The Echo: 2013-2014, Volume 4

1

The Echo 2013-‐‑14 Issue 4

THE ECHO Elective Classes: A Look Into a Few Optional Classes at BGA

1

Editor-‐‑In-‐‑Chief: Erinie Yousief

BGA Happenings Editor: Jonathan Reiss

Special Interests Editor: Annie Kennedy

Sports Editor: Nora Scott

2

Associate Sports Editor: Ivy Shelton

Photography Editor: Jacklyn Abernathy

Writers & Photographers: Hersheyth Aggarwal, Laura Anglin, Chad Bramlett, Sarah Butler, Danielle Caron, Audrey Collins, Stokes Dunavan, Miller Fahey, Andrew Graveno, Emily Hopkins, Bethany Kirkpatrick, Brenna Kirkpatrick, Neel Kurupassery, Madeline

MacArthur, Chloe Masten, Michaela Murphy, Grace Whitten, Steve Xu and Reagan Yancey

The Echo Staff

BGA News

Sports

Page 2: Elective Classes: Ethics & Morality; Drum Line Page 3: Elective Classes: Honors Art Page 5: Meet Mrs. Anderson

Page 7: Swim Team

Page 8: Why We Need Black History Month 1: Editor’s Thoughts

Special Interests

As we near the start of course registration time, the Newspaper Staff that it would be helpful to interview teachers/talk about some of the elective courses available.

Annie Kennedy reviewed Ethics and Morality taught by Mr. Shairs

Nora Scott spoke with Mr. Propper about the Drum Line class that will perform at the football games (and some basketball games).

Chad Bramlett discussed the Honors Art program.

(Continued on page 2)

Page 13: Photos from the Chili Cook-‐‑Off

Photos

2


1

A Review of Ethics and Morality

By: Annie Kennedy

Ethics and Morality, taught by Junior and Senior English instructor Mr. Shairs, is a semester long course that focuses on the effects of Eastern culture and philosophy on Western society and the teachings of China-‐‑ Buddhism, Confucianism, and Taoism.

The class contains a small number of students—ideal for in-‐‑depth and constructive discussions. The small size also allows time for every question to be answered, giving each student a more clarified understanding of the material being studied. Moreover, the class uses a variety of material—from documentaries studying Buddhism’s effect on Western culture to books discussing the basics of Taoism—in order to spark discussion. So far, books such as The Tao of Pooh by Benjamin Hoff, which relates the story of Winnie-‐‑the-‐‑Pooh to the teachings of Taoism, and Zen and the Art of Motorcycle Maintenance by Robert Pirsig, which focuses on the social and intellectual aspects of society, have been covered in the class.

Ethics and Morality brings the cultures and philosophies of Eastern society to life and gives new ways to question the values of Western culture. Ethics and Morality is a welcomed and much needed addition to the academic course list at BGA and will

2

hopefully continue to be taught for students interested in cultures outside Western society. Interview with Mr. Propper on the Drum

Line By: Nora Scott

BGA will have a drum line for football (and some basketball) games next year. It will be headed by Mr. Propper and will be a great opportunity for anyone who has an interest in drumming. In an interview with Mr. Propper himself, some more information has been revealed: What made you decide to start a drum

line? We decided to start a drum line after

we decided to move to a more collegiate model for the football games. A drum line would be a great start to a program that could reflect some of the great football band programs we have in the southeast. We want to make sure that the music at the football game reflects the fierce Wildcat school spirit.

Is experience required? There is no experience required to

play in the drum line at this time, we are just looking for people who are interested in showing their school spirit and have a willingness to learn. We would like to see

Elective Classes

3


Elective Classes continued

3

people who are already big wildcat fans to come out. What kind of percussion instruments

will students be playing? The drum line will have students

playing snare drums, bass drums, tenor drums (called quints which have five different small drums all grouped together for one person to play), and cymbals.

When will practices start and how

often will they be? Practices will be three times a

week outside of regular class time. We don'ʹt know exactly when that will fall within the changing schedule, but it will not be a regular graded class. We want students to have fun while learning some great music to show school spirit. There will also be a week of band camp training during the summer before school starts in August. What will be expected of members in terms of performances and how will it

be different from the jazz/rock ensemble at football games? Students who are a part of the

drum line will perform at every football game—both at home and away. They will also play a few home basketball games as well. It will be different from

4

the jazz/rock ensemble because the drum line will be focused on percussion music and the group’s main purpose will be to play at athletic events and pep rallies.

