Embedded Files
Photo Credit - Sean Simmers
Springing into preseason at MASH
Springing into preseason at MASH
By Molly Anderson
By Molly Anderson
As exciting as the winter season was at Mechanicsburg this year, the Wildcats are ready for Spring. Teams such as Girls' and Boys' Lacrosse, Girls' Softball, and Boys' Baseball teams are preparing for the upcoming season.
Last year, the Varsity Boys' Lacrosse team ended its season with a 13-6 overall record, losing to Central York in the second round of the playoffs. This year, they are aiming for greater success, as many seniors, such as Sr. Jack Deluca, return to the roster. The team begins its season at Cedar Cliff against the Colts, which is projected to be a great game. They started last season the same way, beating the Colts 14-2. Soph. Mitchell Rupich offers some words of encouragement for all our spring athletes at Mechanicsburg, “Never give up, nah nah nah!”
The Varsity Girls' Lavcrosse team is preparing to have the same success. Led by Coaches Thamina Peti and Anna Lougee, the team ended their last season with a losing record, but their preseason preparation shows good promise. According to Fr. Siniyah Haggins, each practice is filled with excitement and anticipation for the first game. She added, “I can’t wait to get back outside after the long, cold winter!”
Similar to the Boys' team, the Girls'’ Varsity Lacrosse team has many returning upperclassmen, such as Sr. Caly Hartman and Sr. Pooja Eastlack. Their first game is on March 9th at the Soldiers & Sailors Memorial Park Stadium against the West Shore Christian Academy Bobcats. Goodluck to both teams as they begin their season!
The Girls' Varsity Softball team opens its season on March 10th at Penn Manor. Finishing their last season, the Lady Wildcats finished 11-11, beating Penn Manor, 6-4. Unfortunately, the team did not make it to the playoffs, but they are putting in the time and effort in the preseason to get ready for a great season.
Led by Coach Clay McAllistar, the Boys' Varsity Baseball team is getting ready for another great season this spring. Beginning their season on March 9th, the team goes up against the Hershey Trojans. Both teams ended their last season with a record of 12-8, making this upcoming season opener out to be an exciting game.
Overall, every player from Mechanicsburg is training and working hard to be the best they can be. Regardless of whether they are getting ready for a new season or in the offseason after the winter season, the Wildcats are staying active despite the cold weather. Rain or shine, the Wildcats are staying active!
Celebrating Valentine’s Day at MASH By Campbell Shover
With Valentine's Day, February is an exciting time to celebrate the love we share with our family and friends. The holiday is typically associated with romance and involves an exchange of gifts or other expressions of affection, such as cards, flowers, chocolates, stuffed animals, or even a gift specifically tailored to the recipient.
However, in recent generations, the romantic connotation associated with Valentine’s Day has evolved, and people have grown to exchange gifts with friends, family, or coworkers instead of, or in addition to, their significant other. Whether it be time spent with a significant other, planning a friendly get-together, or hanging out with family, there are many ways to show appreciation and love for those you care about.
Recently, traditions such as “Galentines,” a Valentine's celebration amongst female friends, have been popularized. People may host Galentines as a potluck-style event, having friends provide various dishes to share, and may also spend time with friends watching movies, playing board games, or simply enjoying each other’s company. So. Milana Smith recalls her experience at a Galentines party, sharing, “I went to a Galentines party with my friends this Valentine’s Day, where we made face masks and shared chocolate fondue. I had a great time with my friends and appreciated the opportunity to spend time with them.”
In addition to Galentines, baking a Valentine’s-themed sweet treat for others is a great way to show your admiration and gratitude for your loved ones. “For Valentine’s Day, I baked heart-shaped sugar cookies and made chocolate-covered strawberries to give to my mom and sister,” noted So. Alyssa Brandt. One of the most rewarding things you can do to give back to important people in your life is to make them something homemade and heartfelt. For those who aren't into baking, making a craft is also an excellent way to give someone something
personalized. Every year for Valentine’s Day, I make my mom a pop-up card with handmade coupons for an outlet of self-care, such as a paid-for shopping spree or free massage.
Of course, buying flowers and chocolates for someone expresses sentiment, but you do not always have to go out and buy something to show someone you love them.
This February, I hope you feel inclined to give back to those you love, whether it be through a gift, quality time, or just a simple text message or verbal declaration of appreciation
Milana Smith and her friends, Ella Livelsberger and Madison Wilkins enjoy Galentine's fun.
