The Stevenson Eye
Brought to you by The Stevenson Press
A Letter From The Student Council
All of us in Student Government have been working hard over the past few months to try and alleviate some of the stress surrounding this school year and the position it has placed us in, learning from our desks at home rather than at school. Last year in their campaign video, Lane W. and his co-president Sam D. talked about keeping this school that they both adore as normal as possible as we continue through this tumultuous and complicated process of quarantine. Whether planning projects after school, activities during days off or even setting up movies for the student body -- Lane, along with Sam, have worked hard to help other students to see the Stevenson they do in this time of uncertainty. In his video last year, Benjamin W-A. (Vice President & Treasurer), talked about bringing back some amount of school spirit in a time of dispiriting stay-at-home orders. One large initiative that he has recently embarked on is designing and creating a Stevenson shop with school merch and supplies for all students, faculty, family and even visitors to enjoy. Please email any questions or comments about what your Student Government could do to better represent you to Ben, Lane or Sam.
Features
Rock and Social Norms by Lily G.
Some current artists are changing societal standards, following in the footsteps of the many rock artists that defied gender norms and began to break down artistic barriers. Some of the most notable examples are Freddie Mercury, Elton John, David Bowie, Prince, and Madonna. Each of these artists went against the common culture and made a name for themselves with their unique style and music.
Freddie Mercury, lead singer and the face of Queen, was known for his flamboyant personality, lifestyle, and taste in fashion. His persona went against what was the norm for rock stars at the time-- jean and leather jackets, graphic tees, jeans, and more. Similar to Mercury, Elton John led a very glamorous life and had a very distinct and classy style. John, openly gay since 1988, has been a constant advocate for LGBTQ+ rights and HIV prevention, even creating The Elton John AIDS Foundation. When AIDS arose in society in the 80s, it was initially known as GRID-- which stood for Gay-Related Immune Deficiency. This was because it mainly occurred in gay men, and scientists did not yet know at that time how it was transmitted. There was a stigma of being a gay male in the 1980s, as well as prevalent homophobia because of GRID. By creating The Elton John AIDS Foundation in the early 90s, John helped to reduce this stigma and fight the root of the issue through direct programs and support. Furthermore, Freddie Mercury himself passed away from AIDS in 1991, which was one of two AIDS-related deaths of close friends that John experienced shortly before creating his foundation.
Mercury and John were by no means the only revolutionary rock stars. During the ’70s, David Bowie created an alter-ego called Ziggy Stardust, which was an omnisexual alien rock star sent to earth as a messenger. This challenged sexuality and gender in all areas, perhaps the biggest being the stereotypical male rock star. Prince was another artist that majorly redefined masculinity. At nearly every concert, Prince wore a necklace that intertwined the male and female gender symbols. Prince, like many of the aforementioned artists, was a fan of color, sequins, and glitter.
The list of rock stars that revolutionized the genre as well as pop culture could go on and on. There’s Madonna, Lenny Kravitz, Cher, and Iggy Pop -- just to name a few more. These artists not only impacted people during the peak of their fame, but also continue to be models and inspirations for the many outspoken voices in the music industry today. Now, more than ever, artists are expressing their unique selves and breaking down barriers and cultural norms.
One of the most prominent examples of a current artist defying gender norms is Harry Styles. Formerly in a boy band, Harry Styles has since challenged gender norms through style. Styles graced the cover of Vogue wearing a dress and faced heavy criticism from conservatives and those that are stuck in traditional mindsets. Unbothered by this, he continues to be an advocate of embracing what you like no matter the norm.
Another modern cultural icon is Miley Cyrus. Cyrus frequently speaks out about her journey regarding sexuality and gender identity. Lady Gaga is also widely renowned for being outspoken in the LGBTQ+ community. There are many more advocates for this community that have become more well-known in recent years.
Many of the cultural icons of the mid to late 1900s had a major influence on younger people and the stigma surrounding nonconformity in the time of their greatest popularity as well as today. In addition, it is evident in modern times that there are much more diverse and unique artists than ever before. This can be attributed to these groundbreaking artists and the inspiration they were (and are) for many people. It can be very fascinating to delve into the music and persona of each of these artists and possibly even see the connection between older and younger generations! All of the artists that have and still do go against the norm inspire the youth to be more comfortable in their skin and own their individuality. Uniqueness is a trait these artists celebrated-- and what made them stand out among the rest.
Sources:
https://www.artefactmagazine.com/2019/02/13/freddie-mercury-redefined-rock-masculinity/
College Advice by Sam D.
I started my college immersion process a year ago and it has been quite an experience. I say immersion because everything in my life revolved around college. I was either thinking about, doing work for, or talking on the phone about colleges. It is the next step in my life, therefore it has been one of the most important aspects in the past year. I have learned a lot about education, and also myself throughout the process. Writing personal essays makes you realize the things that make you, you. Here are a few things that I have learned to make the process a bit smoother:
Make a folder on Google Drive --
Create a Google document for your list which should have 3 dreams, 3 reaches, 3 targets, and 3 safety schools. The dreams should be schools that are hard to get into for anyone. Update the list whenever you can. A lot of people say it is not important how “good” the college you chose is, as long as it is a good fit. That is true; however, for some people that is an unrealistic thought process. So, try to find schools that fit your wants and that you can be proud of. Make a document for notes on each school. Make an “activity” document where you write all “interest” things you have done (See advice #4).