If you have any further questions about the drum line, please email Mr. Propper.

Encouraging Character, Scholarship, and Excellence Through Art

By Chad Bramlett

In recent years, the visual art program at Battle Ground Academy has soared to new heights. With the recent completion of the Mary Campbell Visual Arts Center, artists at BGA have been able to develop their skills in a state-‐‑of-‐‑the-‐‑art facility. The increased funding has also inspired students to create new works, many of which have been showcased in BGA’s annual art show—some have even won awards at local competitions, such as the Middle Tennessee Regional Art Exhibition.

With this art program, students are able to expand their breadth of artistic knowledge. But what if a student wants to learn even more about art, beyond the limits of a forty-‐‑five minute class period? What if a student has a major interest in visual art and wants to pursue an art-‐‑related career? Well, BGA has the answer:

4



Pellentesque:

Consectetuer:

5

the Honors and Advanced Placement Visual Arts Program. The Honors and AP Visual Arts Program comprises four different classes: Honors Art I, II, and III and AP Art IV. All of these classes require much work and commitment, but the benefits are great. In Honors Art I, students gain basic knowledge of the elements of design, learn how to critique works of art, and begin to explore the fascinating world of art history. In Honors Art II, they continue these practices and finish the elements of design text (a requirement for Honors Art III).

Throughout the course of Honors Art I and II, students do complete the same coursework as the Regular classes—but additional materials and commitment are required. As Ms. Lea-‐‑Mord, the inspirational and fun honors and regulars Art I and Art II teacher, states: “There is a weekly homework assignment from the design text for the honors students that the regular classes don'ʹt have.” Ms. Lea-‐‑Mord further explains that, in order to complete good pieces, “honors students spend more time in the studio outside of class working on their projects,” as there is more to be expected of finished work for honors students. Once students complete the Honors Art I and Honors Art II class, they are prepared to move on to Honors

6

Art III. Honors Art III, taught by Mrs. Logan,

is where students apply the vital knowledge they gained in previous classes. As Mrs. Logan, the friendly and intelligent Honors Art III and AP Art IV teacher, notes: “The course work is similar up until Honors III. Then a student begins working on their AP portfolio, starting with the Breadth portfolio, where they have to create 12 pieces of quality work to include by the end of their junior year.” Mrs. Logan clarifies that by the end of AP Art, “a portfolio of almost 30 pieces…is sent to the AP board in lieu of an AP exam.” Along with completing these pieces, students are required to attend a college level art course during the summer in order to increase their understanding of design and to add to the portfolio they have been working on throughout junior year.

Of course, the pressure of the Honors Art III and AP classes may not be for everybody. Mrs. Logan affirms that “you have to maintain a certain grade to stay in” and that “you need drive, ability and time management” to complete the 2 portfolios needed for the AP board by the spring of your senior year. But the hard work is well worth it. In Honors III (and later in AP), students have control over the projects they are assigned and get to see the results of their hard work immediately. They also get college credit if they earn a 3 or above on

5



1

Interview with Mrs. Anderson By Nora Scott Recently, I got the chance to ask Mrs. Anderson (the new part-‐‑time counselor) a few questions, so that, while she is busy learning hundreds of new names and faces, we can learn a little about her too. Where did you grow up/go to college?

I grew up in Atlanta, Georgia and attended high school at an independent school similar to BGA. I went to college at Yale University in New Haven, CT, where I majored in Psychology. After college, I lived in Munich, Germany and then New York City for a couple years to explore some different career options. I moved to Nashville in 2003 to attend the Human Development Counseling program at Vanderbilt for my master'ʹs degree. What made you want to be a school

counselor? I think I always knew I wanted a

job where I would be working directly with people and helping people. I really enjoyed being a Peer Leader in high school, and then I was a Freshman Counselor my senior year of college. I decided that school counseling would be a way I could help people learn positive

7

their portfolios. The Honors and AP Art Program at

BGA is great. It offers students the opportunity to enhance their artistic skills and learn the essential knowledge of design and art history that is vital to anybody wanting to choose an art major in college or even pursue a career with art. With this program, one can attract the attention of great colleges as well as find new ways to express themselves and their ideas. Battle Ground Academy has built its ideals on character, scholarship, and excellence and, through art, anybody can learn and develop these qualities.

