The Lookout May

In May stu-dents, parents and teachers will once again pack them-selves into the BHS Multipurpose Room to witness wonder-ful words working together to create poetry. This event is affectionately called the Poetry Slamma Jamma. Consisting of students submit-ting and reading po-ems of their own creation, the slam has become a bian-nual occurrence at BHS.

The idea of the slam started when current senior Dan Kipp went to a summer camp and met Reggie Gibson, a famous poet. Dan and a few of his friends, including Nevin Whalley and Dan Johnston, went to a live show with

him performing in Boston, which gave them the idea of holding a BHS po-etry slam. After long consideration about how they could pull it off, they got approval from the school to hold the event. Stu-dents could sign up

Volume 4, Issue 28

Spring Slamma Jamma on It’s Way By Amy Barr ’12 , Dan Johnston ‘10 and Caroline Valeri ‘12

May 2010

The Lookout Bedford High School

Warm Weather to Fuel Drug Use? By Amy Barr ‘12 and Caroline Valeri ‘12 It started off with a few teachers smelling something peculiar in the hall-ways, and now it’s gone to dogs visit-

ing our school. One now questions what will happen with all this warm weather?

From the start of the year, there

has been a rapid in-crease of smoking weed in and on Bedford High School’s grounds. According to Mr.

In This Issue of The Lookout:

History Teacher Mr. Fay Found in Colom-bia… page 3 What’s the Big Deal about Junior Year?… page 4 Sarah and Emily’s Unsolicited Advice Column… page 5 Relay for Life Re-turns… page 5 It’s Not Easy Being Green… or Is It?… page 9 Base Life… page 10 Warped Tour Evolved… page 12 Film Analysis Teach-ers Confess Their Love for Matt Damon and That French Chick from Amelie… page 13

Continued on page 3

Continued on page 2

Veteran Slammer Reggie Gib-son—inspiration of the slamma jamma.

Sills, for the last 10 years there have been 1-2 cases of the smell of marijuana in our school. This year alone there’s been at least 9 differ-ent incidents.

Knowing this, the ad-ministration has worked hard to brainstorm ways to get all of the illegal drugs out of the school. The fac-ulty has decided that suspension, potential expul-sion, drug dogs, and more hall-way supervision are neces-sary. But some ask: It all ac-tually needed or is this problem just being blown out of proportion?

When students were asked about the high school getting too strict, students commented but wanted to remain anonymous:

“Yeah, it’s getting a little out of hand. Too many people are getting in trou-ble. They are overreacting, and the drug dogs aren’t necessary.”

“Yeah, the doors lock automatically which causes problems in the morning when people are trying to get into school.

Everyone is getting in trou-ble which doesn’t make any students eager to come here.”

“They [faculty] have been taking situations in our school too far, which causes a lot of students to be upset and not want to do school work.”

So from the student’s perspective, most of this is-n’t necessary, and it’s just making stu-

dents unwilling to cooperate in school.

The students aren’t the only ones who are being brought into this. In March the faculty attended a meet-ing where Officer Wardwell explained what marijuana looks/smells like, the side effects of the drug and how to deal with catching stu-dents who are under the in-fluence.

English teacher Mr. Zellner commented on the recent events and said, “I feel bad for the kids getting in trouble although they de-serve the punishments they get for making dumb deci-sions.” He continued when

asked about the police dogs saying, “The drug dogs must intimidate the fresh-man. I feel that the situation is just going to get worse when the weather gets nicer.”

Principal Sills wanted students to under-stand that he’s not trying to get anyone in trouble; he just doesn’t want illegal drugs in our school. Also, he stated that it is very in-sulting to our community, and very disrespectful to teachers when you show up to class high.

So one wonders how the school year will finish. Will the problem grow even bigger? Or has the admini-stration really cracked down on the problem?

Warm Weather to Fuel Drug Use? continued

PAGE 2 THE LOOKOUT VOLUME 4, ISSUE 28

Here a senior demonstrates how easy it is for students to sneak back into the building after break.

