Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
11/3/12
11:16 AM
Page 1
Christ School Week
Edition
“Wir Dienen”
“We Serve”
Go Blues!
Friday, October 26, 2012
Volume LXXXII NO. 2
Asheville School, Asheville, NC 28806
Ms. Dolma Brings a
Range of International
Experiences to AS
PHOTO BY JIM RAYNOR
Ms. Dolma (left) plans a Chinese lesson with Mr. Becker.
Fifth Form College Tour
Deemed a Success by Students
Photo Courtesy of Ms. Steelman
Fifth Formers visiting Clemson University in August.
By ALEX ARROYOBRIDGES
In late August, the
entire fifth form of
Asheville School traveled to two colleges in
South Carolina. The
class visited and toured
both Wofford, a liberal
arts school, and Clemson, a large university.
The tours of Wofford
and Clemson provided
the students of the fifth
form with the opportunity to familiarize themselves with the distinct
variations between a liberal arts school and a
large university, as well
as a basic idea of what
to search for in college
prior to their personal
research.
During the campus
tours, students were introduced to a variety of
contrasts between a liberal arts college and university. Students were
expected to gain a general sense of which they
would prefer as they
toured the campuses.
Wofford displayed
many similarities to
Asheville School, such
Editorials:
Zan McPherson discusses the economy
PAGE 2
as small classes, a tightknit campus, and even
the enforcement of an
honor code. The small
student population of
about 1,500 creates an
intimate feeling in the
community, classes, and
campus.
The campus itself
maintained a polished,
yet majestic, look as
large oak trees swept the
sky and the lawn was
adorned with fountains
and statues.
Furthermore, Wofford College students
prided themselves on
their strong Greek life,
as about 46 percent of
the students belonged to
a fraternity or sorority.
The school also boasted
strong academics, especially in the fields of biology, political science,
and pre-law.
Finally, the school’s
interim programs, which
focused on studying
abroad, have been
widely successful and
popular with the students who attend Wofford College as they are
customized to each individual major or even
personal interest.
Clemson, too, provides a lovely campus.
The campus had to be
substantial in order to fit
the large student body of
about 20,000 students.
From the main lawn
you could witness many
students having a good
time as they played ultimate Frisbee, football,
or just sat around and relaxed.
The tour guide explained many key points
about Clemson including their strong sports
programs and games, as
well as their unique
clubs and activities. The
clubs ranged from the
skydiving club to the
“high five club,” providing a picture of the variety of student interests.
Furthermore, the
Clemson tour guide also
highlighted academic
opportunities such as the
individual schools for
different majors and the
variety of internship programs. Clemson’s major
academic programs are
agriculture, forestry, life
sciences, architectures,
and the humanities.
All in all, the student
response was fairly posi-
Sports:
Athlete of the Month
Kihang Kim
PAGE 5
By HANNAH VERITY
New Humanities and
Chinese instructor Chime
Dolma was born in Tibet,
where she spent the first 12
years of her life. She
herded yaks, sheep, goats
and horses on the Tibetan
Plateau with her twin sister,
who is currently studying
at Warren Wilson College.
tive to the college trip
While in Tibet, Ms.
Dolma and her family lived
experience and how it
as semi- nomads, often miwill affect their search
grating to different places.
from thereafter. Fifth
Noting the ancientness of
former Isabelle Mellon
her lifestyle, she said: ”It’s
said, “I believe the colfunny, because I just finlege trip was a good
ished teaching my World
jumpstart to the college Studies’ students about noprocess. It really gave
madic life in Africa, and it
me a clear idea on what was so similar to the way
to expect when I do my in which I lived while in
Tibet.”
own college research.”