Meet Mrs. Anderson


Meet Mrs. Anderson (cont.)

2

ways to handle difficult situations and emotions, coping skills they can use for the rest of their lives. Often times simply talking to another person about what you are feeling or going through is so helpful, and a school counselor can be that person when you don'ʹt feel like talking to your friends or family about what'ʹs happening in your life. I also like helping students figure out who they really are inside, and encouraging them to become confident and accepting of themselves.

What has been your favorite part of

being at BGA so far? I have been doing individual

meetings with the freshmen to introduce myself and talk about the transition to high school. It has been fun talking with all of these different students—hearing about their interests, talents, and ideas about what they want to do after BGA! I am really impressed with how polite, focused, and hard-‐‑working BGA students are. What are some of your hobbies or interests outside of your job?

I have a three-‐‑year-‐‑old son, Charlie, who keeps me busy. We are both pretty social and are happy doing almost anything with friends. I love taking him to the park or woods to

3

explore. When I get time to myself, I listen to music, do yoga, read, and think about all the things I will learn, places I will travel, and activities I will do when I have more time!

Mrs. Anderson is splitting her time with Mrs. Corrigan this year but will become a full-‐‑time counselor next year. Don’t hesitate to introduce

7


BGA SPORTS

1

Success for BGA’s Swim Team By Brenna Kirkpatrick

As the winter sports season comes to

a close and spring sport begin, the swim

team is wrapping up one of its most

successful seasons to date.

Coach Carol Carr, a member of the

1984 Canadian Olympic Team, has worked

diligently along with Coach Ben Slater since

November to train swimmers through starts,

turns, technique, and speed work. Though

this year’s swim team is the largest BGA

upper school team that Coach Carr has

coached, every swimmer was able to qualify

to compete in the Middle Tennessee High

School Region Championships on January

31.

There were many outstanding swims

at the Region Championships, such as junior

Bailey Reese’s, which qualified her for a

second individual event, the 50 freestyle, at

the Tennessee State Championship Meet.

Senior Leigh Mattson also qualified for the

100 backstroke for the third time.

2

After the Region Championships,

Bailey, Leigh, senior Sarah Butler, and

junior Brenna Kirkpatrick continued to

train until the State meet on February 14

and 15. Bailey will compete in the 50

freestyle and the 100 backstroke, Leigh

will compete in the 100 backstroke, and

the four girls will compete together in

two relays. Reflecting back on the

season, Coach Carr said, ¨I am extremely

proud and impressed by everyone’s

training efforts and competition races

this year. Each swimmer brought unique

skills that contributed to the overall

success of the 2013-‐‑2014 team!¨.

The team greatly appreciates the

time given and leadership provided by

seniors Leigh, Sarah, and Adam Steed,

Coach Slater, and Coach Carr. Go

Wildcats!

8


SPECIAL INTERESTS

121

Why We Need Black History Month

By Bethany Kirkpatrick

So there’s this game once played at

BYU where students were stopped and

asked to name five historical black figures—

no, Oprah didn’t count. It seems like a

simple game until you find that, like

scholars and writers had long pointed out, it

wasn’t always achievable. In fact, many

couldn’t correctly identify some of the

leaders of the Civil Rights Movement in

America, including Rosa Parks.

This is why we need Black History

Month.

Black History Month takes place over

the month of February. Dr. Carter Woodson

dreamed up the idea in 1926 after earning

his Ph.D. from Harvard, where he realized

that history books either ignored or

underplayed the role of African-‐‑Americans

in US history. The original “Negro History

Week” was the second month of February,

chosen because it included the birthdays of

Frederick Douglass and Abraham Lincoln,

2

but this recognition was expanded to the entire

month in 1976, which also included events such

as the birth of W.E.B. DuBois, the founding of

the NAACP, the ratification of the 15th

Amendment, and the death of Malcolm X.

Negro History Week received enthusiastic

feedback and positive support and, that first

year, all but two states endorsed the holiday.

