the dart: vol 75 issue 3

the DART the official student news source ofst. teresa's academy | kansas city, mo

the sta Maintenance men | 12

non-varsity seniors | 26photo illustration by VIOLET COWDIN

starting the conversation aboutgenderroles ineducation

the dart explores how curriculum affects single sex & coed schools

story on page 18

2015-2016DART STAFF

AdviserBrad LewisEditors-in-ChiefMary HilliardMaggie KnoxTorie Richardson

WEBManaging EditorAudrey CarrollScheduling EditorMadi WinfieldCopy EditorAlex DavisPhotography/Multimedia EditorKat MediavillaSocial Media ManagerBridget JonesSocial Media EditorsZoe Butler, Lily Manning

PRINTDesign EditorMackenzie O'GuinVisual IllustratorEleanor GreverPhotography EditorMaddy MedinaPage DesignersMaggie Knox, Alex Frisch, Anna Hafner, Katherine Green, Clare Kenney, Bridget Jones, Christina Kirk, Violet Cowdin, Mackenzie Nicole O'Guin, Linden O'Brien-Williams, Helen Wheatley, Meg Thompson, MaryMichael Hough, Torie Richardson, Madi Winfield

COPYManaging EditorMaryMichael HoughOpinion EditorHelen WheatleySports EditorElsa FeigenbaumFeatures EditorLinden O'Brien-WilliamsNews Editor Katherine Green

Staff PhotographersKate Scofield, Cassie Hayes, Libby Hutchison, Paige PowellStaff WritersMeredith Mulhern, Katie Donnellan,Gwyn Doran, Jeannie O'Flaherty,Victoria Cahoon, Claire Molloy

2 the Dart | dartnewsonline.com | 30 October 2015

Dear Readers,For this issue’s centerspread,

The Dart explores the prevalence of gender roles in private high school curriculums, specifically comparing single sex and coeducational schools.

With many STA students having ties to different schools, we thought it would be interesting to investigate what topics each school emphasizes throughout their academic content. Staffers MaryMichael Hough and Linden O’Brien-Williams contacted teachers and students from several local private schools, including Bishop Miege High School, Rockhurst High School, and Notre Dame de Sion High School. The story examines, in particular, the reading lists from each school and what kind of discussions the book choices facilitate. By digging deeper into the

Another story to check out is Torie Richardson’s feature on the

St. Teresa’s maintenance crew. Often, much of the work they do is unnoticed and behind the scenes, so we wanted to highlight just how much they do for our school. Plus, they have a lot of interesting stories from their many years on the job.

On our Sports pages, check out the story about seniors on JV teams at STA and our profiles on five STA athletes who have committed to play college sports.

If you have ever wondered what a teacher’s life is like outside of school, check out our Last Look pages and try to match the teacher to their spouse.

As always, we appreciate your feedback and hope you enjoy issue three of The Dart!

LETTER FROM THE EDITORS

3cover designed by Maggie Knox | page designed by Alex Frisch

Monthly Question

4 | New

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8 | Star Spo

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15 | Features | Th

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18 | Co

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sta's curriculum to

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22 | Ma

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curricula creates improvem

ents

23 | A&

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an lew

er explores pain

ting

24 | Perspec

tives | Impo

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26 | Sports | STA Ath

letes to play in

colleg

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30 | La

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compiled by VICTORIA CAHOON | staff writer

10 | R

eview

s | we all scream

for Scream

queen

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What does your dream auction pant look like?

6 8

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26

18 6

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ISSUE 3 30 October 2015

The Dart vol. 75

23

Table of

Contents26

Black and grey joggers with ‘STA’ down the side

sophomore hunter loehr

The ones you can rip off

freshman paloma solorio

baggy ones that are really just comfy and great

junior lily levi

Sweatpants that are tightly ankled & tight at the waist

sophomore grace laird

freshman kaleigh klosak

My dream auction pants are soccer pants

26 | co

mm

un

ty | piano

s pop up aro

und

kansas city


NEWS

by MACKENZIE O'GUIN I design editor

EditorialPolicies

Ownership and SponsorshipDartNewsOnline and the Dart are cre-ated by the student newspaper staff and are maintained and published by general operating funds of St. Teresa’s Academy, a Catholic institution sponsored by the Sisters of St. Joseph of Carondelet. Dart-NewsOnline and the Dart will not publish opinions that contradict the teachings and beliefs of the Catholic church, whether on

a diocesan or world-wide level.

Editorial PolicyThe staff of DartNewsOnline and the Dart are subject to prior review by the St. Te-resa’s Academy administrative team in circumstances that concern Catholic doc-trine, student safety or illegal behavior. DartNewsOnline and the Dart will not publish reviews of student work or per-formances. Personal columns reflect the opinions of the writer, not necessarily the

staff or school.

Letters & Reader Interaction Policy

DartNewsOnline and the Dart encourage the community to post comments on the website. Letters to the editors can be sent in the following ways: in person to Brad Lewis in Donnelly room 204; by mail to St. Teresa’s Academy, Attn: Brad Lewis, 5600 Main Street, Kansas City, MO 64113; by email to [email protected] or to [email protected]. DartNewsOn-line and the Dart staff reserve the right to

edit or shorten letters for publication.

Comment PolicyDartNewsOnline and the Dart encourage readers to comment on all posts. Howev-er, DartNewsOnline and the Dart reserve the right to monitor and edit all comments on DartNewsOnline. Comments that dis-agree with the editorial policy will not be

published.Photo Use Policy

Photo illustrations are conceptual pho-tos that combine drawing and photogra-phy. All photos on the website are free for public use. If a reader is interested in high-quality copies of photos, please email DartNewsOnline at dartpaper@

gmail.com.Corrections Policy

DartNewsOnline and the Dart will publish corrections as soon as possible after the

error is discovered.

STA to become arboretum in honor of anniversaryBiology, design, theology departments partner in botanical garden initiative.

illustrations by ELLIE GREVER | visual illustrator

In honor of Academy 150, the celebration of STA's 150th anniversary, STA has initiated a multi-departmental project to turn the campus into an arboretum, defined by STA biology teacher Mary Montag as “a place that has intentionally preserved specific trees and shrubs for educational and scientific purposes.” “An arboretum must be designated by certain criteria such as amount and types of trees,” Montag said. “We are relying on our landscape architect to help with the moralities of this process.” “The project includes adding new trees to the campus, pruning and caring for the older trees, adding a published map of all the trees on campus...and creating a contemplative path for people to walk when on campus.” STA President Nan Bone said. Though the project is still in a developmental stage, according to Bone, it was originally conceptualized in 1910 Sister Evelyn O’Neil, visionary STA botany teacher responsible for moving STA from its downtown location to its present campus. “[Sister Evelyn O’Neil’s] hope was to have a combination of ‘a thousand trees and bushes on campus’,” Bone said. “Our goal in this 150th anniversary year is to help fulfill her dream.” According to Bone, the biology, theology and design departments are working in

tandem to bring the project to fruition. Montag and fellow STA biology teacher Renee Blake and the biology students are “identifying trees already on campus to under their role in ecology”, whereas Head of Campus Ministry Meredith Snyder has enlisted the help of her Ministry and Service Practicum students to collect prayers focusing on “spiritual tree symbolism and environmental consciousness” for the aforementioned meditative walk. “I was considering structuring it similar to Stations of the Cross,” Snyder said. “We might also have single prayers for someone who might only want to participate in one reflection.” Graphic Design teacher Kelly Scott has also incorporated student work in her department’s part in the project: two-part programs for the arboretum and accompanying tree walk, as well as the template for the online tree/prayer guide. “It’s honoring that administration would allow us to contribute to such a big project,” Scott said. “Especially something in honor of the 150th anniversary.” Community involvement is not limited to specific departments. For example, one can honor a class or friend by buying a tree, according to Bone "This is one of the most exciting projects I've worked on at STA," Bone said. "I hope everyone will get involved in some fashion." H

5page designed by Anna Hafner

As junior Lydia Lundquist sat at home Sept. 17, she was unable to understand the reasoning behind the email she just read. Junior Laura Kieffer felt almost offended by the words on the screen before her. The message from STA President Nan Bone was the same: “I'm asking all students to refrain from stopping by offices [for candy] in the future.”

According to Bone, when starting her position as president she faced the challenge of meeting the student body while sitting in a desk down a student-forbidden hallway. Her solution? Candy. A solution that was also shared by other offices and the development offices.

Of her 8 years at STA, Bone says the candy system has been in place at least 6. At first the candy system was very successful, but as time passed word of mouth spread. Though she was still

continually able to meet with students in this manner, she started to notice that while she was in meetings girls would simply walk right in, get candy, then walk back out without speaking to her.

“It got to be seriously a little bit of trick or treating everyday,” Bone said. “And we’re supplying that. It was not healthy.”

According to Bone, the development office was Grand Central Station in regards to traffic, estimating a large Costco bag of candy lasted less than a week. One student told Bone there used to be a traffic jam created from a line of students awaiting candy, preventing her from going downstairs. Kieffer also shared a similar experience.