Photo Credit - Milana Smith
Photo credit - Bethune-Cookman University
Honoring voices that inspire
By Emma Schaffer
Black History Month is a time to celebrate the achievements, resilience, and creativity of Black individuals whose contributions have shaped history. Many voices have been overlooked, yet their impact continues to inspire generations. One such figure is Mary McLeod Bethune, an educator and civil rights leader who devoted her life to expanding educational opportunities for Black children. She founded a school that became Bethune-Cookman University and worked tirelessly to promote equality, demonstrating how vision and perseverance can create lasting change.
At our school, students and teachers alike reflect on the importance of recognizing these influential voices. World Cultures teacher Mr. Koman shared, “Sharing these stories reminds students that determination, creativity, and community can create real change, and that every voice matters.” His words emphasize that learning about history isn't just about dates or names, but about understanding how these leaders shaped the world and how their influence continues today.
Black culture continues to shape music, literature, art, and innovation. From jazz and gospel to poetry, novels, and groundbreaking inventions, these contributions preserve history while inspiring future generations. Assistant Principal Mrs. Roberts added, “It's incredible to see how creativity and resilience can leave a lasting impact,” highlighting why these stories matter for everyone in the community.
As Black History Month comes to a close, we encourage everyone to reflect on these stories, celebrate the achievements, and consider the ways each of us can contribute to a more inclusive and understanding community—because every voice matters, and every story deserves to be remembered.
A group of orchestra students recently enjoyed a special Philly trip!
Photo Credit - Mrs. Willits
Benefits of music programs at MASH
By Chloe Querry
Many students at MASH participate in the vast music program options at MASH. Whether it be a musical ensemble, like band, chorus, or orchestra, a music elective, like Digital Music or Music Theory, or an afterschool program, like jazz band, Wildcat Singers, or musicals, there are many opportunities for students to enjoy doing what they love while also getting to experience something new. Mrs. Willits, Mr. Goldsbourgh, and Mr. Kaslusky are the three main music directors here at MASH, but many other staff members, specifically for the musical, help put together these programs. Music programs are not just meant as a way to get out of long study halls, but they are a way that students can grow intellectually, mentally, and socially.
Music allows students the ability to succeed in school, as it requires both sides of the brain to be active, and forces them to think critically inside and outside of a music setting. Because music “builds and strengthens connections between brain cells” and “nourishes the process of learning”, students become more active participants in their classes, have higher mental maturity, and become independent learners (Peralta). “In Save The Music’s recent case study in Newark, New Jersey, schools with quality music education programs had a decrease in students being chronically absent from school” (Peralta). Music gives students something to look forward to in their school day, so they will be more inclined to go to regular classes when they know they can participate in something they love during that time.
Furthermore, “In West Virginia, Save The Music found that 83% of music teachers believed that their students who participate in music have increased their overall engagement in school, attend school more often, and perform higher in other academic subjects” (Peralta). Numerous studies have expressed how important music is, not just explained by students, but also by those who teach them, providing first-hand feedback from those who work with students who have the opportunity to become involved with music programs.
Music programs are a way to bring various groups of students together and strengthen MASH’s wildcat community. Students work together to create a final product that they can perform or show to their peers, which allows them to be able to develop key skills, like a growth mindset and the ability to work as a team, to feel accomplished by the end of the learning process for a certain piece or production.
Many members of the MASH musical, Hello Dolly, express their love for music programs and the community and friendships they have built because of it. So Claire Sterling expresses her love of the musical community and getting to show off the final product to the school. She has been able to meet and make new friends across grade levels, which has been an amazing experience for her. In addition, So Emily Miller explains how it is really cool to be a part of something bigger than just herself, and it combines her love for singing and dancing. Like Claire, she believes the community truly builds lasting relationships and has benefited her social wellness tremendously. Similarly, Fr Hannah Stauffer feels that being in a community with all grades has helped her grow and be able to meet so many new people. This community helps her strengthen friendships and make new ones. Music is a program that specifically combines many grade levels, so it allows students to gain advice from those who are older than them, as well as simply make lasting friendships.
