting

political strength

Photo by Camden Bender

senior Naomi Smith furthers her grasp on politics

election

heated Photo by Marcia EbbAP Government students participate in many discussions debates

dominant Preparing hamburgers and hot dogs for his students on Election Day, Tuesday, Nov. 2, social studies teacher Chris Dunback puts on a BBQ to teach his students the value of voting. “It’s sad that more people watch the Super Bowl then vote,” Dunback said. “People take freedom and democracy for granted.”

By Rachel Mills

left Writing a description for her liberal versus conservative project, senior Cameron Eckardt rushes to finish so she can present it to her AP Government class on Friday, Dec. 3. “I thought it was fun to see others’ stereotypical perspective,” Eckardt said. “I [also] enjoyed working with a group.”

By Rachel Mills

Above Creating a wanted ad for a made-up republican, senior Alex Kuhn adds multiple stereotypes to his AP Government poster on Friday, Dec. 3. “At first I wasn’t sure about how much Mr. Strickland was prepar-ing me [for the AP test],” Kuhn said. “But looking back, I’m surprised by how much I’ve learned.”

Above Watching the washer in the air, opponents senior Kyle Lichtenauer and Jordan Bath participate in a Govern-ment class barbeque on Tuesday, Nov. 2. “We still learned while playing games,” Bath said. “There was still a purpose.”

By Rachel Mills

By Rachel Mills

Government students stood in line by the grill in the school parking lot, waiting for their hot dogs and burgers. In celebration of election day, Govern-ment teacher Chris Dunback took classes outside Tuesday, Nov. 2 for a barbecue and games.

“The barbecue was Mr. Dunback’s idea, and it was a good way to celebrate that we can vote,” senior Rory Smith said.

Students came into Government with little knowledge on political parties, and often embraced stereotypes about political parties. After the unit, senior Chad Thomas found out the more accurate definitions.

“I learned that conservatives prefer going back to the old days and liberals are more about improv-ing,” Thomas said.

Dunback taught the unit of political parties be-fore and after the mid-term election. Even with an in-depth knowledge of the difference between the

parties, some students did not know what to expect when they want to cast their own ballots.

“I felt overwhelmed,” Thomas said. “I thought it was going to be five names but there was a court appeal and I didn’t know what that was. I was unprepared.”

Dunback allowed all of his students to celebrate the election on voting day. They organized a “Bal-lot Bowl” in the school parking lot and spent the block playing games related to voting.

“It was a time to get out of class,” Smith said. “It was something that a teacher put together for students, and it was a beautiful day.”

After the unit and barbeque, some found that the political labels no longer suited their views.

“I thought I was conservative because my par-ents are,” senior Tyler Bessey said. “But I realized I believe a lot more of what liberals believe in.”

By Lisa Galvan

enthusiasm

Senior Naomi Smith began tak-ing Government class with a strong personal idea of political parties. When the mid-term election came, Smith had a good idea of who to vote for. “Voting is the only way to bring about change,” Smith said. Smith supported the Democratic party, and even though the largely Republican results of the mid-term election did not end as she would have liked, she still stood for what she believed in. “Liberals still meet the needs of the country,” Smith said. Although Smith came into the class with a good grasp on politics, learning more about government only made it stronger. “My understanding of politics is thorough,” Smith said. “Government has only reinforced my knowledge.”

By Lisa Galvan

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sophomore Taylor Brunson explains the mistake of the girl’s varsity locker room

What was the door to?It was to the girl’s varsity locker room.

What did the school do to fix the situa-tion?They blocked it off because when you opened it you could see the girls changing.

Was installing the door an accident?It wasn’t an accident but where it was placed was.

mentmovephysical education classes grow with more space and new teachers

all at oncefive physical education classes happen during Blue 1

dilemma

cardio-lift

Freshman girls p.e.

team sports

lifetime Fitness

Freshman Boys P.E.

Photos by Allison Weis

doorway

dominant Pushing himself in the weight room after school on Thursday, Dec. 9, junior Andrew Tapang does repetitions on an incline press. “I enjoy [after school weights] because I get to be with my friends and lift to get better for sports,” Tapang said. “But I don’t like how the weight room is so cluttered.”