“I wasn’t ever late to class,” Kieffer said. “But everyone would be backed up in the hall because everyone would be trying to get candy from the development office.”

However, Bone believes the candy

caused a greater disruption to the faculty than the students. She and development office worker Theresa Egelhoff agree the candy had become a distraction to their work. Bone noted this especially during her experiences in the development office.

“I couldn’t even get through a sentence where girls were ‘Hey can I grab...?,’ ‘Are you out of...?’or ‘Do you have...?” Bone said. “[Students] just circled in and circled out, and some would stop and give a hug with the candy. I would just say it was a little chaotic.”

Though Bone knew it would be an unpopular decision, she decided it would be best to remove the candy system from the offices.

“To go back to the purpose of [the candy] was to get to know the student body,” Bone said. “And it had gotten lost. So we decided it’s time maybe just to get back to making our offices a little bit more professional.” H

STa offices no longer distributing candy

I want candy | An STA student reaches into an empty candy bowl following the decision from administration to stop giving out candy to students. photo illustration by ANNA HAFNER

by ELSA FEIGENBAUM I sports copy editor

STA president Nan Bone prohibited the handing out of candy from school offices.

illustrations by ELLIE GREVER | visual illustrator


NEWS

Current owner, Highwoods Properties, plan to sell the Country Club Plaza after 17 years of ownership.

Kansas City’s “Crown Jewel,” the Country Club Plaza is officially being sold. The current owners, Highwoods Properties, intend to sell most, if not all, of the wholly owned Country Club Plaza portfolio in Kansas City. They are planning on having it sold no later than early 2016 and have chosen Eastdil Secured to be their listing agent.

Highwoods Properties is selling the Plaza to pay off a debt that came from acquiring Monarch Centre in Atlanta and SunTrust Financial Centre in Tam-pa and for general corporate purposes. They have owned the Plaza for the last 17 years, since 1998.

The 15 block property includes 804,000 square feet of retail space, or 150 shops, 617,000 square feet of of-fice space and dozens of restaurants.

The Plaza is known for being one of the nation’s first vehicle-accommo-dating shopping centres. It used to be known for having local, small shops and restaurants, but is now occupied main-ly by chains. Some locals are skeptical about the transition of owners, and the changes to come with it.

“I just heard about the sale, and I don’t know what to expect- if it will be good or bad for me, being one of the little guys,” Ralph Liebetrau, co-owner of Decori, told the Kansas City Star. “I get a lot of visitors, tourists, who are a little bit disappointed at the Plaza, that it doesn’t have more unique shops, but the same things they have at home.”

The concern stretches even farther to some Plaza shoppers.

“I am worried about the Plaza chang-ing, but I think the new owners will try to keep it very similar,” junior and Plaza shopper Isabela Solorio said.

Along with the announcement of the Plaza up for sale, the Kansas City Coun-cil is considering a plan that updates the original 1989 Plaza plan. It will be vital in protecting the Plaza’s unique Spanish-style charm from a buyer wanting to develop the area.

The Plaza has always been kept

lively with its many special events, and overall shopping experience. It is most famous for the annual Plaza Art Fair and the Lighting Ceremony on the night of Thanksgiving. Highwoods Properties is currently focusing on this year’s 86th annual Lighting Ceremony.

“I’m not too worried about [the Plaza Art Fair and Lighting Ceremony] stop-ping,” sophomore and Plaza shopper Maureen Egan said. “If they were to stop those things, they would never hear the end of it from all of Kansas City.” H

by ZOE BUTLER | staff writerphotos by MEG THOMPSON | page designer

scene setter | Kansas City Royals flags line the lanterns along the Plaza streets, celebrating the success of the season. Some restaurants in the area, such as Zócalo Mexican Cuisine & Tequileria, offer specials for “Blue October”, anticipating the ex-citement of the postseason.

Country Club Plaza for sale

Country Club PlazaOpens

1923

Country Club PlazaOpens

1923

First Plaza Lighting Ceremony1930

J.C. Nichols buys land in Brush Creek Valley

1907

source: Kansas City Star

Plaza Flashback

7page designed by Katherine Green

China’s economic growth has been slowing throughout 2015, raising concern for the global economy. China has also seen a drop in stock market and oil

prices. Economic forecasters say the chances of economic recovery

in 2016 are slim.

Two firefighters were killed and another two injured in a fire on Oct. 12. An apartment build-ing caught fire and the four men were injured when a wall of the

building collapsed on them. They were rushed to a local

hospital, where two of the men were pronounced dead after ef-

forts by doctors and nurses.

Each issue, the Dart high-lights groundbreaking events in the world, US, Missouri and KC.

Missouri will soon join about a dozen other states in suing the Environmental Protection Agency over new

regulations that would require the state to reduce carbon

emissions. Missouri Attorney General Chris Koster argues

that climate change is real, but Missouri energy companies are already working on ways

to fight it.

the NEWS FEED

in the world

in missouri

in the u.s.

in kansas city

The United States and Cuba have agreed to begin working together in order to preserve Cuba’s huge shark population. There are roughly 100 shark

species in the world, with about half of them residing around

Cuba’s.This new cooperation will help with the growing relation-

ship between the two countries.

by LILY MANNINGsocial media manager

rooftop view | The Country Club Plaza is home to 106 retail stores, as well as several restaurants, hotels, eateries and coffee shops.

KC love | The Country Club Plaza hangs these banners throughout the area to demonstrate Kansas City pride.

First Plaza Art Fair1932

Nichols Co. bought by Highwoods Properties

1998

Highwoods Properties puts Plaza up for sale

2015

take the crown | The Plaza decorates street lights with Kansas City Royals flags to celebrate the success of the season and advancement to the World Series.


story by GWEN DORAN |staff writerphoto by MADDY MEDINA| print editor of photography

emmaStar spotlight

gustavson

How did you start solving Rubik’s Cubes?

"I knew about [Rubik’s Cubes] and so I always wanted to learn. Then, I watched an episode of The Carrie Diaries where one of her best friends was [competing], and I said, ‘I need to learn how to do this!’ I was already obsessed before even touching one… Once I actually held it in my hands, it took me about a day to learn. The next time I did it, it took me five hours, off and on. Then I could get it down to ten minutes. It was the summer before sophomore year that I really got into [solving Rubik’s Cubes], learning how to do a megaminx, pyraminx, 4 by 4, 2 by 2, and 5 by 5 [cubes], magic rubik’s, not just the basic 3 by 3 [cube]."

Is there a trick to solving them?"It’s all algorithm based...The algorithms aren’t hard to understand, but before you even learn how to solve it, you have to know the basics of the cube...It’s really not that hard, it’s more time consuming.You have to really want to commit and learn, but I think it’s so much fun because I find it so fascinating. People always ask me if there’s a trick to it, but once you learn the trick, you can solve it."

What are competitions like?"I’ve actually only been to one competition [over the summer]...Anybody can [compete]. It’s not gender based, or age based. At the competition I went to, there wereas around 100 competitors. I was one of three girls. So it was just me and a bunch of dudes! ...Everyone was just sitting at their tables being dorky together...There’s crazy stuff like [solving] one handed, doing it with your feet, even blindfolded."

How much time do you spend solving rubik’s cubes?

"I have a lot of different hobbies so I’ll be obsessed with [Rubik’s Cubes] and do them all week, and then I’ll read for a week. I don’t do [them] that often. I just go through kicks...It’s really just me, sitting by myself, learning how to solve rubik’s cubes."

Junior Emma Gustavson discusses her experiences with solving Rubik's Cubes.

9page designed by Clare Kenney

BITS & PIECES

lean on me| Senior Mary Hilliard, left, hugs fellow senior Claire Jefferson after their last cross country meet as runners in Kearney Oct. 10. photo by ANNA HAFNER

My life sucks // My life rocks

“My dad is the freshman algebra teacher at Rock-hurst and he heard from a sophomore teacher that some-one was planning on asking me to

homecoming. He went up to the guy at lunch and started talking to him saying how he’s a good guy and that he approves of him asking me to homecoming. He ended up not taking me.”- Catelyn Campbell, sophomore

“I compete in pageants and earlier this year, I competed in the All-American division against about 200 other girls from across

the country. I won the title of Nation-al All-American Miss Preteen, and this November, I get to travel to [Los Angeles, CA.] to receive my crown."

-Erris Pierson, freshman

InstagramsOF THE ISSUE

Each issue, the Dart highlights students’

Instagrams. This month’s theme: Teresian.

Photo by sophomore kate jones@theK8Jones

Photo by sophomore emma boxx@Boxxoffun

#dartnewsonline

compiled by ZOE BUTLERsocial media editor

compiled by LILY MANNING | social media editor

That’s whatshe said

SOphOmore Maggie Prim @maggie_PrimI told my mom that the only reason I'm still in school is because nicki manaj told me to get an education and she seemed really disappointed

Junior Maya Kalmas@KalmusMayaUpdate: Just Shaved my legs and i have a new perspective. I am ready to take on the world's obstacles

SENIOR Liz Countee@liz_ardcounteeTo the man who opened a new bag of Cheeto Puffs and poured them onto the ground: why are you the way you are. What made you so cold.