Overall, whether in a classroom or through other musical ensembles, music is something that brings our MASH community together, improves students’ academic performance, and increases their feeling of connectedness to students across grade levels. Music is a way of communicating with people from around the world, no matter where they come from, so even students who are new to the English language at MASH are able to connect with others through these classes. Having these programs in our school proves vital through both our teachers’ and students’ minds. Without having music programs, many students would not have the creative outlet they need to be able to come to school with a positive mindset and a positive outlook on the upcoming day. Music gives students a purpose and a reason to share their talents with others.
Works Cited
Department of Fundamental Neurosciences. “How musical training affects cognitive development: rhythm, reward and other modulating variables.” PMC, https://pmc.ncbi.nlm.nih.gov/articles/PMC3957486/. Accessed 17 February 2026.
Peralta, Lia. “The Cognitive Benefits of Music Education: How Music Strengthens the Brain.” Save the Music Foundation, 2025, https://www.savethemusic.org/blog/research/benefits-to-the-brain/. Accessed 17 February 2026.
Should student-athletes have to take Physical Education class?
By Alevia Durham
Close your eyes, tighten your shoelaces, and imagine this:
You are a student-athlete who just completed a weekend-long tournament with your team. You won, but the hours were brutal, from waking up at 5 am to finally getting home around midnight. Your body is sore, your legs are bruised, and all you want to do is sleep. You collapse in bed, but what feels like a second later, your alarm goes off for school. You groan, slump out of bed, and get dressed. You quickly shove half a bagel in your mouth to subdue your growling stomach. Just as you’re about to walk to the bus stop, or get in your car, you let out a loud, enraged scream through the cream cheese—you have P.E today.
Alright, open your eyes. Keep that scenario in the back of your head, and picture another one:
You have been drowning in homework all weekend long. You sat at your desk from Saturday morning to late Sunday night, staring at mind-numbing math problems and vocabulary lists for your test. The only time you took breaks was to feed yourself, and even then, you were so determined to finish the work that you only had a few bags of chips, some Gatorade, and two apple slices from your sibling’s plate. Your back hurts from slouching over papers for hours on end, and your wrist hurts from writing countless pages of notes. Finally, you’ve finished, feeling a sense of accomplishment. You go to bed, wake up, and smile—you have P.E today. Finally, you have the chance to get up, move, and forget homework.
Open your eyes again. Take a deep breath.
For some, P.E. class is a dreaded hour-and-a-half-long period, while for others, it's a chance to be active after an otherwise static day. While the advantages of physical activity in schools are obvious, like the development of effective communication skills, social interactions, and just plain fun, the disadvantages are, most of the time, few and far between. For example, required P.E. classes may be unnecessary for students who are already substantially physically active outside school hours, whether through school sports or other recreational activities.
This raises the question: Should student-athletes be required to take a P.E. class?
The first thing we should address is that national and state-level guidelines recommend a specific number of hours of physical activity in schools per week. The Pennsylvania Board of Education requires that health and physical education be provided to all students in grades K-12. Districts within the state have the authority to determine the frequency and duration of classes, as long as they meet state curriculum standards. In general, most legislative proposals have suggested allocating about 150 to 225 minutes of weekly physical education.
“I dance for about ten hours a week,” says So. Chloe Querry when asked how much time she spends participating in her sport. “It is all year long, and it’s pretty consistent throughout all twelve months.”
When asked about her opinions on taking a P.E class despite her abundance of physical activity, Querry commented this: “I feel that depending on the specific class, P.E could either help me or hurt me. Activities like yoga feel like a waste of time, while high-cardio workouts help me build endurance, which is helpful for dance. Most of the time, though, it doesn’t do anything for me.”
Alright, that’s fair. But what about pursuing different P.E classes? MASH itself offers many options for physical activity, from Personal Fitness aimed at specific, individual goals to regular, grade-level P.E., which gives students opportunities to try new activities and games and work in teams. If students feel like “regular” P.E is a waste of their time, why not try a different class?
While that sounds like a good idea, such solutions are only available to certain grades. Freshmen and sophomores are stuck in the mud of a potentially improvident class, while juniors and seniors can take advantage of Personal Fitness, which lets them customize their experience. Would students still feel that the P.E. requirement in schools was a waste of time if they could work toward independent goals using MASH’s extensive fitness facility?
“I feel that overall, P.E class doesn’t really help with communication skills and teamwork,” adds Querry when asked if she sees the advantages of P.E class, like certain social skills. “A lot of the time, you’re put into groups with people who try really hard. That isn’t helpful when you're put with others who don’t put in as much effort and aren’t as committed to the activity or game. It definitely conflicts a lot.”