The main gym filled with the echoing of basketballs hitting the floor as the Freshmen Boys P.E. class utilized the new space to play basketball on Thursday, Jan. 27. The students were able to play without running into one another, unlike in previous years. With the previous year’s construction, capacity increased with expansions to the gym and locker rooms as well as the addition of an auxiliary gym and a second weight room. “We finally have space for all the classes we are teaching,” physical education teacher Amy McClure said. “In the past we’d have to share the gym and have two classes in one gym.” Junior Emily Johnson agreed and found the space allotted for more freedom and comfort in gym classes. “It feels like the upperclassmen can play and not have to worry about running over underclassmen,” Johnson said. Along with the rooms, the physical education department gained two new teachers. The new rooms made a positive im-

pression on new physical education teacher T.J. O’Neill. “I think it’s a cool setup up,” O’Neill said. “Definitely differ-ent than I’ve had before.” The students were also impressed with the new additions and thought it added to the school’s physical appearance. “I think it’s better than the old gym,” sophomore Stephanie Ciston said. “It looks a lot nicer.” Despite the extra space, some classes met in the hallways. “The auxiliary gym is a great space but I think it could have been a little bit bigger,” McClure said. Even though the new space did not allow all the classes to be in the gym, it provided the utilities to improve the physical education program. “The weight room is much bigger,” McClure said. “The equipment is new and allows our department to teach quality physical education.”

By Paige Hamilton

By Rachel Mills

Below Working out in the new weight room, sophomore George Martin stretches before lifting weights on Wednesday, Feb. 9 during Fitness class. “[P.E. classes] are so much better than last year,” Martin said. “There is more room and the facilities are bigger.”

By Austin Becker

right During an after school workout on Thursday, Dec. 9, sophomore Ryan Bath is spotted by friends as he lifts. “[My friends] help me through a workout if it gets hard,” Bath said. “They yell encouraging words.”

By Lisa Galvan

Senior Jeremy Spalding prepares to sprint in his Blue 1 Lifetime Fitness class on Thursday, Dec. 9. “I like my Fitness class because it’s small,” Spalding said. By Bailey Crosbie

Jumping against the opposing team in the main gym during Freshman Boys Physical Education on Friday, Feb. 11, freshman Brodric Yount successfully wins the tip-off. “I like playing the games [in class] and hanging out,” Yount said. By Marcia Ebb

left Exercising to a Biggest Loser work out video, junior Olivia Cain raises her heart rate in Cardio Lift class on Thursday, Jan. 13. “Of course I love [the class],” Cain said. “It gets me going and forces me to do something that I don’t enjoy.”

By Cassie Linville

Setting up for a shot, fresh-man Maegann Parsons plays a game of Knockout with the rest of her Freshman Girls Physical Education class on Thursday, Dec. 9. “Running is my least favorite, it’s too much work,” Parsons said. “But I like the games we play and my teacher, Ms. Preston.”

By Cassie Linville

right Participating in a game of handball, freshman Drew Henderson works to get the ball to his teammates during Freshman Physical Education on Thursday, Feb. 10. “My favorite part of class is lifting,” Henderson said. “[But] I don’t like stretching. It’s a waste of time.” By Cassie Linville

Mirroring every step on the workout video in Cardio-Lift on Thursday, Dec. 9, junior Kerrigan Chadwick does her best to exercise in the hallway due to lack of space after construction. “I like having [Cardio-Lift] first block because I can come in sweats to school,” Chadwick said. “It also jump starts my day.”

By Rachel Mills

Utilizing the new auxiliary gym, junior Andrew Tapang and senior Taylor Reinoehl play a game of dodgeball in Team Sports on Thursday, Dec. 9. “Last year there were fewer P.E. classes in one block,” Tapang said. “[The new gym] helps split up the classes between gyms.”

By Austin Becker

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Fashion and Design classes assemble portfolios to showcase lessons

students care for electronic babies over a weekend to learn parenting skills

FACS students use big projects to learn about possibilities later in life

As junior Alex Harper searched through the diaper bag to look for something to calm her crying baby, she noticed the different looks people gave her.

“It was embarrassing when [the baby] would start crying,” Harper said.

Harper participated in Baby Think it Over, a project for Ellen Gray’s Parenting and Child-hood Development class. For Baby Think it Over, students signed up for a weekend to take home a plastic, electronic baby and care for it.

“The babies follow a certain schedule,” Gray said. “It gives students a good glimpse of how stress-ful at times having a newborn can be.”

Harper’s weekend with the baby went badly.

“I got stressed out a lot,” Harper said. “It was horrible.”

Junior Jessica Praiswater thought Baby Think it Over experience was worth the difficulties.

“You would have to wake up in the middle of the night when it was screaming,” Praiswater said. “But the second you gave [the baby] what it wanted it stopped.”

Baby Think it Over helped both Harper and Praiswater realize they were not ready for parent-hood.

“I don’t want a kid right now,” Praiswater said. “I don’t have the patience or ability to take care of a child.”