Each issue, the Dart shares entertaining student tweets.

complied by LILY MANNINGsocial media editor

PHOTO OF THE ISSUE

Photo by Junior Emma Winfrey@emmaemmalulu


REVIEWS

by AUDREY CARROLLmanaging editor of web

I scream, you scream, we all scream for

Scream QueensWhen the cast was announced

for this fall’s new TV show "Scream Queens," I was already hooked. With names like Emma Roberts, Keke Palmer and Ariana Grande, I knew the show would be interesting to say the least. It is directed by Ryan Murphy, a.k.a. the man responsible for "Glee" and "American Horror Story." After Glee stole my heart and many Emmys, and "AHS" scared me to the point where I was not able to continue watching it, I looked forward to a show that could bring together both ends.

"Scream Queens" follows a group of sorority girls under the reign of their leader Chanel, portrayed by Emma Roberts, and are referred to as Chanel no. 1, 2, 3, and so forth. The elite of Kappa Kappa Tau are the most popular, rich, pretty girls at school but it all comes at a price. There are some dark secrets behind the diamond encrusted front doors of their palace-like home. I don’t want to give too much away, but it involves lies, hazing and murder-- just to name a few.

The character tropes are so exaggerated that it’s hilarious. You have your standard all-female cast: the rich,

H H H H

Meet the QueensEmma Roberts as Chanel Oberlin

Lea Michele as Hester Ulrich Abigail Breslin as Chanel #5

Keke Palmer as Zayday Williams Jamie Lee Curtis as Dean Cathy Munsch

Ariana Grande as Chanel #2

Nasim Pedrad as Gigi Caldwell

blonde valley-girl (who is of course the leader), the henchmen (one blonde and one brunette), the nerds who want to join the group, the doe-eyed motherless heroine, and the overbearing dean of students who wants to take down the popular girl. While giving in to all these standard character types may seem like a sign of weakness or poor writing, I think Murphy provides all these characters and writes them in such a way that they are parodies of themselves.

I have watched all the episodes so far and have yet to distinguish an actual plot. Mostly, the jist of it is preppy sorority girls killing people so they can get what they want. It’s really no television masterpiece, but it is very entertaining.

Throughout the season, the girls in Kappa Kappa Tau investigate the murders at their house and try to protect themselves against the Red Devil. The Red Devil is the obscure character who kills people and pops up at random times to scare you. The worst part is, the Red Devil is a silent killer and you’ll never know when he is going to strike. However, the girls don’t know if the Red Devil is a random killer, or if the killer is among them. This alluring mystery definitely pulled me in from the first killing the Red Devil performed. It’s scary enough that when I saw a Red Devil mask at a Halloween store I genuinely feared my life for a moment and had to check if I was actually alone.

The show can be quite violent at times, but I can pretty much easily get through an episode. For those who are in the same boat as me and fall somewhere on the spectrum between "Glee" and "American Horror Story," I would encourage you to watch this show. It is the perfect amount of comedy, horror and drama all in one.

"Scream Queens" airs Tuesdays at 8 p.m. on Fox. Even if you don’t know if you would like the show, I would encourage you to at least watch the pilot--you will definitely be entertained. H

Skyler Samuels as Grace Gardner

compiled by BRIDGET JONES

“ The jist of it is preppy sorority girls killing people so they can get what they want. It’s really no television masterpiece, but it is very entertaining.

“

"Scream Queens" features actresses from other shows such as "American Horror Story."

11page designed by Bridget Jones

by HELEN WHEATLEY opinion copy editor

H H H H

I found out about "You Too Can Have a Body Like Mine" by Alexandra Kleeman while reading through a book newsletter I receive every once in awhile. There was an author spotlight on Alexandra Kleeman with her debut novel in the newsletter that sang nothing but praises. My interest was peaked, and I did further research about both the book and Kleeman. Again, I saw mostly positive things, so I decided to give the book a chance and picked up a copy at Barnes & Noble.

The novel follows the humdrum life of a woman the reader only knows to be A. A is described as pretty and petite, but she often indulges in media, specifically television commercials featuring beauty products to reveal the "real beauty inside". A lives in an apartment with her friend B, who is also described as pretty and petite

"You Too Can Have a Body Like Mine" gives a unique take on self identity

When four creative, jittery, hot, bothered and ready-to-write musicians band together to form a supergroup, one of two things can happen: an explosion of musical genius will birth a piece of sound that changes the scope of music for the rest of us mere mortals, or that same dynamic will crash and burn due to eventual power struggle between egotistical musicians. Luckily, The Dead Weather’s third re-lease Dodge and Burn, does neither.

Jack White’s (The White Stripes) drumming, reminiscent of Bonham’s but with an extra nervous tick, Allison Mosshart’s (The Kills) manic, deranged, poisonous vocals in conjunction with the funky and omnipresent chug of the bassline (Jack Lawrence of The Racon-teurs) and intoxicatingly grimy tone of the guitar riffs (Dean Fertita of Queens of the Stone Age) create a mess of an album in the best of ways.

Dodge and Burn throws in occasion-ally shocking curveballs of 70’s rock and roll and garage punk all within the framework of what seems like a bluesy, impromptu jam sesh. It’s pay the band

Dodge and Burn is a beautiful explosion of cranky bluesin beer, drum on the steering wheel, only over 70 decibel rock with mean, meaningless lyrics. Dodge and Burn is intoxicating, dirty punk rock, an in-synch herd of animals stampeding right at your ears with a surprisingly bluesy twist.

The first track on the album, "I Feel Love (Every Million Miles)," introduces dynamic tempo changes and infec-tious drum beats that will set the tone for the rest of the album. "Buzzkill(er)" entertains some of the tastiest licks of the set, travelling between left and right channels for added effect.

While the first three tracks set high standards for the album, the record really finds its footing on the fourth track, "Three Dollar Hat." With White and Mosshart’s nursery rhyme lyrics, reminiscent of Icky Thump era, the song approaches being psychedelic but retreats into safer, weirder territory. The track is spoken word, bluesy rock trimmed to perfection.

The next few tracks incorporate more unconventional instruments, highlighting the musicians’ desire to investigate their limits. The organ on "Lose the Right" is evocative of Deep Purple, creating a sort of church of rock

and roll. This ‘cooler than you’ theme culminates in "Be Still, Mile Marks" and "Cop and Go," with Mosshart’s sleazy vocals that have a spit on the mic type of sound.

The album concludes with a seem-ingly random emotional ballad, "Impos-sible Winner." Upon first listen, this addition seems cheesey-- an obligatory sentimental song to draw in listeners. Given more thought, however, the song showcases Mosshart’s true voice and adds necessary depth to an otherwise fun album. The track showcases all four musicians’ talents, although it’s obviously White’s brainchild. It breaks the stereotype of the emotional ballad being the climax of the album. It’s the quiet and humble bow at the end of show.

Dodge and Burn digs its fangs into a rhythmic smattering of adulthood an-ger, creativity and originality, all finished and trimmed very intentionally. Dodge and Burn is experimental; it takes no hesitations in exploring every facet of the well-oiled machine that is the supergroup at its disposal. Dodge and Burn is not an album to be passively listened to; Dodge and Burn demands to be heard. H

H H H H H

just like A. B is very dependent on A for many things, such as what to eat or how to look, which has caused their relationship to wane and stretch thin recently. Another character in the novel is (you guessed it!) C, A's reclusive and logical boyfriend. Their relationship is also seemingly strained, with A noting in the very beginning that they barely even see each other.

Kleeman focuses very heavily on the idea of identity from the standpoint of the person themselves, other people and society as a whole, and how identity morphs and changes with obsessions and influences. This is evident even in the very last pages of the book. The characters in their own way struggle with their identity, either with trying to reclaim it or rediscover it. A seems to be the main target of this, with the book mainly centering on her and her struggles.

This focus on identity is probably the most eerie thing about the novel

because of its relatability. There are many people in the world who can identify with A’s individualistic yet generic spirit, making it easy for the reader to see themselves in her place.

"You Too Can Have a Body Like Mine" is not a coming of age story. It's a novel about the struggles of self-exploration and it heavily questions just exactly what identity is. Kleeman's take on identity and influence is unique and refreshing to read and it’s hype is well deserved. "You Too Can Have a Body Like Mine" is easily one of the best books I've read in a very long time.