Purchase the Fiske guide book --
I was given a college list by Skylar in the November of my Junior year based on grades, GPA, etc.-- this list changed, however, some colleges stayed. I went through the colleges in the Fiske book in December and rated the colleges from 1-10. It was very helpful, accurate, and I didn’t have to sift through websites. It gives you the facts and is not biased towards schools.
Start your essays in March of your Junior year --
I cannot stress this enough. The official common app won’t come out until August but do some digging. Google search, ask college counselors, and visit college websites. You will be able to find almost all your essay prompts and you will be very thankful you started early. Come up with an editing system that works best for you and make sure other people are looking at your essays to provide you with feedback.
Sign up for everything --
Schools keep records of what you do. Some examples are visiting schools, doing virtual tours, signing up for webinars, and email subscriptions. Open the emails and leave them open for 5-10 minutes -- colleges know how long you are on their emails. Another option is to follow them on Instagram or Facebook. I don’t use Instagram, however I have an account that has my name on it (important so they know who you are) with 0 followers and following 20 colleges. Do anything to show your interest.
Early decision --
By October of your senior year, ask yourself -- is there any school that I would prefer to go to other than X (your top school)? If it is a no, do early decision! Especially if the acceptance rate doubles from regular decision to early decision. For example, Villanova’s acceptance rate is 29% for regular decision. Its acceptance rate for early decision is almost 61%.
Activities --
There is an activities section in the common app. There are 10 slots where you write the name, the amount of time you spend on the activity, and a brief description. An activity can be anything -- one of mine was skiing. The most important thing is to ensure when picking out activities to do leading up to your senior year, is doing activities that will be able to send the message you want to send to your school.
Financial aid is available in different forms and is very helpful --
Many people worry about the cost of college. There are many scholarships and grants available to help with tuition, on-campus costs, and books. FAFSA, or the Free Application for Federal Student Aid, helps students apply for financial aid so that going to school becomes a lot less expensive. Amy and Skyler are great resources to help navigate this process.
Talk to Amy and Skyler --
Skyler helped me at first and gave me a primary college list. Amy became my point person later on and she was amazing 24/7. There are so many moving parts to the process and, when something happens, like you need to change your SAT time or you want to change your top school, you feel like it’s the most important thing in the world. Amy always found a way to make herself available, validate me, and solve the problem in what felt like 5 seconds. Skyler has always been there for me at school, especially in-person this year when I would say something about the SAT, college, or overall stress I was feeling. They were both amazing for all aspects of the college process.
Change your mindset about deadlines --
One thing that is great about this process is there are end dates and you can lock at them as glass half full or empty. I have to get the application done by November 15th OR everything will be done by November 15th.
Visit schools --
Don’t get me wrong, facts are important. But at the end of the day -- you need to go to the school and look at the students, note how you feel, and absorb everything. That is how you will truly know.
These are all things that I have learned and are all just suggestions. Thank you so much to everyone who has helped me to get to the college that was my first choice. My teachers, my parents, friends, and most especially Amy and Skylar. Always remember to go with your gut, remember the little issues will either pass or be solved, and take things one step at a time :)
Social Media and the Information We Receive by Lily G.
It has become more and more obvious in recent times that people are becoming increasingly influenced in their opinions by the information they receive through social media platforms. Whether it’s Twitter or Instagram, Facebook or TikTok, social media continues to be a very political and controversial place. Some more ruthless than others, each platform has people of all political parties and all extremes.
Unfortunately, the information on these platforms is often misconstrued. A lot of people choose what they want to believe based on their motivations and what they want to be true, and they can spread these false narratives to uneducated people who then truly believe it to be true. This pattern of spreading misinformation is not limited to one party, though it may show up more for some. It creates more tension in politics and consequently more protest and violence, both verbal and physical.
Beyond the political aspect of social media, there are other ways in which we can be influenced by what we see. This includes the purchases we make. When people see someone they like wearing or having, they are more likely to buy that item or something like it. In “How Does Social Media Impact Consumer Buying Behavior?”, the author states that “71% of consumers are more likely to make purchases based on social media referrals.”
Beyond that, there are some issues with what social media shows us. Social media, as some people have said, is a highlight reel. In other words, most people choose the most interesting or luxurious parts of their life to portray themselves in a better light online. This can give younger users a false sense of what their life should be like and cause them to feel insufficient.
In short, people form opinions on their own needs, politics, and others’ lives through social media. Social media is not always negative-- there can be positivity and good news shared-- but there are multiple ways, even beyond the ones mentioned above, that social media can end up influencing us, even subconsciously, through the information we receive from it.
Moments in Rollercoaster History that Defined a New Generation, Part 1 by Logan R.
Did you know that the tallest roller coaster in the world, Kingda Ka, at Six Flags Great Adventure, reaches 456 feet in the air, and speeds up to 128 miles per hour? Well, what if I told you that this coaster opened over 15 years ago in 2005? You’re probably wondering what this has to do with the future of coasters? What if I told you that no roller coaster has tried to break this record height, at least for now. In this two part story we’re going to take a deep dive into the roller coaster world, how the beginnings of roller coasters inspired a new generation of designs, and how the future looks bright for roller coasters.