This is not anything new. I’m sure we’ve all been in situations with both kinds of people described in the examples above. Sometimes we’re put in a group with the kid who’s been playing in a soccer tournament all weekend and has absolutely no energy for castleball. Other times, we’re with those who are so excited to finally move after brutal hours of homework that their enthusiasm ruins everyone else’s good time. Querry is right; there is definitely a communication barrier between the people who think they will receive an ivy-league level scholarship for throwing a ball into the faces of others who simply don’t care.
But what about the potential disadvantages? Like Querry, do others feel like P.E is an unproductive segment of their day when they could be working on another class? Assuming a student had the recommended amount of hours participating in physical activities per week and didn’t have to take P.E class, what would they fill their time with?
“It’s so unproductive. When I’m in P.E., I’m learning things I already know from outside sports and other activities. My time could definitely be put somewhere else when I have a big test coming up, or I have something else I should prepare for.”
Indeed, some classes are notorious for having more homework and recommended study time than others. Most of those classes, coincidentally, occur in sophomore and junior years, when only upperclassmen can take Personal Fitness, giving them the chance to read while walking on the treadmill or memorize vocabulary while weightlifting. Sophomores taking classes like Biology or AP courses don’t have that advantage, and are instead stuck learning to play Benchball when they could otherwise be preparing for their massive unit text that’s coming up in a few short days.
“If I had the chance to take another elective, I would definitely use that opportunity instead of taking a P.E class,” Query explained. “I would also love to use that as a study hall to get work done for my harder classes.”
This is what we want to hear from our MASH students! Don’t we want them to take as many opportunities as possible to explore their interests before they ship off to college to pursue what their hearts desire most? Why not take the time not spent in P.E class exploring different electives, from studying Modern Conflicts for those with an interest in history to those taking Child Development who find their calling working with kids? Alternatively, would there be another required course for students, like the Personal Finance course required for seniors? I’m sure we can think of a few students who would benefit from such required “adulting” classes, perhaps including ourselves.
That said, we leave it to students to determine their level of academic interest. While some may pursue more rigorous classes or attend a study hall to complete homework, others may not. However, this is nothing new; it is up to the individual student to decide whether to take advantage of this lack of P.E., whether it is filled with an elective or a free period.
If student-athletes were excluded from P.E. class, how would MASH staff verify that they are actually participating in the activity? What about students who aren’t a part of a high school team, and like Querry, dance at a studio completely unrelated to MASH? Do we have these kids track their heart rate for a set number of hours, as we do for seniors taking Distance P.E.?
I hate to break it to you, but riding the bench during your lacrosse game isn’t considered a physical activity, regardless of whether or not you warmed up an hour and a half earlier. With that in mind, do we trust everyone to have integrity when tracking their activities and hours?
This begs another question: what happens when sports are seasonal? A student might receive more than enough hours of physical activity in the fall when they play football, but what about in the spring when they don’t participate in another sport? While training and practice for some activities might continue, they aren’t as vigorous as during the sport’s season. So, when you’re not actively participating in your seasonal sport, should you have to resume taking a P.E class? What about year-round sports? Do students only need to attend class when their physical activity isn’t otherwise in session?
Oppositely, P.E teachers Mrs. Barr and Mrs. Sollenberger commended, “In the PE department at MASH, we believe that we are giving students the tools to succeed in the future. Not only will they have the ability to walk into any fitness center in the world and utilize the equipment, but in their day-to-day lives, they will be better at communicating, advocating for themselves, and understanding the value of self-reflection.” When asked why P.E. class is advantageous, both for students who participate in rigorous sports and for those who do not, Barr and Sollenberger said, “Teachers in the Phys Ed department at MASH truly don't ask much of our students. We ask that they try their best, strive to be successful, be open-minded to trying new things and engaging with others, maybe they normally wouldn't, and practice utilizing a positive mindset when faced with challenges.”
Indeed, P.E grades are based solely on participation in activities, completion of content knowledge assignments that show students the power of physical activity, and occasional performance tasks after various units. The main goal of P.E class isn’t to torture students into being active—it’s to build on the foundation learned in class and apply those valuable skills to extracurricular sports.