I would recommend it to both people who think they've got themselves figured out and to those who don't. It’s a novel that stresses the struggles of trying to find your inner self, yet it takes a comical and intimate look at what it’s like not to know any of those answers. H

by ALEX DAVISweb copy editor


features

ManagingMadness:

How the maintenance men provide for, protect and participate in the STA community.

by TORIE RICHARDSON | editor-in-chief

maintenance modeling The maintenance men pose

for a photo Oct. 22. photo by MAGGIE KNOX

13page designed by Christina Kirk

Students raise their eyebrows as they drive into the STA parking lots, and falter as they

walk over the beer bottles and crushed glass that riddle the grass and con-crete. The students who file into silent study gather paper towels, annoyed as they push away food left over from lunch, crushing crumbs on the ground. Students in Windmoor complain as they set up tables and chairs before beginning class, and complain that no one bothered to set them up after yes-terday’s event. This is life without our maintenance men.

STA’s building and grounds staff consists of facilities manager Rafael Ramirez, assistant facilities manager John Palacio, and operations manager Gilbert Mont. Together, these three men are responsible for the daily upkeep of St. Teresa’s Academy. Better known as the maintenance men, they also must check “work orders” from teachers, staff members, and volun-teers, according to Ramirez. This could include anything from adjusting the air conditioning in a room, setting up a projector, or carrying something too heavy for a teacher to lift.

“I don’t think there’s anything they’ve asked us to do that we haven’t done,” Ramirez said.

Administrative assistant Kelly Drummond says she works directly with the maintenance men every day because she is in charge of making room reservations, which members of the STA community file when need to use a room for class meetings or other

events. Teachers also contact her with concerns directed toward the mainte-nance men.

“Anytime something happens, some-thing breaks, I have to radio them and get them to take care of it,” Drummond said.

In addition to maintaining the STA campus, the maintenance men also assist STA students. For example, when a girl thought she threw her class ring in the trashcan, Ramirez took the trash out of the dumpster to look for her ring. When another student dropped her phone into a street drain, the men

opened the drain to retrieve it. “[We deal with] funny thing like ‘a girl

threw up over here,’ ‘a faucet is leaking over here’...a million things could go wrong,” Palacio said.

The building and grounds staff have also helped students with car trouble.

“On Main, there was a student [whose] glass was broken on the pas-senger side,” Ramirez said, “and we vacuumed it out of her car.”

Ramirez says the men also jump “quite a bit” of cars whose batteries have died, and wipe markers off cars that have “PROM?” written on the back, if students want them to.

According to Drummond, the maintenance men work hard in their behind-the-scenes work, but have a “pretty thankless job.”

“They don’t get a lot of credit for how hard they work,” Drummond said.

Palacio even once chased a teen-aged boy who had attempted to break into a car parked on the STA lot through Brookside.

August 20 last year, STA went into lockdown after neighbors reported that unauthorized persons were in the sophomore lot with the intention of breaking into a car.

While most students were hiding in school classrooms, Ramirez and Palacio were in the parking lot resolving the problem. As Ramirez remembers, there were about six teenagers in the lot. He began to chase them, so they fled to their van and attempted to drive away.

“I jumped in front of the van,” Ramirez said.

Ramirez said he didn’t think about the danger he was putting himself in. He was carried by adrenaline and the thought of keeping students safe.

To avoid hitting Ramirez, the sus-pects jumped out of the van and scat-tered, so Ramirez called Palacio over the walkie talkie, and told him to chase them on foot.

Palacio said that, at first, he didn’t know why he was chasing the teen boy. He was only doing what Ramirez had instructed him. However, Ramirez explained the situation over the walkie talkie as Palacio ran, and Palacio ended up chasing the boy through neighbor-hood backyards for 35-40 minutes.

“I was just thinking ‘don’t get tired, don’t get tired,” Palacio said.

Policemen in Brookside were able to catch one of the suspects, though the others escaped.

“The cops cornered him in a garage,” Palacio said. “We weren’t involved after that.”

About chasing the boy through Brookside, Palacio said “everybody wants to hear that story.”

However, the maintenance men have a lot of other entertaining stories, according to Palacio.

They don't get a lot of credit for how hard they work.“ “

— Kelly Drummond, administrative assistant

by ELLIE GREVER | visual illustrator


featuresFor instance, one day Palacio and

Ramirez were changing lights out. Pa-lacio was changing the balance, cutting wires in a small electrical box one at a time, when he decided there had to be an easier way to achieve his task.

“I got lazy….I went to cut the wires all together and BOOM,” Palacio said. The lights went off, and, for a moment, Palacio thought he was dead. Though he was safe, he was a bit shaken up, especially because his tools were burnt where he had cut the wire.

“I don’t think I’m gonna do that anymore,” Palacio said, laughing. “But funny things like that happen some-times, you know, those little things that teach you.”

Occasionally, students ask the maintenance men to participate in afterschool activities.

Although Ramirez has long hours, he said he tries to find time to partici-pate. When he participated in Dancing with the Stars, a STA dancing contest inspired by the TV show, Ramirez would find short increments of time to

practice. He might practice for thirty minutes after school one day, then practice for an hour in the evening another day, he said.

While Palacio said he wouldn’t participate in Dancing with the Stars, he said that sometimes he’ll join in with Ramirez if he sings while doing a proj-ect - but only if no one is watching.

“Mr. Ramirez is funny - he dances and sings a lot,” Palacio said. “Me, I’m shy. If someone comes, I’ll stop. [Ramirez] will keep going.”

The maintenance men mostly work on projects during the summer, which includes a lot of painting, according to Palacio. During the school year, their work is more varied, and sometimes requires even longer hours.

Ramirez said he comes to work at 6 a.m. on most days, except in the winter. If it snows, he comes in at 4 a.m. to shovel it away. He works until 2:30 p.m.

Ramirez also said that Mont, who is recovering from back surgery, usu-ally comes in at around 11:30 a.m or 12 p.m. and works until 8 p.m. He

helps out with after school activities like sports practices, making sure the campus is secure and that students are safe.

Palacio said he works from 7 a.m to 3:30 p.m.

When asked what he would like STA students to know, Ramirez said he would advise girls to “get involved.”

“There are so many opportunities here. If you close yourself, you stay closed,” Ramirez said. “If everyone would serve, the world would be a bet-ter place.”

When asked what he would like STA students to know, Palacio said “Mr. Ramirez is real funny.” He also said “this is a good place to work. We really like it here. You guys make us laugh.”

When asked what she would like STA students to know, Drummond said students “don’t know how nice and car-ing [the maintenance men] are.”

“We interrupt them all day to do the things no one else wants to do, and they do it with a smile on their face,” Drummond said. H

1

4

3

21. Operations manager Gil Mont pushes in chairs at tables in Verheyen Oct. 22. Tables were set up across campus for the Practice ACT and PLAN tests for un-derclassmen. 2. Security manager John Palacio, left, watches as Rafael Ramirez places a table down in Verheyen. 3. Security manager John Palacio pulls chairs from a stack to place at tables in Verheyen Oct. 22. The following Oct. 24, PLAN and Practice ACT tests would be taken by underclassmen. 4. Facilities manager Rafael Ramirez reaches for a table to set up in Verheyen Oct. 22. Tables were set up across campus for the Practice ACT and PLAN tests for underclassmen. photos by MAGGIE KNOX

15pages designed by Christina Kirk and Violet Cowdin

Sisterhood of the

Auction Pant

- story by Claire Molloy | social media editor -

The Dart explores the history of STA’s auction pant.

- photos by Libby Hutchinson | staff photographer -


features

Auction Pant: through the years at STA

Sophomore Anna Kate Powell piles into the crowded audi-torium with her friends, trying to get a decent seat for this

year’s auction skit. She automatically cracks up at the sight of her teachers in wigs and costumes, but the whole time, she is eagerly awaiting one thing: the design of this year’s auc-tion pants. Once she gets her packet in advisory, she immediately starts brainstorming who she can sell her tickets to. Then a thought crosses her mind, “Why do we get a pair of pants for selling raffle tickets?”

Every year, students who sell ten raffle tickets receive a pair of STA pants, designed for comfort. Stu-dents can wear the pants instead of their uniform skirts from October until Christmas Break.

STA girls often sell their raffle tickets to neighbors, family or friends, according to senior Josie Buford. However, students like freshman Juliette Rafael think of other ways to sell their raffle tickets.

“I give my tickets to my mom to give out at her job,” Rafael said. “ My parents own a restaurant, so there are lots of people who could possibly buy them.”

About 12 years ago, the develop-

ment office was looking for a way to boost ticket sales, according to devel-opment and special events coordinator Terry Egelhoff. To make more money for the auction, the development office decided to give each student who sold ten tickets with some sort of reward.

“We wanted an incentive for the girls to sell raffle tickets,” Egelhoff said.

That “incentive” originally came in the form of a long sleeve shirt. Then came shorts that students could wear under the uniform skirts. After that, they tried scrubs because the students wanted longer pants. When the stu-dents complained that the scrubs were too thin, they introduced sweatpants. Egelhoff says there were problems with the way the sweatpants looked, which prompted a change.

“We did those regular sloppy kind of sweatpants,” Egelhoff said. “And then we thought those looked too sloppy on the kids so we didn’t want the uniform to look like that.”