Part One: BEGINNINGS (1817-1992)
July 8, 1817. The first modern roller coaster, the Promenades Aeriennes, which translates to “the Aerial Walks” opened up to the public. It was a wooden roller coaster in France that revolutionized technology at that time. Passengers would walk up stairs and board benches with wheels as it raced down it’s six-hundred feet of track at forty miles per hour. No chain lift, no launches, just downward hills that sped up the car. This inspired a new generation of roller coasters, ones that go higher, faster, and steeper. For example, on June 26th, 1927, one of the most iconic roller coasters, Cyclone, at Astroworld Park- now called Coney Island - in Brooklyn, New York, opened to the public and with great success. This roller coaster has been declared a national landmark. Until 1959, all roller coasters were made out of wood. Walt Disney wanted to take the coaster design even further by building steel coasters. He appointed Arrow Dynamics (more on them in a little bit), a ride parts designer and manufacturer to build Matterhorn Bobsleds, a steel tube roller coaster, and the first roller coaster to utilize steel as the track. This coaster opened on June 14th, 1959. Prototypes of the vertical loop began in 1848, also known as a clothoid loop, it was a round piece of track that inverted the riders upside down. In 1976, at Six Flags Magic Mountain in Valencia, California they introduced Revolution, the first modern roller coaster to feature a vertical loop, but the difference with this loop was that it was shaped like a teardrop or an oval, this was designed so that less g-forces would be exerted on riders as they passed through this inversion. A few weeks later, Cedar Point, an amusement park in Sandusky, Ohio, debuted the first roller coaster with three inversions. It was called the Corkscrew and featured a vertical loop and two corkscrews, hence the name. In 1989, Cedar Point once again debuted a revolutionary roller coaster, this variant of roller coaster is called a hypercoaster, a roller coaster that reaches between 200-299 feet is classified as a hypercoaster. This one called Magnum XL-200 was praised by riders and critics alike for it’s airtime and it’s height. The coaster reached 205 feet and 72 miles per hour. In fact, this coaster was not the first roller coaster to reach over 200 feet, Moonsault Scramble at Fuji-Q Highland in Japan did as well. There is a debate over this because Moonsault Scramble was not a full circuit coaster, in fact it was a shuttle coaster, a shuttle coaster does not complete a full circuit but has a piece of track that spikes so the train can roll backwards and complete the same layout. The opening of Magnum XL-200 created a craze in the coaster industry, the coaster wars, and every amusement park was looking for the newest, most intense, and record breaking roller coaster. And it wasn’t too long until another roller coaster stunned amusement park goers and enthusiasts alike. In 1992, at Six Flags St. Louis, a roller coaster manufacturer named B & M introduced a roller coaster model that will go down in history as one of the greatest roller coaster models of all time. Rather than sitting in a conventional 4-across seating above the track, you would be riding the coaster with the track on top of you. Sitting in 4-across ski lift style seating, the inverted coaster became an instant success, known for it’s tight maneuvers and whippy transitions, it became sought after by so many amusement parks. While the inverted coaster business was booming, another coaster manufacturer, Intamin, wanted to not break, but shatter the height and speed records, in part two we will discuss how roller coasters changed forever when this one coaster opened. Be sure to come back in the next issue of Stevenson Press for part two.
Interviews
Who is Lauren? by Sam D.
I have learned to appreciate many different things during this pandemic -- Vermont, long drives with my sister, and the warmth that masks give my face in the cold. One person I am especially grateful for is Lauren.
I have been to school two to four days a week since September and I feel I have nailed a good routine down: say hi to the maintenance staff, say hi to Ben and Caroline, get my temperature check, and then wash my hands. Then, I walk upstairs, put my bag down, say hi to Skyler and then I say hi to Lauren. No fewer than ten times a day do I walk back and forth between the two. Lauren helps with issues as trivial as how to spell etc. (et cetera) to more significant issues such as helping me shape papers or come up with inspiration for assignments during times when I am very close to submitting a picture of a dog and calling it a day. She includes everyone in her classroom during lunch and in any conversation. No matter what, Lauren is always there to help me and everyone else at Stevenson. I recently had the pleasure of interviewing her and here is her story:
Lauren was born in Brooklyn, NY. on August 14th. She is an only child and has two great parents. Her mom works as a school secretary for the Department of Education and her father, now retired, previously worked as a press man in New Jersey, where he printed designs that went on material such as clothes. She attended a small Catholic school, St. Nicholas. After, she attended Marymount High School where she loved to perform in the school's plays. As an undergraduate, she spent four years at Loyola Maryland double majoring in Classics and Art History, and she minored in medieval studies. She worked as a receptionist each summer, and received her Masters from Fordham University in Medieval Studies with a focus on Late Antique and Early Christian Art, Archaeology and Material Culture. At this time she worked for Christie's Auction House in the Antiquities Department. In 2011, she earned a Masters of Science degree at Long Island University Brooklyn campus as a New York City Teaching Fellow. This means she was able to work as a teacher in the NYC DOE without a background in education while working on her Masters in Education, which she earned from Hunter in 2019. She started work during her fellowship at John Adams High School in Queens and worked there from 2009-2019. Just to recap, Lauren spent 24 years in school!