As mentioned in our earlier example, sometimes all a student needs to begin or end the day is a little physical activity. Stepping away from homework and other stressful situations is important, as is setting all your problems aside at the gym door to focus on something other than schoolwork or turbulent relationships.
“Physical activity alone is known to reduce stress and improve mental health. Physical Education classes provide a time during the school day where students can come be active, while also enjoying some time to socialize with friends and disconnect from other stressors they may encounter throughout the course of a normal school day,” explains Barr and Sollenberger.
But what about the material? P.E isn’t all about throwing balls and scoring points, nor is the foundation of the class built on who can lift the most weight.
“The content learned in PE extends beyond our classroom and into other classes throughout the building as well,” both teachers described. “For example, when a student is working on a group project, skills learned in PE will allow them to collaborate with others, offer constructive criticism, and be open to learning and growing from mistakes.”
But how do we ensure that all students, regardless of skill level, can succeed in P.E class and enjoy themselves? As Querry mentioned above, sometimes, students are stuck in a class with others who try abnormally hard, and others who don’t. Neither attitude is particularly bad, but certain views of P.E. class tend to hinder teamwork.
“No student is ever assessed based on skill level. At MASH, our department sets everyone up for success by only asking students to change into their sneakers,” Barr and Sollenberger reflect when asked this question. “Students are asked to come to classes and try their best. At MASH, you truly have to try hard not to be successful in our classes. While we do have students who are not successful or fail, that grade in no way reflects an inability to be physically active or a lack of some skill. All teachers in our department believe that physical activity is something everyone can and should engage in regularly, regardless of skill level or experience. We teach that movement is valuable, no matter who you are, and we encourage students to find a type of movement they love, in hopes that it becomes a part of their lives now and beyond these ‘four’ walls.”
Keeping everything mentioned above in mind, including both the advantages and disadvantages, downfalls and benefits, how do you feel? Do you think student-athletes should be required to take a P.E class at MASH?
MASH’s WAC is an extension of the gym being used for physical activity.
Photo Credit - https://www.cra-architects.com/project/wildcat-activity-center/
Photo Credit - Wang Yukun / Getty Images
Science behind sleep:
How much do students need?
By Kyle Moreno
It seems that more and more students find it difficult to manage their sleep schedules effectively during school hours, whether that's gaming, doomscrolling across various media, or simply having a schedule that's too full. It is a commonplace at the school; in fact, I had a difficult time finding students with a relatively normal sleep schedule. But really, how much do students really need? Why is it that some people can still function with so little sleep, and some don’t? Join me while we dig a little deeper into this problem, and hopefully we can all get a better rest tonight.
First, what actually happens when we sleep? A lot of people think the brain just shuts off, but that is not true at all. While we sleep, the brain is busy organizing memories and processing information from the day. That means if you stay up until two in the morning studying, but only sleep for a few hours, your brain might not fully store what you learned. In a way, pulling an all-nighter can hurt more than it helps.
Sleep is also important for your body. During deep sleep, your body repairs itself and releases hormones that help you grow and stay healthy. Teenagers usually need about 8 to 10 hours of sleep each night. Most students are not getting that. When you keep losing sleep night after night, it adds up. This is called sleep debt, and it is not something you can fully fix by sleeping all day on Saturday. As Jr. Elijah Gochenaur put it, “Even when I get a lot of sleep, I still feel tired at school. It just never feels like enough.”
Some students say they are fine with five or six hours of sleep. The truth is, most people only think they are fine. Lack of sleep can slow reaction time, hurt focus, and change your mood. You might feel normal because you are used to being tired, but your brain is not working at its best. My brother, So. Ethan Moreno, who spends hours at swim practice, said, “I’m really busy with swimming, but even with less sleep I feel like I function pretty well most days.”
There is also something called your circadian rhythm, which is basically your internal clock. For teenagers, this clock naturally shifts later, which is why it feels easier to stay up late and harder to wake up early. On top of that, screens make it worse. The light from phones and laptops can trick your brain into thinking it is still daytime, making it harder to fall asleep.
Not getting enough sleep does more than make you yawn in class. It can increase stress, weaken your immune system, and even affect mental health. When you are tired, it is harder to concentrate, control emotions, and make good decisions.
Sleep might seem optional, especially when homework and social media feel more important. But scientifically, it is not optional at all. It is something your brain and body need to function properly. If we want to perform better in school and feel better overall, getting enough sleep is a good place to start.