The solution to the sloppy-looking uniform was to try yoga pants, which didn’t last long, either, according to Egelhoff. The current pants are a happy medium: not as tight as the yoga pants, but not as baggy as the sweatpants.

For the past two years, marketing and public relations director Megan Schaefer has designed the sweat-pants. This year, STA parent Laura Benge sent Schaefer a photo of the Texas Christian University sweatpants to be modeled after. Before Schaefer took over, the design was created by the company the pants were pur-chased from. However, designing the STA sweatpants was not Schaefer’s first experience with design.

“I do graphic design work for many departments throughout the school,”Schaefer said. “When the De-velopment Office asked for a design, I was happy to help.”

Teachers and staff like the idea of students being able to wear the sweatpants in the colder months, saying that warmth is more important

“This year['s auction sweatpant] looks good. It’s the best one I’ve seen in the four years I’ve been here,”

“ “

— Kelsey Romine, math teacher

photos by LIBBY HUTCHINSON | staff photographer

Pictured at right are five past pairs of STA auction pants.

17page designed by Violet Cowdin

than fashion, according to principal of student affairs Liz Baker. However, English teacher Carrie Jacquin thinks that there was an opportunity missed this year when it came to the design.

“The design this year is very col-legiate, but if we’re talking strictly high fashion, someone missed out on the “jogger” trend I keep seeing every-where,” Jacquin said.

Students like senior Amelia Redick, enjoy switching their uniform skirts for the warmer sweatpants.

“I like having the sweatpants in the winter because wearing them instead of the skirt is great,” Amelia Redick, senior, said.

President Nan Bone likes the de-sign, but prefers to see the students in their uniform skirts.

However, many students and teach-ers agree that this is one of the best designs in years. And they are happy to see that this year the pants have switched up their colors.

“This year looks good. It’s the best one I’ve seen in the four years I’ve been here,” math teacher Kelsey Romine said.

After Anna Kate picks up her tickets from her advisor, she finds a way to sell all her 10 tickets. A couple weeks later, Powell picks up her pants from the Development Office. The next day, she walks across the quad on her way to her first class. The wind blows hard and she is grateful to have the pants to keep her warm. H

Auction Pant Statistics

9.9% percent of girls do not plan on getting the pant this year

90.1% percent of girls do plan on getting the pant this year

33.3% percent of girls plan on wearing the pant couple times a week

63.7% percent plan on wearing them everyday

61.6% percent of girls have got-ten the pant in the past

38.4 percent of girls have not gotten the pant in the past

alternative coverage by JEANNIE O'FLAHERTY

CENTERSPREAD


According to the Gender and Education Association, in the 1950s and 1960s, secondary education brought the separation of boys and girls in England. This

separation allowed for a difference in curriculum- girls being offered subjects based on ‘feminine’ domestication and boys taking more ‘masculine’ science-based sub-jects. With two coed, two all-girl and one all-boy school, Kansas City and surrounding areas offer a variety of options when it comes to private high school education. As this gender separation continues, does the differentiation of curriculum remain?

Curriculum gapExploring the

story by MARYMICHAEL HOUGH and LINDEN O'BRIEN-WILLIAMSmanaging editor of copy and features copy editor

photo by VIOLET COWDIN

19page designed by Mackenzie O'Guin

ALL GIRLS VS. COEDBefore coming to teach at STA

three years ago, English teacher Kate Absher taught at two area coed schools, William Chrisman High School and St. Pius X High School. She also taught at all-girl Trinity High School outside Chi-cago, Il., which she says was “very similar” to the atmosphere at STA. While Absher enjoyed teaching in these four schools, she says the major differences in curriculum lay in what is approachable during class discussions.

“The major difference between curriculum, and this sounds so simplistic, is that we're able to focus on women’s issues,” Absher said. “Here, we’re able to focus our curriculum around that and then have a bunch of people interested, not to say men or boys shouldn’t learn about those things as well.”

For Absher, approaching these “women’s issues” is made easier by books she teaches at STA. In Absher’s freshmen classes, stu-dents read a variety of books from authors including Maya Ange-lou’s I Know Why the Caged Bird Sings, Shakepeare’s The Taming of the Shrew, Jane Austen’s Pride and Prejudice and Homer’s The Odyssey. Additionally, freshman students select a novel to read independently and study, each girl researching a women’s issue such as campus rape, education and leadership or eating disorders.

Although Absher enjoys teach-ing classes with heavy focuses on women authors, she says STA does not neglect learning from male authors.

“Overall, most our curriculum is classic literature, so we do have a lot of men authors,” Absher said. “We [study] William Shakespeare, we do [Nathaniel] Hawthorne, Mark Twain, we do F. Scott Fitzger-ald, Chinua Achebe… We’ve got some diverse backgrounds there.”

While Absher stresses that STA’s English classes focus on female topics “quite a bit,” previous Bishop Miege High School Eng-lish teacher Tina Wendling says the topic “just didn’t” come up in Miege class discussions. However,

according to Wendling, Miege’s emphasis on the Catholic faith was often integrated into literature discussions.

“[Miege is] so heavily focused on infusing Catholic teaching and morality into what we’re teaching and literature is a good place to do that,” Wendling said. “...Hon-estly I felt like as a teacher, [dis-cussing women’s issues] was not an option, [because] ‘this is what we do here.’ Maybe if I had been somewhere with more diversity, I would have, but it was just not a focus.”

According to Wendling, books she taught at Miege featured far more male protagonists and authors than female. Wendling believes this to be an issue re-solvable by different levels of the school staff “just being more conscientious” of the material covered.

“I think when you’re in that coed environment, your choices [are limited],” Wendling said. “Unfor-tunately, the majority of older literature is more male centric. In a Catholic school especially, you’re making more traditional choices of what you’re reading.”

Notre Dame de Sion High School English teacher Casey En-gel also noticed the large number of male protagonists featured in her previous coed classes.

“When I taught coed, and I did so for a decade, I did have a few more books featuring male protagonists than I do now,” Engel wrote in an email. “I used to teach more books like The Catcher in the Rye, Lord of the Flies, Fahr-enheit 451 and Frankenstein, which I think are truly important works... but you know, no matter the audience, those books weren't reaching students like the ones we

teach at Sion.”STA social studies teacher

Patrick Nielsen says he tries not to approach certain topics differently than he did when he taught them at Archbishop O’Hara High School. He does feel, however, that at STA, it is beneficial to use female-centered examples or show female perspectives “as much as possible.”

“I tried to talk about why we haven't had a female President, or Vice President [at O’Hara], and the topic never seemed to go any-where constructive,” Nielsen said. “That can be discouraging when you look for good discussions in a government class. I think for females especially, and here at St. Teresa's ones who are so driven, talking about politics more and understanding them better can help them break down the male dominated political system we have been a part of for so long, and that will be a very good thing.”

Miege junior and former STA student Brie Hussey does not see a change in content covered, but says that class participation at her coed school is “very different” from her single sex experience.

“I don’t know if the curriculum itself is very different, but the way the students approach it is different,” Hussey said. “I think at STA people were a lot more willing to speak openly about [certain topics], but I think people at Miege are a lot more relaxed and laid back about things in general.”

While Wendling says her Eng-lish classes did not include much female participation, according to Miege senior Nick Murdock, cer-tain organizations at Miege allow for expression of female students and other people who may feel af-fected by discrimination in society.

"This year is the beginning of the Women of Miege club which helps female students unite be-hind each other while also helping to better the women's bathroom and create a conversation about possible sexism in our school,” Murdock said.

According to Hussey, the Women of Miege club puts up

I don't know if the cur-riculum itself is very different, but the way the students approach it is different.

“ “

— Brie Hussey, Bishop Miege junior,former STA student

he read, she read The Dart compares reading lists for junior AP English Language courses at STA, Rockhurst and Miege.


inspirational questions in the bath-room, which students are allowed to answer on post-it notes. The club also makes basics like lotion available in the girls’ bathrooms. Murdock says besides the Women of Miege club, other areas of Miege bring awareness to impor-tant issues.

“Campus Ministry also of-fers the Community 360 retreat that I've been a leader on, which addresses sexism, racism, het-erosexism and many other forms of institutionalized discrimination and oppression in our society,” Murdock said.

While Wendling likes that in all girls environments, teachers can “preach that gospel of female em-powerment and independence,” she says coed environments have benefits as well.

“I think the real world environ-ment is a plus,” Wendling said. “I think there’s something to the fact, in a coed environment, on both sides, guys and girls, there’s a little more social appropriateness.”

Murdock also believes coed schools offer certain benefits that should not be overlooked.

“All male or all female schools might cover more specifically male or female literature and history in their courses, but I hope they also offer the same sorts of out-of-school gender or race based learning opportunities Miege does,” Murdock said.