Will the problem

grow even bigger?

in front of the history -English office and submit their work for review before the slam. After the first week of sign ups in November, no poems were submitted. However, on the actual night of the fall slam, there were over 10 people who participated, not including speaker. The desired num-ber for May’s slam is even higher in order to give as many voices as possible an opportunity to show Bed-ford what they can do. In November, when the Dans and other mem-bers of the workshop were organizing the event, they were trying to think of a speaker to come and they emailed poet Gishy Cum-

mings. Cummings teaches a writing program over the summer that senior Dan Kipp attended, and with this connection, he was wel-comed to BHS. In addition to poetry, Cummings enjoys writing lyrics for under-ground rappers. “The biggest thing we are trying to change is the atmosphere of the event. We want a lot more audi-ence involvement and much more energy,” said Dan Johnston when asked about this May’s goals. Com-pared to last year’s Poetry Slam, the audience was, thanks to emcee Nevin

Whalley’s encouragement, a lot more enthusiastic, ener-getic and alive, which is ex-actly what they hoped to improve. The poetry slam has two sections, open mic and the competition. The open mic section takes place at the beginning of the event. Here, any students who got their poems revised by Mrs. Sallee got to present their work to the audience. There was a large va-

riety in the po-ems that were read for the first slam, all the way from a kid checking out a girl in class to the meaning of

respect. Everyone who read showed outstanding confi-

the pre-primary level through high school. The school’s mission is to “provide the integral educa-tion of women as protago-nists in the process of their own development, to pre-pare them for life.” He is

Recently we caught up with Mr. Fay after he left for Colombia in 2009. He now teaches at Colegio Marymount in Medellin, Colombia. It is an all-girl, private, bilingual school that educates students from

Spring Slamma Jamma continued

Journey to Colombia: An Interview with Social Studies Teacher, Mr. Fay

“I told them all to

come to the slam,

and I promised that

I would perform.”


enjoying his stay in Co-lombia, and we were able to ask him a few questions about his experience. How did you first get in-volved in the program? I was introduced to the Colombian culture about 8 years ago by developing friendships with many Co-

Continued on page 8

Continued on page 7

Upon the completion of 10th grade, a student comes to two conclusions: They are half way done with high school, and the next academic school year will be toughest and most rigorous they have faced yet. Junior year looms ahead like a great monster that would like nothing more than to ruin GPAs and destroy any chances of a seamless transition to senior year. Yet, people saying over and over again how much it’s going to be a pain does not help.

It is understood that along with junior year comes SATs and the begin-ning of the college search. As if all of this isn’t stress-ful enough, upperclassmen, parents, and teachers con-tinue to give students these warnings.

It might not be so ag-

gravating if sophomores were given some sort of ad-vice on how to mitigate the stress. But more often than not, they are just reiterating over and over how hellish the next year of the sopho-mores’ academic life is go-ing to be.

BHS sophomore Emma Currier agrees, stat-ing, “It gets really annoying when people keep telling me how hard junior year is going to be… I get the point.”

How people choose to fill their schedule for jun-ior year has a huge impact on how difficult they will find it to be. For example, when choosing to take level 5 Modern American His-tory, students are warned about how challenging His-tory Fair is going to be. Ad-ditionally, junior year is of-ten the first year in which

students take AP courses or other high level electives, such as Psychology.

Mr. Niven, who teaches English to juniors, thinks that most juniors can’t wait to get to senior year. This causes the juniors to work harder to ensure that during senior year, they will have high enough grades to “do nothing.”

Dr. Ryan, from the Guidance Office, feels that although junior year can be stressful for some students with extra classes and the added stress of college, a certain level of stress is nec-essary in order to help the student focus on their work. Also, in regards to whether or not junior year is the hardest year of high school she says, “I don’t think there’s

Junior Year: Overrated? By Sarita Biswas ‘12 and Kerry Judge ‘12


Mr. Niven sits down with Alexa P. to look over her music genre project for junior year Ameri-can literature class.

Sophomore Tiffany T. does not seem too stressed about the up-coming year.

Continued on page 5

a yes or no answer. Every year of school should be hard if you’re challenging yourself, and it makes sense for it to become more diffi-cult each year.”