Throughout her life, Lauren has felt teaching has been a calling. She volunteered at elementary and middle schools when she was in high school and college, went to the school her mom worked at, and received constant praise for her teaching potential by her friends and family. Lauren worked at John Adams as a special education, history, and peer collaborative teacher. She felt she learned how to deal with all kinds of people and developed experiences that solidified her desire to teach. There, Lauren developed a love for working with teenagers. She is grateful that she can impart her knowledge of being a teenager and be there for advice, and to simply listen. During her first year of teaching, she taught a small class for special education students. The girls, naturally, enjoyed Lauren’s presence so she decided to create a girls club; during their time they talked about issues of being a teenage girl, baked for each other, and other activities. A significant interaction for Lauren took place in her second year of teaching; she had a student who was disengaged. She was teaching during 2010, while the revolution in Egypt was taking place. The student brought up the point that ideas for revolution that were discussed during the enlightenment period were very similar ideas to those of the people overthrowing their government at that time -- this was a rewarding moment for Lauren because she saw a student valuing education and seeing how it connects to the present day. After 10 years, she came to work at Stevenson. At Stevenson, she is the Student Life and Learning Coordinator, as well as a History Teacher. She works with faculty here to be able to find materials, resources, and ways to adjust lessons and find activities to meet each students’ needs at Stevenson. She feels grateful for the level of trust the administration has for its teachers and the trust students have in her to guide us through. She is allowed to finally do what she thinks is best for students, without pressure, at Stevenson.
Some facts I learned about Lauren:
She is a vegetarian.
Pre-covid, in her spare time, she liked to go to art museums, go out with friends for dinner and shopping, and travel. During covid, she has been doing yoga, once a week with friends and daily alone.
She loves to bake and believes it is much better than cooking. She loves to try something new and challenges herself.
She loves animals and she volunteers.
Her friend groups consist of multiple groups from different periods of her life.
She has published a translation from Latin to English.
She grew up Catholic and attended Catholic schools.
She loves fashion and has been inspired by 20s and 60s fashion.
Her favorite media includes Good Will Hunting, Mad Men, and Peaky Blinders
She was quite the Matt Damon fan (like the rest of us).
Her favorite teacher was her freshman art history teacher because she loved to travel and she treated students like equals.
Issues that are very important to Lauren are education, climate change, and animal rights, hence her being a vegetarian. She believes more should be done for all students — more inclusiveness in education versus intellectually segregating kids, providing them with the services with sincerity, and supplying kids with more opportunity to showcase who they are as individuals. She disagrees with the regents exam, and believes teachers should be trained for all levels. When I asked her what should I tell people when they say climate change is not an issue for them, she recommended I tell them that climate change is affecting us in a very indirect way — the future. It is what we want our children to have and whether or not they should be able to see a giraffe. She told me that we need to remember earth is not ours and despite us thinking we are the Gods, that does not mean we are. We need to share it with others and get rid of the sense of entitlement we as a human race have.
A trait that Lauren embodies is empathy. She believes that it is important to access the emotions adults felt when they were teenagers and to not have unrealistic expectations for them. Lauren understands that teenagers, including myself, feel stuck between adolescence and adulthood. We can be given expectations of adults, but not the freedom. Lauren believes that high school is a time to navigate this balance, and she helps teenagers to understand this. She believes that teenagers are not given enough credit and understands the difficulties. Lauren has seen growth time and time again from Freshman year to Senior year.
Something that signifies the selflessness of Lauren is that she has a great memory and loves celebrating people's birthdays. When asked why, I expected an answer similar to “I like buying presents” or “I like cake”. Instead, she said it is because she likes celebrating a person; she finds joy in that it is the person’s day, caring about someone, and making someone feel special and appreciated. I interviewed Lauren for 45 minutes. Not once did she check her phone, look at the people passing by, or write something down. Just like always, she was there 100% in the moment which allows anyone she talks to to feel validated. She truly follows the advice of treating the person in front of you like the most important person. Lauren is like your friend, mom, sister, and teacher all rolled into one happy, helpful and caring person. Lauren embodies her favorite art teacher by treating students like equals. The fact that she is always so happy is truly an inspiration. I would not be the student I am today without her and we are all so lucky to have Lauren as a resource. I am so thankful she has chosen to work at Stevenson.
Film and Photography Teacher: Brian Gutierrez by Hailey A.
Brian Gutierrez, Stevenson’s very own photography and film teacher, filled me in on inside information in the film world, along with his own thoughts from the years he’s gotten to teach at Stevenson.
You’ve been at Stevenson for three years so far, what is something that you’ve learned from teaching at Stevenson?
B: I have learned a lot from teaching at Stevenson. Prior to teaching at Stevenson, I taught at a college, but only teaching classes one to two days a week. Now, I've realized that teaching full time is the real deal. I’ve also learned that I have more of a passion for teaching than I thought, also making me realize that I had a lot of teaching skills to embrace and improve upon. I thought I didn’t have anything to learn about teaching until I started working at Stevenson. Stevenson has made me think a lot more about the student than I’ve ever thought about before, and have empathy with them.
What made you decide to teach and why specifically at Stevenson?
B: Well, you can’t teach at colleges without a master’s degree, so I said to myself, if I’m going to get a master’s degree I better also learn how to teach too to make the investment worth it. I didn’t initially want to teach; I went to film school because I really wanted to work in the film industry, but then I was given an opportunity to teach. From there I learned a lot and found teaching to be very rewarding. Since graduating from film school in 2010, I have gone back and forth from teaching during different times in my career I’ve always come back to it because it has always been refreshing and inspiring, I specifically always find students inspiring. The reason I chose to teach at Stevenson was that I wanted to change my demographic and audience from teaching college students to high-school students. It's totally different. I’m a better teacher for having taught high-school students.