ALL GIRLS VS. ALL BOYSAccording to Engel, Sion’s Eng-

lish department determines their curriculum by focusing on “em-pathizing with others through mul-ticultural literature” and on litera-ture featuring female protagonists and public figures. Engel says they do focus more on “strong female characters” and though they read books with “plenty of male coun-terparts,” the female condition is emphasized “a bit more” due to the all-female environment.

“[We read books focusing on] the suffering and hopefully triumph of the marginalized; the triumph of female strength after enduring adversity and oppres-sion; the intricate facets of the human condition that plague us, challenge us, drive us and empow-er us,” Engel wrote.

For STA senior Hallie Ryan, reading A Thousand Splendid Suns by Khaled Hosseini during her sophomore year stands out because it made her aware of the treatment of women globally. According to Ryan, although not every novel she has read at STA features a “strong female pro-tagonist,” the ones that do spark similar discussion.

“I think [reading novels with female protagonists] is important [at STA] because there’s only so far you can go in an English class-room talking about what it was like for this person at this time, but I feel like if you take a little bit from every book you read and discus-sion you have, you carry that for-ward in your own life,” Ryan said.

“You don’t just leave it in the book, you take it with you and it makes you more independent and more willing to see changes that need to be made. I think that’s one of the great things about STA, is how they prepare us for the real world and make us willing to make that change.”

Rockhurst High School Eng-lish teacher Mike Wickenhauser believes including female authors and protagonists in English cur-riculum is important, but at the high school level, teacher should choose authors “that look like the populations they teach.”

“I have found it more effective to incorporate female authors and female protagonists in our discussion of other, shorter writ-ing pieces,” Wickenhauser wrote in an email. ”...The longer works require students to relate more to character in order to sustain en-gagement. While some students are able to do this regardless of content, others are not. As such, the longer works I teach have predominantly male characters and are by predominantly male authors.”

Wickenhauser writes that Rockhurst specifically is guided by its “five benchmark values” of be-ing open to growth, intellectually competent, committed to justice, loving, religious and becoming “men for others,” which is reflected in class discussions.

“When we discuss a character's actions and motivations or any

St. Teresa's AcademyThe Scarlet LetterNathaniel HawthorneThe Adventures of Huckleberry FinnMark TwainThe Great GatsbyF. Scott FitzgeraldThe House of MirthEdith Wharton

Rockhurst High SchoolThe Scarlet LetterNathaniel HawthorneThe Adventures of Huckleberry FinnMark TwainThe Great GatsbyF. Scott FitzgeraldA Farewell to ArmsErnest HemingwayOne Flew Over the Cuckoo's NestKen Kesey

Bishop Miege High SchoolThe CrucibleArthur MillerThe Adventures of Huckleberry FinnMark TwainInherit the WindJerome Lawrence, Robert Edwin Lee

alternative coverage by LINDEN O'BRIEN-WILLIAMS

21page designed by Mackenzie O'Guin

topic in general related to the texts we read, students are challenged to relate what we read to them-selves and their lives,” Wicken-hauser wrote. “When they do so, they are also challenged to assess the characters and/or topics on moral grounds.”

Rockhurst High School junior Ryan Chandler agrees that Rock-hurst’s values guide discussions. He also finds that the all male environment changes the tone of different lessons and class discus-sions.

“I think going to a single sex school allows us to feel more comfortable when it comes to talking about life themes that pop up in books,” Chandler said. “...One theme that is more relevant in our literature because we go to an all guys school is brotherhood and comradery.”

STA principal of academic af-fairs Barb McCormick believes, like Rockhurst, the topics impor-tant to discuss at STA include the charisms of the sisters and the mission of this school.

“If you're taking a science course, you're going to look at ethical issues; if you're in a theol-ogy course you might look at the injustices of society,” McCormick said. “So, you're going to see these themes woven in and how women might have played a role in history or play a role in tomorrow’s world in making changes to those situa-tions.”

Ryan believes because history

“has been male dominated,” Eng-lish is the class she feels highlights women in history and different time periods. While she acknowl-edges the relevance of all girl schools empowering women and all boy schools empowering men, Ryan believes a balance should be struck.

“I feel like there’s only so much we can do at an all girls school to prepare the girls here for gender equality,” Ryan said. “But we also have to take into account young men at Rockhurst need to be prepared for that too. You can’t just have young women coming out of STA ready to take on the world; Rockhurst needs to accept that and incorporate that into their lives, too. I feel like if Rockhurst boys can see that and they’ve ac-cepted that and a way to do that is through literature, then that’s the best way to start making this happen.”

Although Engel feels her audi-ence makes it easier to discuss female specific topics, she agrees that a balance is important.

“I feel we talk comfortably about anything, and the girls tell me they feel the same,” Engel wrote. “Per-sonally, I feel a bit less hindered at a single-gender school... I do watch for conversations painting men in an unfair light, though. Sometimes we get too hard on men because of historical factors; we have to look at issues from all sorts of perspectives, which can become biased and clouded in a school of

empowered women.”According to McCormick, cur-

riculum can also mean what STA is delivering in the way of content, or the courses offered. When establishing content, STA looks at courses required and what courses offered that females are “more likely to take an interest in or look at professional opportuni-ties in.”

“When you’re talking about teaching young women in courses, you need to think about what adolescent women desire, how they clearn, how their brain works and what’s the best fit for them in a learning environment,” McCormick said. “That’s what we make more of our modifications in: towards being a teacher that instructionally is looking at what young women need in order to strive and thrive and be successful in a classroom.”

While Wickenhauser believes focusing on male authors and male characters is beneficial for Rockhurst students and under-stands all girls schools focusing on female authors and female char-acters, he says issues addressed at different schools should not depend on whether they are all female, all male or coed.

“A school grounded in values focuses on those values, which are not context specific,” Wicken-hauser wrote. “As such, the topics related to the values are impor-tant to discuss in an all male, all female, or co-ed school.” H

50% 50% 80% 20% 66% 33%

St. Teresa's Academy Rockhurst High School Bishop Miege High School

Percent of male versus female PROTAGONISTS in junior ap english language reading lists at sta, rockhurst and miege.alternative coverage by MARY HILLIARD


MAIN ED

The differences between St. Teresa’s and Miege, Sion or Rock-

hurst are innumerable. Each school has its own style, traditions, student body and curricula. Nonetheless, we can use these differences to our advantage through communication.

Local schools’ administrations meet often to discuss policies and course content. Teachers hold faculty retreats to share teaching techniques and approaches. These are necessary and even beneficial so that the staff can learn new teaching strategies and optimize their own curricula. However, communication should not stop with faculty. Students can gain a stronger comprehension and appreciation for education - both their peers’ and their own - by discussing their classes with other students. They will learn to value their own education as well as gain new

perspectives and even ideas for the future.

One example of this is the study of female authors and protagonists, which is far more prevalent at all-girls’ schools such as St. Teresa’s and Sion. While subjects such as history and literature often focus on male accomplishments and pursuits, females are often under-represented, particularly in male edu-cation. Students must ask themselves the value of learning about women and why they do or don’t study them, in order to gain a full understanding of their education.

The most effective way to combat a lack of understanding is clear and honest communication. Yes, there are genuinely misogynistic people out there, but many who do not under-stand are merely un- or under-edu-cated about the significance of female

representation. We take great strides when we stop the cycle of ignoring historically marginalized demographics in our education. Not only that, but dis-cussing curricula as a whole is incred-ibly beneficial to all parties involved. When students from different schools discuss curricula with each other, they gain a better understanding of what other schools learn and how that influ-ences their peers. We can observe the differences between schools and ask ourselves and each other questions about these differences: What are they learning? Why are they learning it? Is it beneficial for us to learn it? Why or why not? No school, class or curriculum is perfect, but with open minds and open lines of communication, we can con-tinue to improve upon existing systems and further our learning. H

Curricular differences should be used as springboard for improvementsCurricular differences can ignite valuable conversations for the overall improvement of all schools involved.

9 of 9 editors voted in support of this editorial.[ ]

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Artist of the Issue:Megan lewer

she’s older, making short films or audio visual art. She has made several short videos that she is considering entering in short film contests in the future.

Lewer says that a common theme throughout her artwork and videogra-phy is showing her different perspec-tives and feelings.

“People were telling me when they some my summer video that they could see my emotions in it”, Lewer said. “It was really nice, I got some good feedback."

Lewer’s advice to anyone consider-ing taking up art is, “If you feel like ex-pressing yourself through art is some-thing that helps you, take it up even if you feel like you’re not very good at it. Do it in your freetime, whether it’s painting music or making videos. It’s definitely a good outlet.”H

photo by VIOLET COWDINartwork courtesy of MEGAN LEWER

“I realized I needed to start pursuing these things now because something along the lines of this is going to keep me happy in the future.” Lewer said. “So whether it’s just a hobby or a career, it's something I want to do, instead of just sitting around regretting not taking painting.”

Lewer’s interest in painting began when her mom surprised her with her own set of watercolors and paintbrushes for Christmas. She enjoyed practic-ing and realized she wanted to improve, so she began taking classes the Kansas City Art Institute.