Everyone knows jun-ior year is important be-cause of its significance during the college applica-

tion process, and that classes becoming more de-manding. However, as sen-ior Michael Maloney-Ward points out, junior year, “[Isn’t] as bad as people made it out to be.” Junior year is fre-quently over-dramatized. In reality, it is only as hard as you make it for yourself. That means more than con-stant warnings.

for their BFF Rose. 2. Get lots of cats. Men love women with lots of cats, and even if they don’t, you are guaranteed not to end up alone. There is something about the aroma of kitty lit-ter on a woman combined with the visuals and texture of fur balls that no man can resist. 3. Using all-natural yak hair (or various other organic fi-bers), knit yourselves

matching sweaters. Yak hair is both practical and attractive. Best-dressed couple here

you come!

For all you single ladies who spent Valentine’s Day alone in your Snuggies, we figured you could use a few tips in the love department. If you follow a few of the simple steps below, we are sure you will get the guy of your dreams for a summer romance.* 1. Become best friends with his mother and other women in his family. If you’re always coming over to gossip with the girls, he’s bound to fall in love. Grandmas are always will-ing to put in a good word

Junior Year continued

Emily and Sarah’s Unsolicited Advice Column: How to Get the Guy of Your Dreams By Sarah Gault ‘10 and Emily Gao ‘11


“Fundraising isn't all we do...but every-thing we do depends on it,” says Nancy Prevost. She is Bedford’s coordi-nator for the Relay of Life and the Community Executive of Develop-ment at the American Cancer Society. She en-courages all students in the district to take part in Bedford’s relay scheduled for May 22 to 23, 2010.

The ACS’ website describes the event as, “American Cancer Soci-ety’s signature event that brings more than 3.5 million people from 4,900 communities across the country to-gether each year to cele-brate the lives of those who have battled can-cer, remember loved ones lost, and fight back against a disease that takes too much.”

Contributors and participants from past years feel the event was a life-changing experi-ence. Help-

Relay for Life Returns By Jamie Garber ‘13

Continued on page 6 Continued on page 6

we’re at 58, so we are ex-cited about blowing that goal away.”

Marta continues, “Last year was our most suc-cessful year, as we sur-passed our fundraising goal by a ton. We are hoping to do even better this year, and to raise as much money as we can.” They raised over $100,000 last year. In five years they have raised over $250,000. This year, the leading teams are Team Matty, Team Matty 3, Mission Impossi-

ble, Purple People, and Cancer Busters.

Some students are also dealing with cancer on a

personal level. The Guidance Depart-ment helps out as much as they can to help students. Mrs. Halupowski, a guidance coun-

selor, explains that counsel-ors are always available to help students handle their emotions of a parent or rela-tive having cancer.

Donating is available in many ways. You can ei-ther donate at the website

ing to provide hope and fi-nancial support by contrib-uting for the community and anybody who is strug-gling with survival is a great feeling.

Many survivors speak at the event. The “Survivor Lap” is the opening lap when survivors and their caregivers walk around. Other relayers line the track and cheer them on.

Marta Pisera, a senior at Bedford High, is one of the co-chairmen who explained how close they were to meeting their goal in March, “Our goal this year is to get 60 teams, and right now

“Our goal is to get

60 teams, and right

now we’re at 58…”

4. Get a tattoo of his name. Nothing says I love you like permanent ink etched onto your body. 5. Play up your artistic side by creating crafts to show your love. Some ideas that have worked for us in the past include life-size models made of bubblegum or baked goods in the shape of his head. 6. Synchronize your sched-ules. When he eats, you should eat too. When he

sleeps, you should sleep too. Soon, you’ll be sleep-ing together! 7. Don’t go outside for a month so you have a nice pasty complexion. Invest in roll-on body glitter, hair gel, and crawl in through his window, Edward-style. Uhhh… guys are into Twi-light, right? 8. Make a love potion using your own hair (refer to

Relay for Life Returns continued

How to Get the Guy of Your Dreams continued


The perfect look accomplished by staying indoors for roughly one month.

