November NEWS

Students and Staff weigh in on in-person learning

by RENEE GRUTZIK

Editor-in-chief

After over two months of distance learning as a result of COVID-19, Fairfax County Public Schools (FCPS) has begun the process of allowing select students to return to in-person classes. The school district has released a timeline containing eight groups of students and their tentative start days of in-person schooling.

“We are bringing back groups of students as we continue to meet the health and operational metrics that have been established for in-person instruction including low transmission rates, mitigation strategies, planned response for confirmed cases, and availability of teachers and staff,” said FCPS on the “Return to School” guidelines posted on its website.

As of Oct. 26, 2020, groups one through four have resumed in-person classes, containing a small fraction of the total students in FCPS. Although the timeline is tentative and likely to change, FCPS has gauged that group five, containing Early Head Start (infants and toddlers), PreK (three and four year olds), and Kindergarteners, may return to school as early as Nov. 16. It is projected that grades one and two will return on Nov. 30, grades three through six will return on Jan. 4, and middle and high school students will return on Jan. 28.

Through a survey created by FCPS, students and their families were able to indicate whether they wished to partake in a full year of online school or receive instruction in-person and with social distancing guidelines. According to Principal Maria Eck, about two-thirds of Justice HS students have selected the option for in-person schooling, while one-third will remain virtual. To break down the numbers, this means on a schedule where in-person students alternate by day, approximately 700 students will be in the building at a given time.

The coronavirus outbreak is unprecedented, and therefore the decision to of whether to return to school or continue virtually was not taken lightly by the students, staff, and families of Justice HS. Senior Amber Christensen based her decision to return to school on the concerns of online school.

“I wanted to return to in person school because I want to have real connections with my friends, classmates, and teachers. It’s depressing to learn over a screen where I can only see a small video of my teacher and not seeing my other classmates is lonely. Also, sitting in my room all day looking at my computer makes me tired and sluggish,” said Christensen. “ I want to have a reason to get ready in the morning and I want to have the feel of a classroom while learning. It’s easier to learn in class, and there are less distractions. I want to see and talk to my friends everyday. I want to see my teachers in person.”

For some teachers, the decision whether they will return to school is dependent on other factors, like their family.

“My biggest fear of returning to school is catching COVID-19 and spreading it to my family. I have a high-risk child at home with asthma. I personally might not get too sick if I catch it since I am pretty healthy, but I am not sure how this would affect my child,” said an anonymous teacher at Justice HS. “What would happen if she were to get sick and I have to stay home to take care of her? My students would be impacted, especially my [International Baccalaureate] students who will need to take their exams in the spring.”

While some teachers are worried about students entering the building, others are not.

“I have concerns, no fear. I cannot think of anyone who does not want students back in school—the debates are over when and how. We are responsible for students when they enter the building, and it is my belief that FCPS leadership will ensure our school community’s safety before concurrent teaching begins. Many hurdles have to be cleared before the end of January and outside influences could weigh huge for our current schedule,” said history teacher Douglas Pielmeier. “We shall see. I want students back, I miss my students and I want us to be safe.”

Music Department Persists Despite Virtual CHALLENGES

by KATIE SPONAUGLE

Managing editor

Since the coronavirus pandemic began, those involved in the Justice Music Department have been unable to rehearse or play together in-person. However, both teachers and students have learned how to alter their usual procedures and continue to express their passion for music through a virtual learning setting.

Justice chorus teacher Miranda Lansberry, spoke about how the current class structure differs from how she would normally structure an in-person class.

“Our basic structure for class for the first quarter is this: Critical listening activity, theory and ear training, warm up, and repertoire work. This is similar to how I would structure in-person class, but there’s more independent work in a virtual setting,” said Lansberry. “We can’t sing as a group virtually because of lagging and syncing issues. When we sing, everyone’s mics are off and I’m singing each part separately or, they are rehearsing on their own with a part track.”

Lansberry admits that conducting virtual rehearsals are difficult, as she has to frequently rely on student feedback. “Something that’s tricky is that I can’t “read the room” to get a sense if students are understanding a concept or have their notes and rhythms correctly. I ask a lot of questions like: “How was that? Did that go well? Is there something we need to do again?” I rely on the students’ feedback a lot. We are working on less difficult music, simply because students are having to teach themselves. This year it’s more about simply singing, rather than specific music.”

Lansberry says that the most challenging part about teaching a class with an ensemble component that is based heavily on performance and participation is “that I can’t hear them in the moment. We can’t listen to each other. I know it’s frustrating for the students, too. We miss the community that chorus gave us, but we’re doing what we can and what is safe. We will sing together again. This thought is what is getting us through.”

Despite challenges, Lansberry and the chorus department are planning to perform virtual concerts this year, although they won’t look exactly like in-person class.

“We will have virtual concerts. It literally looks like I’ve recorded a zoom call and the sound miraculously syncs up. However, what has happened is each student records their part and sends it to me. I edit all of the recordings together. Sometimes there will be video of the students singing, sometimes there will be images in a slideshow/movie that accompany the music. Other than the format, what’s different is that we are all singing together. We won’t have individual ensembles performing. We are all in this together: One Song, One Voice.”

Lansberry chooses to stay optimistic about the situation, but stresses the importance of staying safe during the COVID-19 pandemic.

“We miss the community that chorus gave us, but we’re doing what we can and what is safe. We will sing together again. This thought is what is getting us through...We are all in this together: One Song, One Voice,” said Lansberry.

Junior Annik Fus, who plays oboe and flute for the Wind Ensemble, voices her frustrations about band class in the virtual setting.

“I miss hearing the different sounds working together,” said Fus. “We’re sad that we are missing all the aspects of in-person band, such as marching band, welcoming new members, and rehearsing together.”

Instead, Fus and her classmates have been watching videos of other concerts and marching bands and discussing what they see and hear. Additionally, band students have been using a website called SmartMusic, where their director can assign pieces and the computer system grades their work.

“Since we can’t play together, we listen to and discuss recordings of other bands over Blackboard Collaborate, which has been helpful in conceptualizing what and how we play,” said Fus.

In the face of hardship, Fus decides to focus on the positive aspects about virtual band class, saying that online class provides her with an “opportunity for individual growth and motivation.”

Although online rehearsal can be challenging, the music department has found creative ways to continue practicing and improving their individual skills. The pandemic has adjusted the way that students and teachers normally operate, but, through persistence and determination, the music department is using this opportunity to help students grow as musicians independently.