By Betsy Wendorff

As sophomore Eleanor English glued a heart onto a piece of construction paper, the other stu-dents in Rebecca Caves’ Fashion and Design class also had their hands full with cutting, gluing, and writing as they created their fashion portfolios.

In these semester-long projects, students cut out pictures from magazines and created portfolios, demonstrating their style and clothing options.

“The portfolios are an outstanding way of show-ing creativity,” Caves said. “They can choose things to fit their personality.”

English thought the portfolios were easy to accomplish.

“All you do is cut pictures out of magazines and make a portfolio,” English said. “You just got to be

creative.”Caves believed the portfolios helped show

students’ ideas.“They are looking into the future,” Caves said.

“It’s eye-opening to see what they see for them-selves.”

English wished the portfolios could have been more unique.

“We all do the same type of things,” English said. “We have to find the things we learn about.”

Regardless, she enjoyed taking the class.“The freedom was my favorite thing,” English

said. “You can be as creative or as boring as you want.”

By Betsy Wendorff

Sophomore Morgan Battes kept busy as she mixed ingredients, washed spinach and smeared ricotta cheese onto pizza dough.

“[The calzone] was really good,” Battes said. “My parents liked it.”

Battes, a student in Rebecca Caves’ Nutrition and Wellness class, demonstrated what she learned in class by completing a take-home project. In order to do the project, Battes cooked a meal for her fam-ily and was graded by her parents.

“It was exciting,” Battes said. “I got to plan what I cooked.”

Students planned every part of their dinner, from picking the recipe to shopping for ingredients to preparing the meal.

“I wanted to do something that we don’t usually make,” Battes said. “I looked at the recipe and decided what I needed and then went to Price Chopper.”

Being graded by their family was not as bad as students thought it would be. Freshman Aaron Geise decided to grill hot dogs and cook pork and beans for his parents.

“My grading went pretty well,” Geise said. “As I was cooking, I improved.”

Battes thought the take-home project was a interesting way to learn how to cook.

“It was fun,” Battes said. “We could put what we learned to use.”

By Betsy Wendorff

Above Junior Alex Harper feeds her Baby Think It Over, Stella Anne, on Friday, March 25 in her Parenting and Child Development class. “I didn’t get any sleep all weekend, it was horrible,” Harper said. “I don’t think I want kids.” By Bailey Crosbie

Bottom right Binding her fashion portfolio, junior Rachel Sackett receives instructions from Fashion and Design teacher Rebecca Caves on Monday, March 28. “I liked that we got to use a different variety of color and I like that we got to use our personal creativity,” Sackett said. By Allison Weis

top right Sophomore Alyx Stepheson works on her port-folio during with classmates on Monday, March 28. “We learned about face shapes and how to wear our hair. That helped me because I learned straight across things aren’t my thing,” Stepheson said.

By Allison Weis

Above Pasting pictures to the front cover of her portfolio, sophomore Eleanor English places it on the page on Monday, March 28. “My favorite part was cutting out pictures and making it cool because it is better than doing homework,” English said.

By Allison Weis

Bottom left After knead-ing cinnamon roll dough, sophomore Haley Bonebrake and her group spray the dough before class ends on Monday, March 28. “I really like [nutrition] because it is one of the more fun classes where you get to do stuff,” Bonebrake said.

By Allison Weis

preparing dinner at home helps Nutrition and Wellness students improve

dominant Instructing her cooking group, freshman Amanda Curtright helps make cinnamon rolls on Monday, March 28 during Nutrition I. “It was really fun [making the cinnamon rolls], because that day we had a competition on which group could make the best ones. We had a guest judge and my team won,” Curtright said. By Allison Weis

Above Making an Italian dinner for her family, sophomore Morgan Battes completes the take home project for Nutrition and Wellness I on Tuesday, Apr. 12. “I think [the project] is exciting,” Battes said. “It’s different from other classes.” By Carly Granato

bundle ofburdens

top left Sophomore Stepha-nie Ciston works on the face shape section of her portfolio on Monday, March 28. “[My portfolio] ended up looking really organized and fashion-able,” Ciston said. “I liked how it told us our face shape, hair, and make up would look good on us.” By Allison Weis

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As she glanced from her graph paper and back to her equation-filled lined paper, junior Alyne Roemerman erased lines from her picture on Tuesday, March 29. To demonstrate their knowledge of the conic section, Trigonometry students created a drawing through complex equations to represent each line in the picture.

The project allowed for some creative freedom, but some stu-dents thought that the accuracy needed to complete the project hindered it.

“It was a math project so I wasn’t expecting a lot of creative freedom,” Roemerman said. “The project was meant to demon-strate how all the different lines can be found in real life.”