Continued on page 8

Continued on page 7

online, at the event, or to the ACS. This year’s relay is May 22-23rd, and every-one is fundraising as much as possible up until then. The motto of the re-lay: Celebrate. Remem-ber. Fight Back.

Relay for Life Continued

Faye Interview Continued

Caption describing picture or graphic.


and 7th grade rather than 10th grade. Also, I am teaching mathematics instead of social studies. I really have enjoyed the challenges of teaching only girls, younger students, and a new subject. My stu-dents back in Boston would not be surprised to hear that my students here at Mary-mount have said I am the most organized teacher they know! How does teaching in Co-lombia compare to teaching in Bedford? The days are a little longer as I am here from 7:30 AM until 4:30 PM each day (we get out at 3:00 on Fridays). We have fewer vacations, but more holidays. Another interesting difference is that because of the climate, there are many more outdoor areas to sit and grade. I am able to look across and see the tall mountains that

lombian immigrants here in the Boston area. I had traveled to Medellin three times prior to accepting the opportunity. When I traveled there in July of 2008, I was curious as to what it might be like to teach there. I organized a meeting with one of the school’s ad-ministrators, and we discussed what it was like. Shortly after my trip, I received an offer to work there. Why did you want to par-ticipate in the program? I felt that this experience is a once in a lifetime opportunity. The ability to teach English, live in a place where I love the culture, and be given the opportunity to travel to other parts of Colombia seemed too good of an offer to pass up. The families of friends I have made in Boston live here in Medellin, and so I also have has the opportunity to meet them as well. Describe your overall ex-perience with teaching in Colombia. So far I have had a tremen-dous experience working here. Within a month, I realized that I could teach anywhere. The obvious differences are that I am working with only girls rather than a mixed popula-tion. I am also teaching 6th

surround the city. We have the use of computers, but there is only one printer, and every-thing I have to copy must be approved before I submit it. Lunches are 45 minutes! That is something that I have had to get used to!! Are you going to ever return to teaching at Bedford? I have received permission to take a second year of absence from Bedford High School. The main reason I asked is be-cause the school year in Co-lombia runs from January un-til November. So when I ar-rived, it was already halfway through their school year. I wanted to be able to start and finish one complete school year, and the second year of leave will allow me to do that. My plan is to be back at BHS for the fall of 2011.

A strong message is displayed during the luminaria—a candle ceremony held during the beginning of the Relay for Life.

dence in going up and performing, including Mr. Fideler, an assistant teacher, who went up and presented one of his own poems, becom-ing the first faculty participant in the event.

When asked what made him decide to read the poem and if he knew that he was go-ing to be the only faculty member presenting he said, “I made the decision to read after the slam came up in conversation during Mrs. Messenger's freshman English class. I hap-pened to mention that I had participated in a few slams in the past, and several of the stu-dents asked to hear one of my poems. Since I wasn't prepared to perform one on the spot, I told them all to come to the slam, and I prom-ised that I would perform one there.”

In terms of being the only faculty member presenting, Fideler says, “I'm pretty sure Mrs. Sallee mentioned that fact when I signed up, but I didn't realize I was the first faculty member to ever read a poem in the short history of the BHS Poetry Slamma Jamma until Nevin made that announcement before my performance.”

Due to the Dan’s diligent efforts, this year’s slam was a total success, and a second slam was approved by the school. The com-mittee organizing May’s slam continues to create a very relaxing environment with a peaceful and uplifting atmosphere; although they still want to maintain the energy and ex-citement of the previous slams.

The first workshop that focused on in-troducing the slam and potential participants was Tuesday, April 12 during X block in room H203. In the meantime, there was an-other workshop for students who are still in-terested in performing on April 28th. In or-

der to attend upcoming meetings, students will need a pass from their English teacher. Send any questions about the slam to seniors Dan Johnston or Dan Kipp. The next slam is May 13, 2010.