Lewer says that painting has helped her with her patience.

“It takes a lot of time” Lewer said. “When we do reproductions for class, I thought I could throw it together and get it done last minute, but it takes a lot of time and patience to get it to turn out right.”

Lewer spent the summer docu-menting her life with her dad’s old mini DV camcorder. After years of making short iMovies on her computer and videos with her camera, Lewer was finally ready to start showing off her work. At the end of the summer, Lew-er set up a projector in her backyard and invited everyone who had been featured in her video to her house to see her work for the first time.

Lewer says she may even want to go into videography as a career when

From water color paintings to short films, junior Megan Lewer uses art forms inside and outside of school to express herself.by ALEX FRISCH | staff writer

Through paintings, reproductions, and videography, junior Megan Lewer uses art as a form of self expression. According to Lewer, a common theme throughout her work is “teen angst” and she uses her art to enable people to see her perspective, whether it’s through a water color painting or the lens of an old DV camcorder.

Lewer was accepted into painting I at STA this year without taking the typically pre-requisite class. Instead of taking the year-long Drawing I course, Lewer compiled a portfolio to show vi-sual arts teacher Theresa Wallerstedt.

“I brought in a portfolio to show Mrs. Wallerstedt and she told me some little things I needed to improve on over the summer and then she said I‘d be ready for Painting I,” Lewer said.

Although Lewer hasn’t been in-volved in art classes at STA before this year, she has been involved in KC’s art community outside of school, which gave her the confidence to try it out at school.

“Originally, going into STA, I didn’t take drawing I because I didn’t think I was a very good artist,” Lewer said. “I didn’t think I would fit in that area of STA, but I really enjoyed doing it in my free time, so with some practice, my free time and my classes at the Kansas City Art institute, I became more confi-dent with my drawings and I wanted to become a better painter. “

Lewer says she has always had an interest in art, but she always felt there was a stereotype she needed to fit that she didn’t meet. For her, sophomore year brought a turning point in which she finally realized she wanted to pursue art.

UA


PERSPECTIVES

When I first came to St. Teresa’s after spending nine years at a school where I learned French all day, having class in English was foreign to me. Spanish class seemed like a great opportunity to continue on with language learning in a new school. I was thrilled to begin learning Spanish, but after a few weeks in the class, I soon realized that the majority of girls were only in the room to fulfill one of the three foreign language credits they

NGLA

SHOULD BE OF MORE IMPORTANCE TO TEENS

EGneeded to graduate. I understand that not everyone is going to find languages as interesting as I do, but it seemed to me that at least a handful of the girls in my class were purposely closing themselves off from absorbing the language in the slightest.

People who struggle with appreciating foreign languages should understand that learning languages is key to so many other aspects of our lives. Learning any new language, even just a few words, opens up doors that won’t be opened if we just grumble in class about how “conjugations are hard” or how “we’re never going to use this.”

I’m not saying every student needs to become fluent in a foreign language in four years. Students should realize the importance of languages in our daily lives now, while we still have the means to learn them easily. According to U.S. Secretary of Education Arne

Duncan, 18% of Americans report speaking a language other than English, while 53% of Europeans (and increasing numbers in other parts of the world) can converse in a second language. Don’t become like so many adults who will casually pull out a couple words in Spanish or French, saying they learned them in high school, but that’s all they can remember from a four year study.

In the U.S. alone, there are around 41 million Spanish speakers, a number that is only rising, according to the Guardian. By opening oneself up to learning Spanish, it would mean 41 million new conversation possibilities, with far greater possibilities of making a new friend. With that new friend comes even more chances of exposure to a new food they like, music they enjoy or current event important to them-- all aspects of culture that would go unexplored otherwise.

Learning that new language would

LINDEN O'BRIEN-WILLIAMS FEATURES EDITOR

U

25page designed by Helen Wheatley

If I’m hacking up a lung and I’m probably contagious, why am I still at school?

Is it because I’d rather spend my day in a desk than in my bed? Or is it because taking a sick day would count toward the five days of AP English I can miss per semester before my grade drops 5%?

If I wake up having a full-blown anxiety attack, why do I still attend classes?

Is it because I value my education so much that I refuse to skip even a day of learning? Or is it because I have a test, two meetings, a tutoring session and an in-class essay, and skipping all that would just pile on to my anxiety?

If I’m physically or mentally unwell, why don’t I just take a break?

Is it because school is more important to me than my health? Or is it because I’m told that school should be more important to me than my health?

As students, this is sometimes a daily choice for us. And school wins out a vast majority of the time.

We live in a culture which puts an

ESTUDENTS ARE FORCED TO VALUE SCHOOLWORK OVER HEALTH

enormous amount of importance on academic success. While this isn’t inherently bad, it can lead to high schools putting too much pressure on grades and attendance to the detriment of the students.

Without 8 to 10 hours of sleep a night, according to the Sleep Foundation, teenagers’ ability to listen, learn, concentrate, remember, control their emotions and even drive safely can be obstructed. As of 2014, “58 percent of 15 to 17-year-olds regularly sleep fewer than seven hours each night,” according to The Atlantic. Our brains are literally impeded from proper functioning without the right amount of sleep, yet somehow we’re convinced that staying up until 2 a.m. to cram in those last few vocab words is better for us, even if we’ll struggle to remember them come class time.

Not only is a lack of sleep incredibly unhealthy, but so is this pervasive, anxiety-producing culture which values academic focus above all else. My weekdays are all but filled with academia. I spend every free either catching up or getting ahead on schoolwork. I spend practically every activity in meetings for various clubs and extracurriculars. I sit down in front of my computer when I get home each day and I don’t get up, save for eating and attending dance classes. I usually get to sleep between midnight and 1 a.m., and I wake up at 6:30 a.m. to start the process all over again. Yes, some people have a better schedule than this - but I know for a fact that mine is not near the worst, even just at STA.

As a student diagnosed with generalized anxiety disorder (GAD), academic pressure coupled with six hours of sleep a night or less merely exacerbates existing anxieties. Whether it’s a newspaper deadline or a debate tournament or somehow having four tests scheduled in three days--or, God forbid, all of the above--there’s always something to be stressed about.

It’s easy to say, “Well, if you just work ahead / calm down / make a ritualistic sacrifice to Hades in exchange for the ability to stay awake twice as long, then you don’t need to be stressed!” I most often hear this from adults whose minds have glossed over the work needed to properly succeed in a high school setting. In actuality, that’s a simple misuse of cause and effect. We don’t “calm down” in order to avoid stress; rather, once we avoid stress, we can “calm down.” And when there’s always something new being thrown at you--AP, college, honors courses! NHS! Standardized tests! A job! Any hope of free time for social events! Maybe a nap somewhere in the mix!--there’s never an opportunity to get calm.

So I ask again:If you’re hacking up a lung and

probably contagious, should you still be at school? Do you show up anyway?

If you wake up having a full-blown anxiety attack, should you still attend classes? Do you attend anyway?

If you’re physically or mentally unwell, shouldn’t you just take a break? Can you afford to?

Why not? H

MADI WINFIELDSCHEDULING EDITOR OF WEB

also open up job options -- many businesses now look for employees to be bilingual, or at least proficient in another language. Beyond career options, the actual act of learning a foreign language can be so beneficial for your brain that it can actually lower your odds of suffering dementia later

in life, according to The New York Times.Although improving your

employment prospects and lowering your odds of brain disease later in life are both important aspects of learning a new language, perhaps the most important aspect of learning a new language is simply expanding your

horizons and doing what you can to bridge cultures. By just opening yourself up to a few new words, you could actually be working to eliminate prejudices and walls that exist between our Anglo-American culture and the rest of the world. H