Another interesting asStudents also feel
pect
of Ms. Dolma’s life in
better prepared and more
Tibet
was that they didn’t
confident for their own
have
to
depend on money
college tours. The expeto survive on a daily basis.
rience of asking ques“When we exchanged
tions, becoming
goods, we literally excomfortable with the cir- changed goods,” she said.
cumstances, and coming
After living in Tibet, Ms.
to understand the purDolma and her family escaped to India due to politipose of the tour will
benefit many students as cal reasons beyond their
they tour colleges inde- control. “Arriving in India
was a miracle. I cannot feel
pendently.
more fortunate and happy
Fifth former Amrit
that I survived the brutal
Bal summed up the exescape to India. Rememperience by saying, “At bering all the uncertainties
least I don’t feel as over- that lingered in my head
whelmed about the col- when I left Tibet, I feel forlege process as I did
tunate, grateful and happy
to be alive today and living
before. I feel as now I
understand what to look in one of the most wonderful communities.”
for in colleges.”
After her arrival in
India, Ms. Dolma could finally learn to read and
write for the first time. She
had longed for this educa-
Arts&Culture:
Changes to Asheville
School Music Program
PAGE 7
tion in Tibet. She always
had an urge to be “educated”, to have some sort
of schooling, and India allowed her to do so.
After spending about two
years in India, she eventually immigrated to the
United States with her twin
sister and her brother to reunite with her father whom
she had not seen for four
years.
Her arrival in the United
States was defined by culture shock. “Arriving to the
United States is another
story. I could not believe
what I was seeing. It was a
whole new world—new
language, new culture, new
racial groups, new buildings, new transportation
systems….you name it!”
One of her biggest struggles was learning English.
However, she became fluent within four years and
went on to attend Middlebury College.
How did Ms. Dolma
end up at the Asheville
School? She described it as
a very difficult decision.
She had visited the school
before and she said,” I
liked the people a lot here
because everyone seemed
very different and unique
in their own way.”
Ms. Dolma talked about
how she could have remained in the northeast but
wanted to experience the
south and be closer to her
sister.
“I’m all about going to
different places to gain new
experiences, and I love taking risks and discovering
something new all the time.
Take risks: life is too short
to be feared.”
Editorials
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
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2
Friday, October 26, 2012
Featured Debate: Academic Stress at Asheville School
Stress is a reality of life at Stress Levels at AS are
unhealthy
AS, and Good in
Moderation
cause fatal conditions
By JARED HOFFMAN such as high blood pressure, and even trigger
Stress is a fact of life catastrophic incidents
such as a heart attack or
that many of us have
come to accept. Whether stroke. Stress can lead to
depression, long lasting
that stress comes from
anxiety, and other serithe playing field, the
ous mental conditions.
classroom, or the stage,
These issues are nothing
the average Asheville
to scoff at, surely, and
School student deals
yet we willingly submit
with a huge amount of
ourselves to a higher
stress on a daily basis.
risk of these conditions
Coupled with maintainevery day. Again, why?
ing a social life and,
One answer is our
somewhere between all
own drive to succeed.
of this, sleeping, we all
Even as early as freshhave a lot on our plates
man year, students load
at any time. But why do
themselves up with Honwe accept this, and
ors and AP classes, to
should we? Stress is not
demonstrate to colleges
only frustrating, it is a
that they can not only
major contributor to
health problems, both of succeed, but succeed in
the mental and the phys- courses with more diffiical variety. We accept it cult workloads. This, in
turn, raises our stress
because of how it will
levels, which indirectly
reward us in the future,
signals to colleges that
as well as the expectations on us. But again, is we can handle the inpushing ourselves to the creased stress levels of
high-level classes. Our
limit worth the consecolleges, we hope, will
quences?
allow us to do whatever
Stress can be permajob we wish after we’re
nently damaging to the
human body. In the short done.
Another, perhaps
term, stress causes
more important reason,
headaches, sleep disturis societal pressure.
bances such as fatigue
Every day, our teachers,
and sleep loss, and
heartburn. Over a longer friends, and parents enperiod of time, stress can courage us to join clubs
and generally pressure
us to load more and
more work and commitments into an alreadypacked day. While we’re
constantly reminded to
get plenty of sleep, more
than a scant few hours of
rest can sometimes seem
like an unrealistic fantasy. I myself am lucky
to get more than six
hours of sleep, even on
nights with a relatively
light homework load.
Nights with more commitments and more
homework to do mean
even less sleep for me.