Students recommend Advanced Placement Courses
By Emily Jogi
As the year progresses, conversations about next year's course selections have heightened among students, especially following the recent course selection period earlier this month. Many underclassmen express interest in taking Advanced Placement (AP) classes, but often feel uncertain about which classes to choose or what to expect in the AP courses. To help demystify the options and identify the “best” AP classes for the upcoming years. I reached out to upperclassmen and asked them, “What AP course would they recommend the most to underclassmen?”
Sr. Aidan Pinsker highly recommends AP United States History, stating,“The course is important.” Pinsker also notes that “CMACK (Mr. McAllister) is a good teacher” and “[is] very knowledgeable about the material; plus, he’s funny.” Another AP history class Pinsker recommends is AP Government and Politics (AP Gov), and shares that Mr. Gayman, who teaches AP Gov, is a good teacher. Beyond history classes, Pinsker advises taking AP Language and AP Literature. He states that AP Literature “exposes you to different types of literature, important writing, and different time periods.” Pinsker mentions that AP Lang aids with “knowing how to write and read rhetoric,” and comments that the “AP English teachers are great.” Overall, Pinsker says his favorite AP classes have been in the humanities or English studies.
Jr. Ayten Eldib states, “I would recommend rising juniors take AP Statistics. It’s a very relaxed class with a lighter course load, while also teaching critical thinking and problem-solving from a new perspective. It’s unlike any other math course–it might seem frustrating at first, but the universal analytical skills you gain are invaluable and essential for higher education. Although I do not like history, I loved AP Government. Everyone should understand how the world around them works, and AP Government does just that. Not to mention, Mr. Gayman is an amazing teacher, and his interactive teaching makes it easy for students to grasp complex topics while enjoying learning the material.”
Similarly, Sr. Chelsea Guan shares, “I would definitely recommend AP Government & Politics (usually taken by juniors)! Class material can be challenging, but don't let that deter you from taking the class, as Mr. Gayman is a great teacher and will definitely prepare you well for the exam if you do your part and work equally as hard. Course content is also interesting, and I think learning about our government, how it works, and democracy is incredibly relevant for civic engagement. For those who have taken AP Government, an underrated elective also taught by Mr. Gayman, I highly recommend American Law.”
Jr. Allison Shute adds some helpful advice: “I’d recommend taking AP courses in which you’re actually interested. I take an AP stats course-even though I have no interest in math- and it really showed. I never really felt like doing the work, and I kind of struggled keeping up. At the same time, I took an AP GOV course and loved it. Don’t take courses for the credit bc they’ll usually end up being a waste of your time.”
Interviews with the upperclassmen reveal varying opinions, but all four interviewees agreed upon AP U.S. Government and Politics as a highly recommended course. Selecting the appropriate AP course can play a significant role in a student’s academic journey and personal growth. Given the varying perspectives on the different courses, it’s important that underclassmen take into consideration the course material alongside their personal interests and strengths.
Photo credit - The Talon Tribute
Spring Concert Prep.
By George Bartholomew
Every school year, the music departments have three concerts, one in the fall, one in the winter, and the upcoming one in the spring. To make sure the musicians are prepared, work starts all the way back at the start of January. Band, Choir, and Orchestra members get new pieces to work on after the winter concert ends and they are usually the ones with the most difficulty.
I interviewed So. Joseph Kaslusky to gain intel on Symphonic Band’s preparations for the concert.
Question: What have you and the band been doing to prepare for this upcoming concert?
Answer: In the last few months, we have started two new songs for the full group Symphonic Band. We have a slow lyrical piece called How Sweet The Sound, which is a take on Amazing Grace, and Incantation and Dance, which is more technical and artistic. We rehearse twice a cycle, once in half groups and once in full ensemble on day 6. We practice playing different styles and making our set as polished as possible.
He told me that he enjoys getting the pieces earlier as it allows for him and the other members to focus on technique and making the pieces sound the best they can.
I also interviewed Mrs. Willits, our orchestra director for her perspective and thoughts on the concert.
Question: How are the orchestras preparing for the spring concert?