The stressful project took Roemerman approximately 11 hours to complete and she ended with 198 equations for her picture.

“It was a tedious project and it took a really long time to do,” Roemerman said. “I had a difficult time figuring figuring out how to incorporate different lines into a picture.”

By Megan York

“[My tesselation is] a wizard hat. I had [sophomore] Austin Gude help me out. I liked coloring it and [having] two weeks to do it.”

Johanna Van Holland

“[I made] a grim reaper. After about the eighth try on my triangle I came up with it. It was pretty fun. It wasn’t so hard as [it was] time-consuming.”

Brent Kuhlman

“[My tesselation] is a red robin. The shape I knew was going to be some kind of bird so I looked it up on the internet and came up with a red robin. It was challenging but it was fun to color.”

Sarah Wetzel

“[I made] a truck. I was just making a bunch of lines and it looked like a truck. It wasn’t that bad, it was actually kind of fun.”

Chelsea Spalding

“[My tesselation is] a dog. I thought it would be an easy object to do. I didn’t have to spend a lot of time on it.”

Elizabeth Brown

Colorful projects hanging on the math room wall captured freshman Carly Eaton’s interest as she looked forward to starting on the project herself.

“I was excited because I like to be creative in classes,” Eaton said. “I like doing posters because I get to make it colorful.”

With about two and a half weeks to finish the tesselation project, geometry students created a picture on poster board using repeated and rotated geometric shapes.

“I like how [the project] is different,” sophomore Brandon Miller said. “It’s not just problems, you can show your individuality.”

Throughout the tedious process of turning, coloring the shape and checking for accuracy, stress overwhelmed the students.

“I thought it was going to be a walk in the park but it wasn’t,” Eaton said. “You actually had to put

some work into it.” Although the project caused some to stress, it

allowed the students to be interactive and apply the lesson in a different manner.

“It’s a creativity-based project but it does in-volve math and it shows them that the math they’re learning is applicable,” Geometry teacher Sarah Sides said.

Instead of testing over the chapter, the students demonstrated their knowledge of rotation and reflection through the project. Teachers graded the students on the rotation accuracy and consistency of the pattern.

“They’re rotating figures, it’s something they can apply,” Sides said. “I like that it gives students that aren’t the strongest at math an opportunity to do something well in a math class.”

By Megan York

connectingstudents infuse geometry and creativity with their tesselation projects

junior Alyne Roemerman creates colorful images using trigonometric functions

the

right Putting the final touches on her tessela-tion project, freshman Erica Leonard colors in the project during seminar on Thursday, April 7. “I liked making the lines for the shape and tracing it,” Leonard said. “Once you get into it, it’s actually pretty fun.” By Austin Becker

Far right Asking for advice from Geometry teacher Casey Kuhn, freshman Amanda Dotts works to finish her moose tessellation on Tuesday, April 5. “The biggest challenge was trying to color everything in correctly,” Dotts said. “Overall, it took about two hours to complete.” By Braxton Matlock

Far Below Cutting out the shape of birds, freshman Anna Frontaura focuses on finishing her math tessellation on Tuesday, April 5. “The hardest part was coloring because I didn’t really do a good job,” Frontaura said.

By Braxton MatlockBelow Finishing his tesselation project during seminar on Friday, April 8, sophomore Peter Eastwood colors in the project, modeled after a wolf howling at the moon. “The outlining and coloring was hard, especially when the colored pencils broke,” Eastwood said. “But I brought it to school and everyone thought it was cool.” By Austin Beckerdominant Sitting at his kitchen table on

Thurday, April 7, sophomore Drew Deckard attempts to complete his tesselation project, due the next day. “I thought it was a creative way to learn and it was a great experience,” Deckard said. By Austin Becker

calculatedcreation

finishedtesselation projects

Photo by Katie Harris

Photos by Austin Becker

The group of French IV students chatted as they walked past pottery and portraits in Andre’s Confiserie Suisse, a European styled restaurant, on Wednesday, April 30. Seated in a small room, the students gave orders in French for croissants, quiche, brussels sprouts and stuffed tomatoes.

The students went on the field trip to acquire a taste for French culture. Senior Lindsey Miller enjoyed the trip.

“You got to talk with the teachers and everyone outside of the classroom dynamic,” Miller said. “It offered a new experience.”

The students also received a chance to talk to the wait staff and to each other solely in French.

“You get to test and see how well versed you are in French,” senior Sean McDuffie said. “I get to do my best forming sentences in my head without writing it down like we normally do in class. We don’t get to practice speaking it often.”