Popular support has fizzled over time,

however, as people have begun to argue that

the Civil Rights era has passed and that, if we

have a Black History Month, we should have a

White History Month too. What has been

forgotten over time, paraphrasing comedian

Tim Wise, is that these months do exist; they

just have confusing names like March, April,

and May.

Marginalized groups are defined as

groups that are treated as insignificant or kept

in powerless positions. These groups have their

existence tragically forgotten or ignored. This is

obvious in something as simple as our holidays,

when we celebrate Valentine’s Day, St. Patrick’s

Day, Columbus Day, etc. while oblivious to the

fact that these holidays all find their history in

9


3

white men. The one national recognized

holiday celebrating an African-‐‑American—

MLK Day—exists to celebrate civil rights,

which makes sense because that’s the field

where he led. But we still have yet to come up

with a day where an African-‐‑American is

celebrated not for being black and achieving,

but just for achieving. Though this trend may

have some historical context, we cannot ignore

that, according to the Census Bureau in 2012,

37% of people are at least half-‐‑minority in

America. NBC even reported in 2013 that

“white” was no longer going to be a majority in

America as soon as 2043. The proportion of

minorities in America to holidays celebrating

those minorities is highly skewed, to say the

least.

But our calendar isn’t the only problem.

Journalist Nico Lang points out, “When we

think of our sports heroes, we go to Joe

Namath, Babe Ruth and Joe DiMaggio, just as

our history books are dominated by our

Lincolns, Jeffersons and Washingtons, rather

than Crispus Attacks and Frederick Douglass,

who are honored as footnotes.” Basically, we

4

are taught that our nation is a melting pot

and we do have teachers at BGA who use

their history classes to prove the influence of

other cultures on American history, but this

blessing is a unique one.

And, like always, the history affects

the present; privileged position in history

means privilege today. Whites in America

unarguably have privileges that they take for

granted, like being able to turn on the TV,

read books, open the newspaper, and see

their race represented widely. White

Americans can dress or act however they

wish without it being attributed to their race,

but they can achieve without being labeled a

credit to said race. Hey, even when white

people get pulled over by the police, they

know for certain that they were speeding

and not profiled. White culture doesn’t teach

fear of the power of other races. These rights

are good and we shouldn’t feel guilty for

having them. But it’s necessary to realize that

this gift a) should be universal and b) is not.

It is sometimes argued that white

people experience racism and yes, this can be

10


5

entirely true. Individuals of every race have

been unjustifiably hurt by individuals of every

other race. What makes the difference is the

form. Never has the white race experienced

systematic and institutionalized racism on a

scale designed to subjugate an entire culture.

And while we may not have legal racism in our

country today, its existence is a part of our

history and its effects are part of today.

The history of America is often, sadly, a

history of erasing, ignoring, and

“whitewashing” the achievements of other

races. The good news is, instead of growing so

uncomfortable with these achievements finally

coming to the light that we demand a White

History Month to celebrate the already-‐‑

celebrated, we have better ways to bring this so-‐‑

called equality. It would be easy to laugh at the

students from BYU, but sometimes we have to

think instead. In a culture where this ignorance

is a reality, all of us need to go out of our way

to make sure we don’t do the same thing.

And we can do this, in two very

manageable ways. The first is being aware—not

taking for granted whatever privileges we live

with on a daily basis. The second way means

6

taking a stand, whether it be researching

more about heroes of color from our past or

fighting for those people’s representation in

the future. I know I am America because I

see people like me every day representing

my country. But everyone around me is part

of America too.

It’s not expected that white

Americans feel guilty because of the past.

It’s necessary, however, that they remain

both aware and active. If we forget how far

we’ve progressed, we forget why we need

to keep progressing. When Dr. Carter

Woodson created Negro History Week, he

created it dreaming of the day when we

wouldn’t need it.

Like Woodson, we can dream and act

too.

11


EDITOR’S THOUGHTS

1

The Importance of Challenging Religion

By Erinie Yousief

While discussing “The Love Song of J.

Alfred Prufrock,” Dr. Harper asked if anyone

knew the story of Lazarus (in order to clarify

the line “I am Lazarus reborn”). About four

students started to explain the story of the dead

man whom Jesus brought back to life, but were

cut off—the line actually alluded to a second

Lazarus. When Dr. Harper rephrased her

question, to ask if anyone knew about the

second Lazarus, no one responded. Though the

class held a Christian majority, no one had an

answer.