Answer: Both orchestras are working diligently each week to prepare repertoire for the spring concert. We have a variety of pieces from various time periods including Spring and Summer from Vivaldi's Four Seasons, an epic arrangement of Shostakovich's Symphony No. 5, For Good from the Broadway show Wicked, and various other pieces. All of the music we are playing for the spring concert is very high level and it has been exciting to see the growth occurring in both groups so far this year.
Question: How does starting these pieces earlier in the year help these students grow as musicians?
Answer: Having a few months to work on this repertoire allows us time to dig into the historical background of each piece to understand the composer's intent, and to understand the stylistic requirements of each piece. Starting the spring concert repertoire in January also gives us an opportunity to work on fundamental skills and techniques required for each piece. For example, the Shostakovich Symphony requires advanced knowledge of the fingerboard due to the complex key signatures and faster tempos. The slower, more lyrical pieces require us as orchestral musicians to have a lot of bow control for a full and rich tone quality. Working on these fundamental skills each week not only helps us learn the repertoire, but it improves our overall skills as string players. Learning these pieces is a long, tedious process, but the overall outcome is truly special.
The choir has its own selection of pieces as well. There are some latin pieces such as Domine Deus and Beati Quorum Via (one of Mr. Kaslusky’s, the choir director, favorite pieces). There are also some fast paced and energetic pieces as well such as I’ll Stand and With Cat Like Tread from the musical Pirates of Penzance. The sharp contrast and tones of these pieces is something Mr. Kaslusky has considered and put a lot of thought into, and it makes for a great concert experience for not only the audience, but also the students.
Each group has their own way of going about preparations, but all the departments focus on diligence and repetition to really hammer in the main messages that should be taken from the pieces and also how they should be performed. With the direction of Mr. Goldsborough, the band director, Mr. Kaslusky, and Mrs. Willits, the concert always is a highlight of the year and showcases all of the wonderful music talent at our school.
Course Selection Tips For Next School Year
By Alexis Fedoriw
It is that time of year again when students at MASH will have the opportunity to choose their classes for next year. This can quickly become a stressful time for some students, so there are a few tips every student should keep in mind.
The most important thing every student should keep in mind is the number of credits they need to be on track. For each student to graduate, they will need a minimum of 26 credits, so it is important to know if you are projected to be on track to graduate.
Current freshmen scheduling for their sophomore year, they should decide what they want their main focus to be for the next year. For instance, do they want to try to integrate more challenging courses into their course load, or would they like to take easier classes? Either way is perfectly acceptable, but it might be something to keep in mind.
Current sophomores trying to figure out what classes they want to take their junior year need to carefully consider what classes they choose because junior year is the hardest year of them all, at least in my opinion. Juniors' scheduling for senior year can have a lighter schedule, but they are still required to take English, PE, and personal finance.
A current student, Jr. Amedeo Shook, here at MASH depicts the route he chose when selecting classes for his junior year, vocalizing, “I chose easier classes, and it negatively impacted my junior year because I could have challenged myself more and gotten more out of my classes.”
Jr. Sammy Valvo recalls, “I kept the same difficulty of classes as my past few years, which has given me more time to work and make money.” There are many different paths you can take, as seen from these students and many more; make sure to learn from these students.
If you want to make your course load heavier, below are some class swaps you can do:
Government→ AP Government
11th grade English →AP LANG
If you want to add more classes, here are some options based on the department:
Science: AP Chem, AP Bio, Anatomy
Math: Trig and Selected Topics, Trig and Pre Calc, Statistics, AP Stats, Elementary topics of Calc, Calc 1, Calc 2
Below are some elective options (many more not listed):
Sociology
Global perspectives
Global Kitchen
Foods 1
Advanced Foods
In conclusion, scheduling is a very important matter, and don't be afraid to reach out to your counselors and talk to your teachers! Best of luck!
Hello Dolly: Updates
By Chloe Luft-Hoover
As the date of the 25-26 school year’s musical creeps ever closer, those involved increase their preparations to ready themselves for their big performance. Hello, Dolly is a musical about a meddling matchmaker, Dolly Levi, and her journey to New York to find a wife for a wealthy man. The play follows the ensuing schemes and drama surrounding the quest for love. The cast has been dedicated to their practices for the past several weeks and is continuing to practice rigorously. Several participants in the musical have been asked about their experience so far and how they believe preparation is going.