Slam Continued

Harry Potter for specific recipe). It will be most effective if administered intrave-nously. 9. On Facebook, copy all of his activities, interests, etc. and paste them into your profile. Imitation is the sincerest form of flattery. 10. Serenade him. Taylor Swift songs gen-erally work well—who could say no after a heartfelt rendition of “You Belong With Me”? *1000% success rate guaranteed. Alex Kovacs: “Be outgoing.” Shreyas Ravi: “Don’t be outgoing. If you want to get with me, I’ll be talking to you.”

How to Get the Guy of Your Dreams continued

Memorizing the lyrics to “You Belong with Me” and performing them will guarantee that your man will take notice of you and your talents.

Is BHS Environmentally Friendly? Pamela Weidman ‘13 and Katy Hollyday ‘13


Even though BHS is a new building, it technically is not a green one. However, many steps are being taken to help solve this problem.

According to Richard Jones, who manages the utilities at BHS, "the school does not meet the criteria for LEED certification." LEED is a government organization that deter-mines whether buildings are environmentally friendly. He also says, "the high school does not purchase or produce green energy in any form." The energy that the school uses exceeds the benchmark set by the Environmental Protection Agency.

When asked whether he considered BHS to be a green school, Mr. Tracey replied, "At the moment, no, but we are heading in that direction." The school has begun to save on heating and has reduced energy consumption by 36%. To do this, limits are put on the heating controls for how warm or cool a room can be. The school also uses energy saving lights and motion sensors for the

lights. "A little of that is an inconvenience, but it's all to save energy," Mr. Tracey said. The Recycling Club, led by Mr. Griffin, has played a big role in making the school

more environmentally friendly. Mr. Griffin says, "We are recycling more than ever. The vol-ume sometimes exceeds what we can manage." The club has started a campaign to inform students about recycling by creating posters that inform students about recycling.

Classes such as Power and Energy, Engineering Your Future, and Drafting are trying to make a difference. The curriculum includes environmentally conscious projects that teach students how to create houses that use alternative energy sources and reduce water con-sumption.

Mr. Jones explains the plans that would make the school greener, "There are some en-ergy conservation projects being proposed...These measures are intended to reduce the use of electricity through the use of more energy efficient lighting and the limiting of peak elec-tric demand."

Mr. Griffin is hopeful that solar panels would someday be placed on the school roof or that a garden could be created in one of the courtyards. He says that if there was a garden, the food could be sold at the farmer's market and that the profits could be used for the school's clubs. But those projects would take a while to start.

In the end, it falls to the students to make an impact. According to Mr. Griffin, "Simple things like turning off the lights, using natural light, turning off the computer when you're not using it, turning off the smart board projectors, picking up trash in the halls and just doing what's right [will make a difference.]"

With The Lookout now online, BHS no longer uses about 50 pounds of paper costing about $250 per issue.

“Simple things like

turning off the lights…

and doing what’s

right.”

It’s hard not knowing what’s going to happen next, whether it is the next school dance or the next big fight. But when you or your parent is in the military you don’t really anticipate knowing those things: you’re more worried about where you’re going to be living in six months or what school you’re going to graduate from. Nothing is set in stone and your whole world can change in the blink of an eye. Having this mindset makes it very chal-lenging to make friends be-cause you know you’re go-ing to be leaving them in a couple years anyway.

Normally when peo-ple ask you where you’re from you can easily answer “I’m from Bedford” or “I’m from Boston.” With military kids, you have to stop and think about that question. “Are they asking me about where I moved from before Bedford? Are they asking where I was born? How do I answer that?” That question is complicated because we’re not really “from” anywhere. Some of us have lived in the US our whole lives, whereas some of us

have lived in places as far away as Germany or Japan. Once you move to a base, living there is like liv-ing in a protected box. You are completely surrounded on all sides by a gigantic electric fence, you need an ID card to enter, and there are security force members EVERYWHERE. It’s hard to turn a corner and not see a patrol car. People who don’t live on base think that it’s “so cool” ” because there are “guys with guns” watching you and the base has a pool or a bowling al-ley or a Burger King. Really it’s not all it’s cracked up to be.