You’ve taught both film and photography here at Stevenson, which out of the two have you enjoyed teaching more and why?
B: That’s a tricky one! I can’t really pick just one. They are both opposite sides of a coin. In my photography class, there are a lot of films also introduced. I love photography because it is pure -- you're just capturing moments in time, but I love film because it's storytelling and organized, and it's bringing something to life! But at the end of the day, I'd say I enjoy teaching them both equally.
How has online school affected you this year? Do you prefer it more or less than actually physically being in the school building?
B: I think that online teaching has made me realize how important it is for in-person teaching to exist as an option, but I also think online teaching has helped me focus on the essentials of what I'm trying to teach. It also helped me to not get overly distracted by the things that aren't as essential. With online teaching, I really have to focus, and I have to ask myself, “Is this a really important thing to discuss and learn?” It definitely has its pros and cons. I still prefer in-person slightly over [online teaching] because when it comes to helping a student, it’s easier when I'm there and we can get things solved right away. I think I've successfully recreated the class with “Brian Experience” virtually without too much of a change.
What inspired you to teach students about photography and film?
B: I think one reason I'm teaching photography/film is that it’s what I have the most knowledge about. Although I’m still learning about it myself as I always say. They say that if you want to know something well you should teach it. So part of my teaching is actually me teaching myself. I love this field and would probably the only thing I’d want to teach, besides screenwriting as well.
What’s your best/favorite lesson that you’ve taught this year so far and why?
B: My favorite from photography would be talking about long exposures and sensors. Film vs. digital.
If you could take your film or photography class on a school field trip to any place in the world where would you take them and why?
B: Well if it was a field trip with the photography class, then I’d probably want to go to the medieval cities of Spain. There are castles, hills, and sword making -- just everything ancient from the 1600s and lots of opportunities for photography. Then for film making, I would take them to L.A., to the studios to visit any of the main studio sound stages, like Marvel [and] Warner Bros to see things being made.
As a film teacher and I assume a film buff, what movie would you say makes you more excited about the technical aspects of film and why?
B: I was always technically impressed by the movie JFK by Oliver Stone. It's a masterpiece of editing, They combine 8 millimeters, 60 millimeters, and 35 millimeters. JFK cuts through time and space and for Hollywood it's very unusual to be that experimental. I’d wanna make a movie like JFK sometime.
Are there any photography trends that you think are ridiculous and if so why?
B: Yes I do, I just think smoke bombs need to go. No more photos with smoke bombs, we’ve had enough.
Was there an influential person in the photography world that inspired you?
B: The work that really turned me on to photography as a kid was a time life book including a collection of American photography from the 30’s to the ’70s. It exposed me to so many different types of famous photos like the dark times. I was hooked after seeing that book at my father’s house. I’m still trying to find that book to this day.
New Students! by Lily G. and Logan R.
Every year it’s hard to be new, but with the coronavirus taking over our lives, being a new student has a whole new meaning. Two of Stevenson’s new students, both members of Stevenson Press, interviewed each other to learn more about their experiences being a new student during this difficult time.
How did you feel walking into school on your first in-person day?
Lily: Honestly, my first in-person day feels like so long ago. I do remember feeling anxious about being indoors with that many people. I think I was really anxious in general just because being a new person is already difficult, but to be a new person at a time like this makes it so much harder to find your place in a community.
Logan: I walked in confidently. I felt good, but also scared of what was to come. I haven’t been to school in over a year so walking in was a completely different experience than it was just logging on to a zoom call. I didn’t know how people were going to react to me or how I was going to react to this new environment.
How was it getting to know your teachers virtually?
Lily: It’s definitely weird that I’ve never met my teachers in person, but I feel like it became less difficult over time. I’m sure if I had classes in person with my teachers we would have stronger connections, but I think that with a little more effort it has been okay. It helps that the classes are small.
Logan: Complete honesty, it was strange. I’ve never met a teacher virtually, so it felt like I was just looking at a head in a square box (which I was). The teachers were so kind to me, so even though it was virtual, I’ve never felt more welcome into a class before. For me, it was really interesting to meet my teachers.
What is the social aspect like?
Lily: The social aspect is definitely a lot different than if we were in person because even though we can go into school some days, we aren’t in a classroom with our actual classmates. That makes it kind of difficult to get to know the people you have academic classes with as opposed to just the people in your advising.
Logan: It’s different, it’s harder to get to know people because it’s all virtual; you can’t just talk to people, you can’t connect in person so trying to find a way to make friendships is a little more difficult.
What is something that has made the experience feel easier for you?
Lily: I think that the classes I have where we have group discussions are really helpful because it makes it easier to get to know the people I have classes with and be able to kind of share my perspectives on things so they can get to know me as well.
Logan: Being able to talk to someone when you feel anxious or scared [has helped]. I learned to be verbal about how I’m feeling a long time ago, so now that I’m at a school where I can talk and express how I’m feeling with people that understand, has made my experience a lot better.
Is there anything you would change to make the experience better?
Lily: In an ideal world I would love to be in person, in a room with my teachers and classmates, but that is out of our control. I think that the current structure is the best that can be done under the circumstances, so I don’t think there is anything I would change that would actually be safe to change.
Logan: In-person classes would be great, with classmates. Other than that, there is nothing I would change about this experience.
What is your favorite thing about Stevenson so far?