The Spanish IV and V students also took a trip to a restaurant, Taqueria Mexico, to celebrate

Cinco de Mayo and experience Spanish culture.“When I walked into the restaurant, I literally

felt like I walked into Mexico,” junior Alexis Trent said.

Communicating to the waiters in Spanish chal-lenged Trent, but improved her comprehension skills.

“It was just funny because [the servers] didn’t know what we were saying,” Trent said. “They’ve spoken it their whole lives and we’re just beginners. But when you’re speaking to another person, you’re determined to understand what they’re saying and speak back.”

Not only did the foreign language trips provide students with the opportunity to test their speaking abilities, but deepened the bond with classmates as well.

“I think [the field trip] was worth it just because you get to be with your friends and get closer to them,” McDuffie said.

By Allie Love

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Grinning, junior Anne Marie Neal accepted the uncooked lima bean inscribed with the initials JMGB from Spanish teacher Jan Good-Bollinger on Wednesday, May 4. Neal earned one of the coveted beans by impress-ing Good-Bollinger with the Spanish she spoke.

At the beginning of fourth quarter, Good-Bollinger imple-mented a new policy in her Spanish III class: the students could no longer speak English. Students received ten beans and lost one each time they spoke English, but had the opportunity to earn beans back when they showed Good-Bollinger their ability to speak the language well. Junior Lauren Mizner felt the policy improved her speaking ability.

“At first I didn’t like it because I didn’t think I’d be able to say anything,” Mizner said. “But you actually realize that you’re better at it than you think you are.”

Even though Good-Bollinger required the class to speak Spanish, some struggled to speak it all the time. It angered Neal when Good-Bollinger took her beans away because she spoke English.

“It’s really mean,” Neal said. “I try hard to do good in Span-ish and I get punished when I don’t know [how to say some-thing].”

Mizner found a way to avoid having her beans taken, how-ever.

“I just don’t get caught,” Mizner said. “I whisper and don’t speak English when [Good-Bollinger] walks by my desk.”

Neal thought the beans had a positive effect. “I think it’s neat,” Neal said. “It gives us more interaction

with the culture and the students.”By Allie Love

right While enjoying her enchiladas from Taqueria Mexico, senior Samantha Thomas got to socialize and relax away from school on Friday, May 6. “[The best part was] having fun with my friends and enjoying Mexican cuisine,” Thomas said. By Ally Garton

Above Leaving Taqueria Mexico restaurant on Friday, May 6, senior Kenzie Ste-phens discusses her cultural experience with friends. “The restaurant was very cool,” Stephens said “It was a little chaotic getting everyone their food and drinks, but it was a great experience.”

By Ally Garton

Below Looking at candy eggs during the French field trip to Andre’s on Wednesday, April 27, senior Sean McDuffie decides what to buy while the class waits for the bus. “[The field trip] was enjoyable,” McDuffie said. “I attempted to speak French in the real world.” By Austin Becker

Above Seeing the food delivered to him at Andre’s on Wednesday, April 27, senior Brandon Ritenour tries to figure out what is on his plate. “It was nice because we got to get out of school and try new foods that we haven’t had before,” Ritenour said.

By Austin Becker

foodauthentic restaurants introduce foreign language students to new cuisine

students must speak Spanish to earn participation points

language

His plate piled with sweet foods, freshman Logan Brookhart prepared to munch in celebration of Cinco de Mayo on Thursday, May 5. All Span-ish classes planned a party to celebrate the Mexican holiday by bringing in food, watching a movie, and making papel picado, a Mexican paper deco-ration. The parties varied in authentic-ity, however. The food at Brookhart’s party consisted of cupcakes, cookies, chips and salsa.

“I don’t care that the food isn’t authentic,” Brookhart said. “Food is food. I like to eat food.”

Despite the food, Brookhart thought the party benefitted the class.

“The administration would be happy with our Cinco de Mayo party because we learned about [the holiday] and it was just a break before we had to study for finals,” Brookhart said.

Freshman Paige Brady thought her party represented the Mexican holiday well.

“It made me feel Mexican,” Brady said. “We just got to listen to music and acted like we were at a restaurant and served each other in Spanish. It was fun to learn how they make [papel picado] and to look at their decorations.”

By Allie Love

fiesta offlavors Spanish classes take time to celebrate Cinco de Mayo

Photo by Austin Becker

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dominant Dipping chips in salsa, sophomore Danielle Jenkins talks to her friends about her order at La Taquería on Friday, May 6. “I learned from our field trip how to converse with bilingual employees,” Jenkins said. By Lauren King

Photo by Austin Becker

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