So. Claire Sterling is proud of the cast's hard work and progress so far. The entire cast has expressed thanks to the directors and other cast members who have made this year’s production possible. They have really enjoyed the experience so far and appreciate all of the memories made. Sterling says this about the cast’s feelings as their performance date approaches, “I think I speak for all of us when I say we are excited to perform, but also sad about the bittersweet ending of the musical season.” This sentiment is surely echoed throughout the cast. Sterling also mentioned the hard work everyone has put into the show so far, and says they will continue to do so up until the performance.
The mounting anticipation for the soon approaching show dates is widespread. So. Amelia Chuckalovcak says of their progress, “Hello Dolly is really coming along well! Everything is learned, and the show is coming alive!” Chuckalovcak also shares that Jr. Sydney Skopp, who plays Dolly, was on Good Day PA on February 20th to represent the show. This will certainly help spread the excitement and generate interest in the MASH show. Chuckalovcak invites everyone to buy a ticket to see the show and support the cast members, and celebrate the product of all their hard work.
The cast member behind the role of Ambrose Kemper is So. Austin Bitz. He also shares his excitement for the upcoming musical, stating, “It's going well. It's a fun show, and you should come see it.”
However, it's not just the cast that is excited for the show; even members of the paint crew are eagerly awaiting the upcoming performance. Paint crew member So. Charlie Agnew is excited to see the set pieces paint crew worked so hard on being used in the show. Agnew expresses, “Working on the play has been beautiful, and I can’t wait to see the set pieces in action.” The set pieces will undoubtedly stun the audience based on the time and effort that was put into them.
Evidently, this year's musical has had the dedication of countless students and staff continuously contributing, and with the fast-approaching performance dates, we will have the pleasure of witnessing the product of this commitment. The cast and all others involved will absolutely exceed expectations!
MASH’s Literary Arts Magazine: The Muse Open for Submissions!
By Chelsea Guan
It’s that season again… MASH’s literary arts magazine, The Muse, is currently open for writing (poetry and prose), art, and photography submissions with the deadline being March 1st! For submissions and questions, please email muse@mbgsd.org or Mrs. Ebling at jebling@masdstudent.org.
For context, The Muse began as a club in 2006 when students came together to advertise and design early editions of the magazine which were in smaller flipbook form with Mrs. Heiser who overlooked the club’s activities. Students initially paid for copies of the magazine until the Wildcat Foundation started their grant funding. In 2016, the magazine was incorporated into the curriculum of MASH’s Creative Writing class under the direction of Mrs. Vriens, a former English teacher before Mrs. Ebling took over in Spring 2024. As of now, MASH’s Creative Writing students continue to publish editions of The Muse each year.
During the magazine creation process, Creative Writing students select writing, photos, and artwork from incoming submissions, edit writing, design and format the magazine, and work together to advertise through flyers and social media. Mrs. Ebling shares her favorite part of the magazine creation process: “Seeing all of the Creative Writing students come together to collaborate and create a new and unique edition is truly one of the highlights of my year. So much goes on behind the scenes to get the magazine printed by May, whether it's creating promotions, editing the writing, or designing the layout; the students' passion, creativity, and leadership makes it all worth it.” Sharing her experience, Jr. Emma Faro was an editor for last year’s edition of The Muse, who was carefully balancing between editing spelling and grammar, while keeping in mind writers’ stylistic choices. Her favorite thing about The Muse is how “...we get to represent a variety of voices and people from so many different backgrounds and perspectives.” Faro notes how not only is the magazine a “beautiful representation of [the entire] student body’s talents,” it’s also important because, as she says it: “Literary works have so much merit and sharing stories is how we understand and respect each other…”
Similarly, when asked the importance of continuing The Muse as a MASH tradition, Mrs. Ebling stressed the need for students to have a creative outlet, especially in the growing world of AI. She comments saying, “I love how the magazine serves as a way to showcase our school's creative pulse—it lets the writers and artists feature their work that otherwise is not always given a spotlight. In a growing world of AI that can often seem like we are devoid of creativity, the magazine is a beautiful reminder that art and writing has powerful ways to uplift and inspire both artists and readers.” She ends, highlighting that although sharing your work may be something vulnerable and require some courage, it’s what brings the magazine to life! Writing submissions are also reviewed anonymously!
Again, The Muse submissions close on March 1st and Creative Writing students are excited to see your work! We encourage you to share your writing and art pieces--you could see your work in a free copy available to be picked up in May…
Photo credit - @mashmuse on Instagram
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