Lily: Normally, I know there would be a lot more to do, such as in-person clubs and interactive class activities, so I don’t have a ton to choose from, but I think my favorite thing right now is Music Club. It’s low-stress and a nice way to get to know people-- I find that a person’s taste in music can tell you a lot about them.
Logan: The support from the teachers, I felt so welcome. They talked to me and introduced me to the class.
New Faces of Stevenson Staff by Jeremy N.
Sometimes you’re in class, whether it be in person or not, and you see someone you just don’t know. Maybe they’re helping someone on the other screen, maybe they walked into your classroom, maybe they’re subbing for a teacher; point is, you don’t know them! Let me introduce you! We’ve got some new staff members this year!
Sophia Aizin
She’s a Psychologist in the CC. She says she was brought to Stevenson because “I'm passionate about helping students thrive at school through supporting their mental health. Stevenson felt like the perfect fit for me!” For college, Sophia attended NYU, studying psychology and English; She later went to Yeshiva University for graduate school, where she earned her doctorate in School-Clinical Child Psychology. Another fun fact about Sophia is that she was born in Moscow and her first language is Russian!
Soeurette Morely
Soeurette is the Assistant Admissions Director at Stevenson. She says, “I came to Stevenson because I felt it was a genuine and caring community where students' needs come first. Despite 2020 being difficult for all, especially here in Manhattan, Stevenson has been a welcoming and wonderful place to be. My thoughts are exactly what I felt when I interviewed- Stevenson is a genuine, open minded and caring environment.” Soeurette has her Bachelor's Degree in history from St. Lawrence University, and her Master’s Degree in history and education from Teachers College, Columbia University. She also loves to run and has a daughter named Harper!
Melissa Jeffay
Melissa is a Psychology Intern this year. She came to Stevenson because it was welcoming and warm. She continues, “I was excited to work at a school where they put the social-emotional needs of students first.” Melissa went to Binghamton University for college. Now she’s in her final year at St. John’s University for the doctorate program where she’ll get her Psy.D and graduate in May! She was also a springboard diver growing up!
Rebecca McFadden
Her official title is “Classroom Facilitator.” She says, “I love Stevenson, everyone has been super nice and welcoming, and it has been lots of fun meeting and interacting with the students.” Rebecca graduated from St. John’s University with a Bachelor’s Degree in psychology in May of 2020. She’s looking to go to graduate school for school psychology. Rebecca has dual citizenship in America and Ireland! She is also the first person in her immediate family to graduate from college!
So, now you know a little more about these not-so strangers! Give them a wave in the hallway or just say “hey!”
Reviews
Black History Month by Cindy R. (teacher)
“Education occurs in a social framework. As one becomes conscious, one begins to examine the world around him.” -- James Baldwin
First things first: Black history IS American history. Black History Month is one month dedicated specifically to remember the glory, importance, honor, and strength of Black people throughout history. History tends to mischaracterize, minimize, and erase those that they feel are less than -- those that they classify as “other”. Their achievements become silenced. Some wonder why Black history month is important. Here are few important things to note:
It wasn’t until the early 20th century that historian Carter G. Woodson fought to establish Black history week in response to the achievements of Black continuously being minimized. He once said, “The Negro has not been educated, has merely been informed about other things which he is not permitted to do” (National Geographic). He fought so that Black people were not erased from history.
That week would later turn into a month in 1976, unofficially. It was not until 1986, however, that congress passed a law that designated February as National Black History month.
Black history goes beyond African or African American history. It is the history of all Black people. It goes beyond MLK and Malcolm X. quotes. It goes beyond slavery quick facts, Rosa Parks, and Harriet Tubman. It is a time to celebrate Black excellence.
According to History.com, “The Black History Month 2021 theme, ‘Black Family: Representation, Identity and Diversity’ explores the African diaspora {dispersion}, and the spread of Black families across the United States” (History.com).
Blacks have a history of being resilient and celebrating growth. Celebrities, artists, athletes, activists, poets, writers, etc. continue this tradition. It does everyone well to educate themselves, especially during this month.
As one group said, “Black History is American History. Black History is not just in February. Black History occurs everyday in the lives of Black Americans, Afro-Caribbeans, Africans, and Black adjacent citizens of the world" (AWTY). Educate yourselves! ✊🏽
Top 10 Trending Artists and Songs by Hailey A.
Here are the top 10 streaming songs this month according to Billboards Top 100:
Drivers License - Olivia Rodrigo
Mood - 24kGoldn featuring Iann dior
Positions - Ariana Grande
Blinding Lights - The Weeknd
Go Crazy - Chris Brown & Young Thug
Levitating - Dua Lipa featuring DaBaby
Holy - Justin Bieber featuring Chance The Rapper
Bang! - AJR
Wasted On You - Morgan Wallen
Good Days - SZA
What music have you been listening to during Corona?
Sources:
Stevenson in a Pandemic by Jeremy N. and some photo contributions by Lucy R.
During the pandemic, students and staff have been working as diligently as ever! Here are a couple of pictures that demonstrate Stevenson at work!
Reflections During the Pandemic by Sam D.