And yet, I do all of this
willingly, sometimes
even with a smile on my
face.
While we cannot
eliminate stress completely, a little is perhaps
good. Stress helps to
spur us on to complete
that assignment, go to
that meeting, or any
other of a thousand
things we do every day.
However, our stress is
constantly at a critical
level. Perhaps we should
all take a step back and
find a cause of stress we
can easily eliminate, and
do it. But if we can’t do
that, we may just have to
learn to deal with it.
Academics, social
life, sleep: pick two. A
study through Facebook
showed most young
adults in college feel
they can only have two
of these, suggesting that
they must forfeit one
key aspect of their lives
in light of the lack of
time, the pressure, and
the demands placed on
them. Although this
study applies to college
students, I find the
maxim “academics, social life, sleep: pick two”
to be the status quo at
Asheville School.
I am constantly giving up time with friends
and sleep to complete
academic responsibilities, and I often wonder,
is it worth it? Sure,
Asheville School is a
college preparatory
school, the work we are
given is hard or sometimes even college level
material, and I think we
all sometimes feel it is
too much. But the overall outcome of our efforts is generally
positive. Asheville
School sends students to
college prepared for rigorous academic schedules and the task of
managing one’s own
time. Despite these beneficial outcomes, students are reporting
record high stress levels
that are unhealthy. I
want to know if it is possible for Asheville
School students to do all
three of these things
without sending their
stress levels through the
roof.
Second year sophomore Jasmin Lopez
says, “I think if teachers
would give a more balanced amount of homework each night, then
students wouldn’t be so
overwhelmed and they
would get enough sleep
and have time to spend
with friends. The weekend is a time for friends
and relaxation, not work.
I think we deserve that.”
Mr. Kussrow confirmed
that during a convocation last school year in
which the student body
was told of the new
2012-13 schedule, he
said teachers would try
to better manage the
amount of work given in
the upcoming year, providing us with the opportunity for more sleep.
So far this year I am better rested, but my homework has certainly not
decreased and our
stricter schedule has left
barely any room for social activity.
There is a fourth aspect in Asheville School
life that is not accounted
for in the three important things I have listed,
and that is afternoon activities. Not only must
students complete several hours of homework
a night, they are required
to attend roughly two
hours of extracurricular
activities every afternoon. It would be different if we were not
obligated to attend
sports and other activities. Students would
have no excuse for not
getting their homework
done. I’m not suggesting
Asheville School should
get rid of afternoon activities (I love being a
part of a team or putting
on a production with
friends), but it is something to take into consideration.
The truth of the matter is, the entire student
body will never be satisfied as a whole on the
amount of sleep, academic requirements and
free time we have. The
new schedule is working
to please the majority,
and that is all we can ask
for from our school
leaders and administrators. But I feel that the
difficult requirements of
activities and academics
force students to leave
behind sleep and social
life, which gives way to
a widespread stress epidemic often found on
our campus.
the iPhone 5 release
about the economic
hype over the new product in his column “The
iPhone Stimulus.” According to Krugman, recent research from
JPMorgan calculated
that the new iPhone
“‘might add between a
quarter- and a half-percentage point to G.D.P.
growth.’” This is based
on the belief increased
spending is the answer
to our economic recession. This theory of “obsolescence” was
suggested by John Maynard Keynes, a famous
economist, in the early
20th century, who states
the economy will eventually fix itself without
government intervention, if and only if businesses keep replacing
old products with new
ones. This causes higher
consumption and brings
up the economy. Krugman believes this is
Apple’s hope with the
distribution of the
iPhone 5.
But, why wait around
for new products to
come out, when the government is right here to
help out? Corporations
are often unreliable, and
Continued on Page 4
By ABBY WILLIS
Free Market Consumerism is No Substitute for
Government Intervention–Just Look at iPhone 5
nally, the iPhone 5 has a
longer screen, thinner
width, and is supposedly
more durable. On the inside, the graphics have
greatly improved, there
is a longer battery life,
By ZAN McPHERSON
and Siri has somehow
become smarter. It also
Around the world,
introduces a new “LTE”
there is a controversial
system to replace 4G
buzz about the iPhone 5 that provides much
which Apple unveiled
faster downloads on the
on September 12. Exter- go. Apple predicts popu-
larity, but is the iPhone 5
that much better than the
iPhone 4? Will people
buy it?