SPORTS

Senior cross country runner Kay VanAsdale looks at her surroundings. It’s a foggy morning at the Kearney Invitational Cross Country Meet, and the finish line is in sight. She keeps her pace, focusing on the final steps of her final cross country race. She crosses the finish, placing eleventh. It’s the end of her four-year career as a JV cross country runner. According to STA Athletic Director Mark Hough, sports such as cross country, tennis, swimming and golf allow senior JV athletes, but basketball, soccer, lacrosse, and volleyball do not typically have seniors play on sub-varsity teams. “Different sports have different numbers of roster spots available,” Hough said. “As a competitive interscholastic program and members of the MSHSAA, there are maximum roster spots set by the state association for different sports. Other roster limitations are considered by the head coach of the program along with the specifics of the sport and acceptable good sportsmanship practices, such as playing our seniors against sub-varsity freshmen from other schools.” Despite the regulations set by STA and MSHSAA, many students do not agree with the cutting of senior athletes from certain sports. One STA student who disagrees is

senior Kailey McNett, who was cut from varsity volleyball this year. “[I don’t think that the regulations are fair],” McNett said. “I feel like [the senior class] has a lot of talent. We had ten seniors try out for volleyball, and I got cut and so did another senior, basically because of numbers.” After being cut, McNett made the decision to manage varsity volleyball in order to “stay a part of the team.” “I’ve played [volleyball] all three years here,” McNett said. “Then just to get to senior year and not be able to play kind of stinks, but I’m really glad I managed. I still feel like I’m part of the team, but I think it would be a lot more fun if I was actually playing. I’ll sit there and be like ‘I could be playing right now,’ but sometimes getting cut has to happen.” VanAsdale agrees with McNett. “I think that seniors should be able to play JV,” VanAsdale said. “I was on JV for all four years [of cross country], and I loved it.” According to VanAsdale, without JV seniors on the cross country team, “there wouldn’t be as much leadership.” “Without JV senior runners there wouldn't really be anyone to encourage the underclassmen to keep going,” VanAsdale said. “We only had one senior varsity

runner this year, and although she’s a great leader, it’s hard to be that kind of mentor to forty other girls that are underclassmen when you’re alone.” According to McNett, she would “definitely play JV” if she was given the chance. “I like managing and being with all my friends who are on varsity, but I think I would have so much fun on JV too. I played on JV last year, I love the coach and it would be great to play,” McNett said. VanAsdale is also grateful that she had the chance to participate in cross country as a JV runner. “I love cross country,” VanAsdale said. “I definitely wouldn’t have joined though if I knew the only way to run senior year was if I could run a twenty-minute 5k [in order to be on varsity].” However, according to Hough, JV teams are a “great way for underclassmen to develop skills.” “The sub-varsity teams are a great opportunity for underclassmen to be a part of a team, develop skills and to prepare for roles on the varsity team,” Hough said. “I don’t see the negatives of letting seniors play down,” McNett said.."If it’s the thought process that if you’re older you’re more talented, that’s not necessarily true. I think [STA] should let everyone play.” H

Senior JV athletes face certain restrictionsby MEREDITH MULHERN | staff writer

Seniors are elligible to be cut from sports if they don't make varsity in some sports at STA.

photo by ANNA HAFNER

Then & Now: Athletes carry their passions to collegeJunior Paige Powell and seniors Andie Round, Ryan Wilkins, Maddie Torti, and Emma Runyan commit to collegiate sports. by KATHERINE GREEN | news copy editor

27page designed by Meg Thompson

Paige PowellJunior Paige Powell committed to Rockhurst University this year to play soccer. Powell has played soccer since she was three years old. “Soccer plays a huge role in my life,” Powell said. “I didn’t realize how huge a role it was [in my life] until I tore my meniscus and was out for five months. That made me realize that if I can, I want to play soccer for as long as I can because I am not the same without soccer.”

Andie RoundAfter last year’s shoulder injury, senior Andie Round did not think that she would be able to swim again. However, this year Round committed to her “dream school,” Pepperdine University in California. “It’s going to be like Zoey 101 but nonstop plus swimming,” Round said.

Ryan WilkinsAfter playing basketball for 12 years, senior Ryan Wilkins committed to college. Wilkins will be attending Bradley University in Illinois. “One quote I have used a lot [in reference to basketball] is ‘If you want something you’ve never had, you have to be willing to do something you’ve never done,’” Wilkins said.

Maddie TortiFollowing her volleyball career at STA, senior Maddie Torti will be playing at DePaul University in Chicago, Illinois. “I’m super excited to play at DePaul and just really happy that I’ve earned the opportunity to play D1 because that has always been a huge goal of mine,” Torti said. Torti played varsity all four years while playing at STA.

Emma RunyanAfter playing club volleyball since the sixth grade, senior Emma Runyan committed to Graceland University in Lamoni, Iowa to play volleyball throughout college. “I’m super excited to go [to Graceland University] next fall and play volleyball,” Runyan said. “I’ve played since sixth grade and never thought I would continue to play in college. It’s actually where college volleyball started, so I’m really excited to be a part of the program.” H

photos compiled by KAT MEDIAVILLA


COMMUNITY

by MARY HILLIARD | editor-in-chief

PianosParade

on

photos by CASSIE HAYES | staff photographer

Keys 4/4 Kids and Kansas City Music Teachers Association explain the

painted pianos that have appeared around Kansas City.

29page designed by MaryMichael Hough

1. A piano, painted by local artist Charlie Podrebarac, sits in a gallery inside Union Station. Podrebarac has done artwork and designed advertisements for several business in the Kansas City area.2. A piano, located on the rootop level of One Light Apartment, is one of the many pianos placed around Kansas City, com-memorating Keys 4/4 Kids' 100th anniversary. This piano was painted by Jackie Denning, a local artist. photos by CASSIE HAYES

1.

2.

This summer, sixty decorated, refurbished pianos appeared around the Kansas City metro area, from the Trolley Trail to Union Station. These pianos were part of Pianos on Parade, a public arts program run by Keys 4/4 Kids, a local non-profit organization. Keys 4/4 Kids sells donated pianos and uses the profits to fund charitable programs, including giving away pianos to families in need and bringing pianos and musicians to the bedside of children in local hospitals. Keys 4/4 Kids partnered with the Kansas City Music Teachers Association, an organization of about 200 piano teachers from early childhood to collegiate level.

Pianos on Parade officially started with a kick off event at Union Station over Memorial Day Weekend.

“We had 60 pianos painted by artists in Union Station during the weekend,” KCMTA board member and Pianos on Parade program director Lisa Cattanach said. “It was so exciting. We had live music, activities for kids...On Sunday, we had a Community Play Along...We had probably over 100 people, random strangers playing music all together on all 60 pianos. It was so awesome, like a huge piano orchestra.”

After the Community Play Along at Union Station, all sixty of the pianos were distributed throughout Kansas City for the summer.

Pianos on Parade is part of KCMTA’s 100th anniversary celebration. In the fall of 2013, a committee met to discuss how to celebrate the anniversary when the idea for Pianos on Parade came up. Cattanach and program co-chair Michelle Gerhring started out by seeking out sponsors. Sponsorship supported Keys 4/4 Kids programs, as well as KCMTA and their scholarships for young pianists.

KCMTA member and artist liason Kari Johnson was responsible for finding artists to decorate the pianos. According to Johnson, some artists found out about the event and asked to participate, while others she already knew from her piano studio or were referred to her by friends. She also contacted local school art teachers and browsed through area artist lists and websites.

“I think we found an eclectic mix of artists who represent the KC art scene, including folk art, art educators, professional artists, and art hobbyists who are very talented and dedicated,” Johnson said.

Artist Carrie Field’s painted piano resides at 39th and Rainbow near The University of Kansas Medical Center. According to Field, a friend’s mom sent some of her artwork to the Pianos on Parade committee, then she was selected to paint one of the pianos.

“The experience was perfect for me,

as I did Chemo a few days before and took two days to paint the piano,” Field said. “I made the piano with a rainbow theme to symbolize hope and health.”

According to Cattanach, Pianos on Parade received a positive response from the community.

“The response from the community via Facebook and our website was great,” Cattanach said. “I also got a lot of personal emails with testimonials from people who just loved it.”

One response included a group of people participating in a “piano crawl.”

“They rented a limousine and drove around and sang songs around about 5 of the pianos,” Cattanach said. “I got to join them and it was a blast.”

Cattanach received an email from someone at KU Med who said the nurses coming off work “were tired and they enjoyed the piano to lift their spirits and have fun after long hard shifts”.

“One woman told me that her son played the piano but their piano wasn’t good and he practiced on the POP piano that was near their house,” Cattanach said.

Many of the pianos have been or will soon be picked up as fall begins, but a few that are indoors and will stay. According to Cattanach, they hope to repeat Pianos on Parade next summer and they are already looking for sponsors. H

LAST LOOK Match the teacher


compiled by Mackenzie O'Guin

graphic design editorto her spouse

Papineau

Greene

Blessen

Duf

f

Papineau - C

; Greene - D

; Blesse

n - A

; Duf

f - B

A

B

C

D

2. "I got a bloody nose when I ran into

a flock of geese while tubing"

1. "I can unwrap a Starburst inside my

mouth"

4. "I was born in a minivan"

Match the Student

A. Senior Amanda Wesche

B. Junior Lizy Hagan

D. Sophomore Claire Witt

C. Freshman Margaux Thompson

3. "When I was a few months old, my mom was lifting me out of my crib and got

my head stuck in the ceiling fan"

w 31page designed by Torie Richardson

to her ConfessionAnswers: 1-B; 2-C; 3-D; 4-A

compiled by Claire Molloy | staff writer

32the Dart | dartnewsonline.com | 30 October 2015 | page designed by Madi Winfield

In the DNOThe Dart Vol. 75

Check out the coverage on dartnewsonline

BREATHALYZING AT STA

story by KATIE DONNELLAN

VOLLEYBALLCOMPETES

AT STATE

brief by KAT MEDIAVILLA

ADVISORY IS MORE THAN 15 MINUTES

column by ANNA HAFNER

DARTTUBE:PIANOS

AROUND KC

video by CHRISTINA KIRK

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