Since March, we have all lived very different lifestyles. We have stopped attending school/ work in person, plays and sports games have been completely eliminated, and due to this, the family time has definitely increased. Everyone has had different experiences so I decided to ask a student, teacher, and parent their perspectives. Below are their responses:
Student - Ollie
I've been living in my house- a small apartment with my whole family! It can be kind of cramped, but it's nice to be home. I started making candy and cooking more often to take some of the workload off the rest of my family. Quarantining has been harder than real life, for sure. Online learning is hard. My favorite part of COVID is that I'm not required to go outside. I'm an indoors person. My least favorite part of COVID is, honestly, I don't do great with online learning, or at least don't do as well because it's been a little harder to learn. My social life has remained largely the same, since I was never the most social person to begin with. Doing work and attending classes is so much harder when your bed is just a few feet away and you could just SLEEP instead. If I were to do the pandemic again, I’d spend my time doing creative pursuits more early on. No point in waiting as long as I did.
Teacher - Heidi
My favorite part of COVID has been being with my family. While sometimes togetherness was a challenge, it was special nonetheless. When does a parent get to know their older children? I did not like witnessing the stress of my own kid's college and med school exams, and the piles of dishes and laundry. We connected with friends that we would only occasionally see in our busy lives - had a poolside luau, watched the new release of a movie sitting outside, and found creative ways to make social distance fun. [We also] discovered many beautiful hikes. A silver lining was also seeing how resourceful and adaptive the RLS students and faculty and staff have been. If I had to do the pandemic again, I would clean less. I ran a very tight ship for my family - order and routine are important during a crisis. The rules: beds were made, the kitchen was spotless, everything picked up at the end of the day. Keeping a sense of order during an uncertain time. Keeping a regular routine for everyone in an uncertain time. I could have been a bit looser sooner. That said, everyone lived through it, everyone is still speaking!
Parent - Sam's Dad
I have been living in Vermont then Nantucket. Since the start of COVID, I have been doing more zoom calls with friends and colleagues, more walks, reading, and a little more tv since COVID. Quarantine has been easier than I imagined. The reason for this being I had a lot of time to travel and go to great restaurants in my life. I have enjoyed being in the same place for an extended period of time with my family. My favorite part of COVID has been spending time with my family in our home. My least favorite part of COVID has been missing being with my friends and extended family. I have learned to be more effective with video conferencing and phone calls and learned to be better at email correspondence. I plan all these things into my schedule and I am more diligent with those appointments.
Many negatives have emerged due to COVID, however, there have been some positives. Don’t get me wrong, I am excited to feel safe again in person and fortunately, an experience like this most likely will not repeat itself in our lifetimes. Therefore, I think we should look at the positives from the past and take the next couple of months to embrace all the time we have at home :)
What is Valentines Day? by staff writers
Valentine’s Day, the day of lovers and toxic gender roles, originated as the Roman festival, Lupercalia, which likely celebrated the wolf that nursed the titular characters or the story Romulus and Remus. In addition, it celebrated fertility and the coming of spring. Late 5th century, Pope Gelasius I replaced it with St. Valentine’s Day, to honor love and romance. However, its traditions are less than “lovely.” Women would be offered up in a raffle to be paired with men. Kind of gross, if you ask me.
February 14th has changed our perception of what love should be. It holds high expectations for everyone, starting at a very young age. Kids expect to get (and give) little gifts and candies in school. Adults expect (at least from what I’ve seen from TV) to be alone. Note that this holiday is not actually a holiday in any country, that is, a day off! Yet, it is religiously and commercially celebrated all over the world. The tradition of giving gifts, flowers, and chocolates originated in the UK. The United Kingdom has many religious and folk traditions associated with the day, which vary by region to region. For example, in Norfolk, a character called "Jack Valentine" knocks on the rear door of houses and leaves sweets and presents for children. Most kids are actually scared of this strange and mystical person! So, yeah, Valentine's day is kind of a weird day, really.
Creative Corner
Short Stories and Essays
ON THE ORIGINS OF THE BOOK OF TAROT, Part 1 by Brian G. (teacher)
I met a relatively well-known and successful cult film director once. He had made three films at his creative peak and was about to break into international fame and fortune with a multi-million dollar sci-fi franchise. The franchise film deal eventually fell apart and combined with a personal tragedy, his film career was brought to a grinding halt.
During these tough years, he eventually found solace and something of a hobby with the Tarot deck, a 78-card deck depicting various characters and situations, embedded with mysterious symbolism and advice - or warnings, depending on how you look at it. As a result of his tarot obsession, he ended up dedicating the rest of his life to analyzing, studying, restoring and yes, performing Tarot readings for people around the world.
I was always intrigued at this seemingly happy and at-peace gentleman, a genuine artist, that seemingly turned his back on moviemaking for a deck of cards. I had so many questions. What was the Tarot? Where did it come from? How could it have such an effect on a person? Wasn’t the Tarot just the prop of fortune-tellers standing in front of neon signs, looking to make a buck on anyone having a bad day?
Well, it turns out, in my search for answers to these questions, I too, ended up being taken on a journey with the Tarot. The journey is still ongoing but I’ll save that for another story. What I do want to do is discuss briefly the history and origins of the Tarot, because that is what sets it apart from just being pieces of paper with pretty illustrations on them.
The consensus, generally speaking, is that the Tarot cards were commissioned and invented on behalf of royalty or aristocrats so that they may be entertained with card games in their courts and palaces. So for example, the French Tarot was made for King Charles the 7th and the Italian Tarot, or Tarocchi, was originally made for the Visconti-Sforza family*. Simple enough, right?