Some economists
predict that the new
iPhone will be so popular, it’s generated revenues will provide a
considerable boost to the
American economy.
Columnist for The New
York Times, Paul Krugman, wrote a day before
Editorials
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
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Page 3
Student Engagement is
the Criterion By Which
Educational Technology
Should Be Judged
By ISABELLE SMITH
I am often susceptible to the soft glow of
the smart board but I
have realized that technology can be the downfall of learning. Often
gadgets lead to distraction in the classroom
and unnecessary expenses.
Asheville is one of
many schools investing
in educational technology. All over the United
States school districts
are hoping to raise test
scores and extend curriculum's by incorporating technology. The
government has issued
grants to support the
move toward technology
in the public school system.
The trend was initiated by President Clinton during his time in
office. Clinton said, in a
State of the Union Address, “In our schools,
every classroom in
America must be connected to the information superhighway, with
computers and good
software and welltrained teachers.”
Asheville School has
been slowly catching up
to the technological advances of the time.
Many classrooms are
suited with smart
boards, and starting this
year teachers have
started entering grades
into an iPad.
The leap from grade
books and calculators to
iPads was long overdue.
With an Asheville
School schedule, the last
thing a teacher wants to
spend time on is adding
grades and counting
points. Especially when
there’s an app for that.
However, the introduction of SMARTboards to
the classroom was not a
pivotal advance. I
would argue that
SMARTboards decrease
the quality of learning.
The 660i4 SMARTboard
costs $3899.00 with a
projector from a primary
supplier. Some models
reach prices of up to
$8000. The benefits of a
SMARTboard are miniscule compared to their
price. Students may be
hooked to the touch responsive surface of the
SMARTboard for their
first class with the technology. The SMARTboard is quick to lose its
allure after this introduction.
SMARTboards do
have potential as teaching tools that assist students and deepen their
understanding. Teachers
don’t use the SMARTboard to its potential because they are not
familiar with the commands and tools. We
spend more time trying
to work the SMARTboard than actually
using it. Minutes are
wasted in class when
teachers have to recalibrate the board or scroll
through 30 slides of a
PowerPoint with their
finger to find the right
one. Projectors fulfill
the same role as
SMARTboards at a fraction of the price and
without the distractions
of a touch screen.
Technology will become
a beneficial part of education when it adds to
the learning experience.
Asheville School teachers often use technology
in efficient ways: map
quizzes of the countries
of Africa for World
Studies, biology animations of DNA replication
and instant quizzes in
pre-calculus with the
clickers.
In 2005, a sophomore
boy couldn’t figure out
how to study his French
vocabulary words efficiently and decided to
create a computer program that would test him
in different ways and
then go over the ones
that he got wrong. The
program that Andrew
Sutherland created was
called “Quizlet.” This
15-year-old boy created
what would become
every Asheville School
student’s best friend.
Quizlet is the ideal integration of education
with technology because
students interact with the
material.
Technology is beneficial when students get
involved. SMARTboards aren’t useful because they are simply a
new surface on which
information is displayed.
The same information
could be displayed on a
projector or handout
minus animations. Interactive quizzes and the
ability to email back and
forth with a teacher are
valuable technological
resources. Just think,
where would Asheville
School be without the
Blueline? In short, technology is a double edged
sword. It can speed up
and add to the learning
process. But in the case
of SMARTboards, the
benefits of this tech tool
are not certain and the
uncertainty does not justify a $3899.00 investment.
3
Friday, October 26, 2012
Internet’s
Usefulness
is Not an Excuse for
Overdependence
By TON LEOW
SERMCHAIWONG
If you walk up to
today’s average individual and ask, “Can you
live without Internet?”
most would likely snort,
roll their eyes and say,
“No way. Everything I
need is on there.” What
about you? Can you survive without having
Google or YouTube? Do
you remember a time
when you did not use
those helpful sites in
your youth? Our society’s dependence on the
Internet has rapidly
grown through the years.