Guidance counselor Mr. Dechellis says, “Honestly… being on base is no different than being anywhere else. Hanscom is like a small town with every thing you need to survive. The only exception is that you need an ID to enter.”

While there are some positives to living on a base, such as constant security and everything being in close proximity, there are also negative aspects. You can’t really leave whenever you want, you have a set curfew, everything closes early, you need special per-mission to bring “outsiders” on base, and you can’t have

too many. On base, it’s really hard to throw a high school party because there is a limit to how many peo-ple you can bring on base and the police are bound to show up before the party even starts. You’re never in control.

Dechellis adds, “The place is surrounded by barbed wire fencing, and there are people in military uniforms everywhere you turn...Oh yeah, and you need to stop and remain mo-tionless during morning Revelry, the evening Na-tional Anthem, and the nightly Taps.”

Someone of higher authority on base is always saying where you’re going to live and how long you’re going to be there. When you’re told to move, you can either do what they say and be out of the state and at your next assignment by a certain date or you have 7 days to leave the service. Clearly this is a very differ-ent lifestyle to get used to.

Life on a military base is never the same. It is constantly changing - every-thing from the people to the houses to the ranks - and I wouldn’t have it any other way.

Base Life By Alyssa Cattles ‘12


I have been an on and off military brat only traveling to 4 overall states; Texas, Missouri, California, and Massachusetts. The difference between me and other travel-ers is simple: I have lived in these states, and I could move back at any time.

Texas- My time in the Lone Star State was short. Along with the heat, I would often find myself playing in the backyard with a possible step-sister. While playing in the yard, we’d often run inside from our sand covered-yard when the sharp “spike balls” from trees that grew out of the ground got stuck on our bare feet. I would cry until my mother would pull it out, and then within seconds, I was back in the yard playing in the hot sand. This is all I can re-member of my time in Texas, but that right there is more memories than you would ex-pect out of a six year old.

California- California…To me, I have always felt that I was a California kid at heart, and I talk about it as if it was some kind of holy point like Mecca or the Wailing Wall. I moved there at age 4 for 6 months from Missouri, after my uncle graduated the Ma-rine Corps boot camp. But the

moment we stepped out in that warm ocean-filled air, for the first time I swear I felt like I was at the place where I be-longed. Everyone in our fam-ily fell in love with California and have been up until now plotting our way to go to our dreamlands: Los Angeles and San Diego. During the sum-mers, I would spend time at the beach and would almost instantly make friends with kids my age. People in Cali-fornia seem both extremely friendly and welcoming. Maybe it's the perfect weather and open space that makes people in California so friendly.

Missouri- Missouri… For so much of my life, the thought of being able to escape Mis-souri seemed futile and point-less. It seemed like that every time I got out, it pulled me back in. Though being force-fully dragged back to the corn-covered Midwest wasn’t in all instances the worst thing that could happen to me. But more than not, I would be metaphorically clawing at the floor and fighting it every step of the way. But in the end, I Missouri had been my home for most of my life. I was given something that almost no other base kids get - a place to go back to, a place where kids who I have known since I was in the sandbox await my return, kids who like me shared the dream of one

day taking that plane to New York or Los Angeles. What’s different from Missouri to most places is that 75% of the residents seem to share the same common dream…which is to leave. To me, indefi-nitely, the Midwest served as an incubator offering me the secure feeling of the small town, but also giving the out-going lifestyle of the city. For this reason, I have a love/hate relationship with the state that can’t seem to be able to shake.

But the military has fi-nally brought me here to Bed-ford, Massachusetts. I have been here for only a month now, and I have pretty much assimilated myself into the New England world. But, alas, my time here is short. Where will I go next? I don’t know, maybe to my home back in Liberty. Maybe back to San Diego? Wherever I go, I will leave this place be-hind. ...To be the face that is here one second but gone the next once again... There is a line from an old western that I saw when I was a kid. It goes, “And there he goes, The Dis-appearing Man.” I feel like that is who I am. The man who comes and goes leaving maybe a subtle memory but nothing more. But maybe if the wind is to blow in my fa-vor when I disappear out of Bedford, I can maybe reap-pear back to my small town in the Midwest.