However, upon closer inspection, in the word TAROT, or its 4-fold representation, TARO, we find ancient Egyptian words embedded inside it. When TARO is broken apart, it contains the words TAR meaning ‘path’ and RO meaning ‘royal’. Together this translates to ‘The Royal Path of Life”. Furthermore, at the Temple of Ptah, in the holy city of Memphis, Egyptian priests were reputed to have “an assemblage of cards or plates of gold” on their altars. Plates in this case meant thin, gold covered rectangular illustrations.
There is also the ancient Egyptian word TARU, which means ‘to require an answer, or to consult’. And if you aren’t using the Tarot deck for games, then you are using it for something deeper. You are then likely consulting the Tarot for answers…
*The Visconti deck, in particular, is considered the oldest surviving physical Tarocchi deck, dating to 1451. (NOTE: you can see 35 cards of this deck at the Morgan Library, right here in Manhattan!)
September by Michael S. (teacher)
Originally published in the Autumn 2008 Edition of Canadian Teacher Magazine
September is a predictable month, at least for me. This September will begin like the last five. Someone will ask, “How old are you?” – 28. Someone else will ask, “Are you married?” – No. And then it will happen all over again in the next class. No, I am not a student, I’m a teacher. For ten months some thirty adolescents and I will call room 3222 home. There are no other adults, no colleagues. In this sense, I work alone. Of the four walls, two are painted in a dull green ready to receive my scrawl, “Mr. Sweet”, in chalk. Seven bold letters which remain more than a week before being carefully wiped away to make room for Milton or the Mad Hatter. One of the other two walls is windows—four windows, three with blinds and one, the only one that opens, without. In the corner, a wooden desk and chair—uninspiring and cold, its drawers lined with yellow construction paper. On top, nothing but a couple of pencils and an Oxford English Dictionary—tools of my trade. Behind the desk, university degrees hang in the dim glow of a table lamp brought from home to add warmth. In the air, whiffs of freshly sharpened pencils and floor wax. Once again, I’m back in the classroom and it’s the first day of school.
At 8:20 a bell rings, students come in and are amazed that I allow them to choose their own seats and that they face each other. I try to imagine what I would want as a student and work hard to provide it as a teacher. It’s difficult. There are interruptions from the P.A. as the principal welcomes everyone back and, as he does so, I realize that I am indeed back, once again. And, once again, I wonder if I am in the right place, if I have chosen the right career. Once again, I go through my “first day” of work and all the associated anxieties. I think of all those years of college and how my former classmates are now in boardrooms and BMWs, and about little things too, like how they have phones and computers, ergonomic chairs and business cards. I do not. I also consider how they have one “first day” of work and then are freed from these anxious deliberations. I am not. Each September I return to begin anew—again.
After school I go to a staff meeting in the same room where I watched a little outspoken man retire only two months before. A room where he was granted but a few minutes, while clutching a glass pen holder bearing his name in brass, to sum up fifty years of changing lives. Fifty years! Remembering how I listened intermittently while trying to imagine myself up there struggling to find words sufficient to end a career, I ask myself, “Is this where I will retire? Is this the room where I will begin and end the next thirty years of my life?”
At 2:45 I, once again, leave the building for the first time this school year and begin the fifty minute commute home. First, I consider the day’s events and reflect on the success of my “first day.” Then, as I switch trains my thoughts shift back to that big question: Have I chosen the right career? I watch people parking SUVs and imagine what that might be like. I see others dressed in suits and ties made especially for them. Oh, what luxuries life could offer! Finally, as I pass the tree-lined streets of multi-million dollar mansions I will never have, I am reminded of the poem in my wallet. The one I always carry. I remember how that overconfident teenage boy, our school’s soccer captain, flicked it onto my desk one spring day before bolting for the door. How I nearly cried as I read it, silently, in front of my next class. And, once again, I fight back tears as I unfold the little white paper in front of a dozen fellow commuters and read amid the multilingual chatter of the Montreal subway:
…Thank you for being simply the best!
A passionate teacher, your devotion is rare.
You are the person I most admire,
the person I would most like to be.
You will be a part of all I do,
When I need strength,
I’ll look inside for you…
Finally, the bus stops and I carefully fold the poem into its original creases and place it back in my wallet. Reaching the steps of my building, I unlock the door to my tiny studio apartment in the heart of downtown. But before I go in, I stop to answer my question. I think about my friends and their cars, houses, and tailor-made suits. I think of law firms and bank firms, of mahogany desks and glass elevators. I consider the student loans sitting in the mailbox—seemingly part of a teaching life. I think of my grandmother too and the dozens of silent teary-eyed former students who lined up at the funeral home to wish her farewell. Then, I feel a little tingle of energy, a slight shiver, as I whisper to myself, “I love September!”
Poetry
Haiku by Heidi (teacher)
Snow falling Again!
Another endless winter
Oh how I wish Spring were here.
A thru J by Jake A. (teacher)
Always aching and accountable as admonished.
Bubbling boastfully but brightly brings boys boredom.
Can’t chill cause corniness creeps cautiously.
Don’t deserve Dunkin Donuts doing damage.
Elocution elaborates everything everywhere.
Frequently flying firefighters flip forward.
Gangly, gnarly gnomes got game graciously.
High-powered hippo horseplay hittin’ hard.
Inverse integers insist in intrinsic instances.
Just joining jamming jubilees jubilantly.
Image Stream
To Bea or Not To Bea by Kim N. (psychologist)
A portrait of Golden Girl, Bea Arthur, cradling a cat named Bea Arthur