This inability to fully address biblical

allusions is not uncommon. Almost every day

last semester, in discussion of The Canterbury

Tales, for example, questions about biblical

stories appeared with only one or two students

able to answer. In Mr. Medlin’s class, very few

knew of the two accounts relating to the death

of Judas and, in Mrs. Handelsman’s freshman

class, no one knew the meaning behind

“Beelzebub” or the significance of “Cavalry.”

2

Though all of these classes held a number of

Christians, almost no one had knowledge of

Christian teachings.

Of course, not all students at BGA

identify as Christians. Some are Hindu, some

are Jewish, some are Muslim, some are

atheists—but the overwhelming majority have

attended Christian services for nearly two

decades; they (along with myself) should have

been able to answer.

Many conservatives of the Bible Belt

have noticed the decline in biblical literacy

among Christians and have condemned

secularism as the main cause. Billy Graham, a

Southern Baptist minister who has worked as a

spiritual advisor for several U.S. presidents,

even went as far as to say that secularism was

an attempt “to avoid any possibility of

offending anyone—except God,” implying that

the removal of Christian influence in schools is

an act against Heaven itself.

However, as explained through an

article released last March by The Huffington

Post, secularism does not undermine biblical

literacy; in fact, it strengthens it. By questioning

12


3

one’s own upbringing and by receiving

challenges from others about the authenticity of

one’s faith, one gains a wider understanding of

one’s religious texts and their implications.

What actually stunts familiarity with the

Bible is religious privilege—a state in which

Christians hold the overwhelming majority in

the media and politics while simultaneously

suppressing an accurate representation of

religious minorities. As a result, Christians,

even today, receive only a handful of social and

political challenges and thus hardly ever go

under the same scrutiny that their counterparts

face; without being questioned about the

validity of their faith, few Christians are

compelled to truly analyze their beliefs.

In order to reverse some of the effects

caused by this privilege, a more serious

discussion of religion must take place.

Fortunately, teachers like Mr. Medlin and Mr.

Shairs have already made moves to bring such

a discussion to the table; in his English classes,

Mr. Medlin spends a great deal of time

emphasizing that the Founding Fathers were

Deists (not Christians) and, in recent months,

Mr. Shairs has set up a course that focuses on

Eastern religions and culture. As a result, not

4

only do students who identify as Christian

gain a deeper understanding of their faith’s

teachings, but students of religious

minorities have their views acknowledged

and discussed as well.

Students who identify with a certain

religion must understand the pillars of that

faith; each religion must therefore be

challenged and not thought as “the default.”

13


Pictures and Captions by: Stokes Dunavan

Martin Anderson, Annie Kennedy, Austin Stanley, Andrew Graveno, and Katie Gracey. It’s what bad-‐‑to-‐‑the-‐‑bone tastes like and it’s pretty good.

Annie Redovian, Ella Jewell, Lathram Berry, Ensley McFarland, and Maddie Cosby. These cowgirls can throw down a mean bowl of chili at any line dance or hoedown.

The cheerleaders do a fantastic job to cheer on both the girls’ and boys’ basketball teams.

PHOTOS

14


Jack Blackstone, Bo Kennedy, Vignesh Balasundarum, Will Lamb, McAlister Alday, and Colin Stuart. One bowl of their chili, and you might think you’ve died and ridden off into the sunset sporting a gloriously flowing mustache.

Grayson Guthrie, Matt Cogen, Grant Drury, and Coleman Kruse. These boys ‘round here have some cooking skills that prove country boys can survive.

Brady Lawrence, Rae Scott, Hannah Lawrence, Mark Puryear, Matt McKeand, and Matt Reed. Good lord Voldemort, there’s something magical about their chili.

15


Sara Zumbach, Jake Murray, and Alex Geraughty. They win platinum for taste and style.

Reid Higgins, Joel Parker, Tucker Beathard, Hunter Tate, and Cannon McCullough. Sit back under a palm tree and relax—you’re on island time.

The Echo: 2013-2014, Volume 4

Documents

Transcript of The Echo: 2013-2014, Volume 4