The Tale of the Disappearing Man By Andrew R. ‘11


The Evolution of the Warped Tour By Ben Knicely ‘13

Before they became mainstream, the Black Eyed Peas toured with the Vans Warped Tour.

Every year, a good majority of mostly teenag-ers and college students come to a field or arena and celebrate what is called the Vans Warped Tour. The concert is a compilation of somewhat popular to un-signed bands that most have never heard of until now. This has always been the philosophy behind the tour; however, over the years there have been some changes.

Today, the most com-mon genre among bands is called “Post-Hardcore”, yet there are still some punk, electronic, rap, and ska. The set up is usually, around 6 stages, when about 100 bands play over the course of an approximately 10 hour concert. Many bands play while other bands are playing at the same time, but they don’t drown each other out because of the distances between stages.

The tour originated as a skateboarding festival by Kevin Lyman in 1994. The first bands to play that be-came quite popular include: Blink-182, the Deftones, The Mighty, Mighty, Boss-tones, NOFX, Pennywise, Reel Big Fish, Sublime, and

Reel Big Fish, Sublime, and Save Ferris, which were mainly composed of ska and punk fusion, as well as “Skate Punk”. Although over time, fans’ taste of music changed, and although there are many punk and ska fans to this day, many young peo-ple go to the warped tour for it’s popular “Post-Hardcore”.

Modern Post-Hardcore music is not what it used to be in the late 80’s, but the genre can be characterized by it’s “clean vocals and screams” with a steady rhythm and guitar based in-strumentation and often with a popular “break-down” sec-tion. Bands that have gone to the previous tours in the category of Post-Hardcore, include UnderOATH and Chiodos.

In addition to support-ing the recent trends in music for fans, tour has become an outlet for many young aspir-ing musicians to get noticed. In fact, Warped Tour is the main reason why many bands, like the Black Eyed Peas for example, are heard on national radio stations to-day.

Other than music, many small clothing companies tour with the bands and sell

their merchandise. In 2009, the English clothing com-pany “Babycakes” attended all the venues, and sold their clothing. Bands themselves even have their own “tents”, and sell band tee’s and have meet and greet with fans, which creates a more per-sonal, involved environment, which many fans enjoy. In other words, the tour is a “melting pot’ of music, and pop-culture.

Recently, Warped Tour has made an effort to make their shows more environ-mentally friendly. They have reduced their amount of pe-troleum use by 30%, catering is done with washable plates, and most of the electricity for the main stage is fully solar powered. Also, organizers of the tour are encouraging fans to recycle by giving out prizes for those who do along with special privileges for fans who clean up after and during the show.

As musical genres evolve and change, hopefully so will the Warped Tour.

Film Analysis teachers confess their love for Matt Damon and that French chick

Mr. Herbert’s Top 10 Best Films 1. Good Will Hunting 2. Shawshank Redemption 3. Life is Beautiful 4. Braveheart 5. Unforgiven 6. When Harry Met Sally 7. Gladiator 8. L.A. Confidential 9. War of the Buttons (delightful Irish comedy) 10. Pulp Fiction

Ten Things I Shake My Fist at: -Getting participation points de-ducted for going to the restroom during class -When the lunch staff makes you walk all the way around to get food -Getting up early on the week-end -“Good Times ‘09” -Cowboy boots -Changing where the tables are at lunch -Green slushies instead of red -Homophobes -When teachers use dry erase markers that are low on ink

Mr. Jourdan’s Top 10 Best Films Top 10 in no particular order: 1. Dr. Strangelove 2. M*A*S*H 3. Amelie 4. Ikiru (Kurosawa's best, I think, and most haunting) 5. Cool Hand Luke 6. LA Confidential 7. The Graduate 8. The Usual Suspects 9. Fargo (my nod to the Midwest and the Coen brothers, hilarious and disturbing) 10. Blade Runner (someone has to put down a SciFi flick)

Separated at Birth

Mr. Tracey and Basil of Baker Street Justin Yeung and Kim Jong-il Principal Sills and Mr. Potato Head

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