If students today barely
ever write essays with
pencil and paper, what’s
to say that the next generation won’t blatantly
reject pencil and paper
completely? Everything
boils down to one question: is the Internet beneficial or detrimental
considering our society’s
heavy dependence on
this tool?
Statistics from
MSNBC state that the
average American between the ages of 13 and
24 spends about 16.7
hours on the computer in
a week. That’s a lot of
hours. Many do not even
realize the amount of
time that is spent on social networking websites. If you think back
on your week, how
many hours do you think
you spent surfing
through Facebook, pinning on Pinterest, and
playing Tetris? There’s a
chance you probably
spend two hours or more
per day on distracting
Internet sites. Besides
leisurely purposes, the
Internet contains vast
majority of important information such as databases, scientific
reasearch, current
events, and more. Instead of needing to
memorize facts, we can
use the Internet to find
the answers to our problems within fractions of
a second.
It’s quite obvious that
we as an entire society
have developed a certain
dependence on the Internet, but is it a good
thing? Neurological researchers have discovered that the brain can
be physically harmed by
Internet usage and that
digital technology damages long-term memory
consolidation, which is
the basis for intelligence. Parents increasingly worry about their
child being exposed to
harmful and inappropriate material on the internet as well as its impact
on their child’s social
behavior. This chilling
trend has become more
and more obvious as
technology is continuing
to expand. The issue has
been brought to attention
by many concerned individuals such as Nicholas
Carr, an American commentator on the technological trends of society.
In 2008, he published an
essay titled “Is Google
Making Us Stupid?”
which directly addressed
the impact of the Internet on society.
Although some may
argue that the Internet is
critical for global communication and is necessary for an efficient
society, it is also important to note that most of
our time on the computer is not spent on important issues. Instead,
our time is usually spent
on the plethora of ‘fun’
websites that have come
to dominate the Internet.
The Internet however,
is here to stay. It has become so ingrained into
our society that we
would most likely collapse if it was eliminated
from our daily lives.
But, it is important to remember that dependence
on this luxury can be
dangerous. So here’s
some advice to you: take
that time you spend on
the computer and write a
letter or meet up with a
friend instead of waiting
for the little red tab to
pop up on Facebook.
Submissions to the Editorials section should be sent electronically to [email protected] with a subject
line reading “Editorial Submission.” Editorials should
focus on a topic of some pertinence to Asheville School
life, and should be roughly 300-500 words in length.
AshnocaMedia
Please check out the first edition of Editors’ Roundtable,
The Ashnoca would like to thank Amber Lin ‘12 for kindly an issue by issue discussion of school news, at:
donating the new Ashnoca room printer.
www.goblues.org/faculty/ashnoca
Editorials
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
11/3/12
11:16 AM
Page 4
Fear Tactics Reflect the
Expectation that Students
Resign their Rights
By ELLIE COHN
Despite the differences
in our sociological, economical, and ethnic
backgrounds, we all experience fear. We experience fear before we can
talk, walk, or cry out for
help. Fear is powerful –
more powerful than all
of the hope and energy
that the damned can
muster. For this very
reason, fear is often the
sole tool of establishments that seek to conform and control the
masses. Fear is far more
effective in conditioning
a group of people to fall
in line – no matter the
situation – than any
amount of hope or incentive. From the moment we enter the world,
we are scared speechless
with countless threats of
chastisement held over
us by the authorities.
From the moment we
walk through the doors
of our first school, we
are gripped with a wild,
tangible, living, breathing fear, and indeed, this
fear serves its purpose.
This fear, this scare tactic that authorities and
administrators use to
keep us all in line “temporarily,” never really
leaves you. Sure, its effective enough to keep
freshmen from smoking
weed on school grounds,
but it also makes your
heart race and your
stomach churn every
time you tell a lie or step
in late to a class. This
fear does more than diminish the rates of internal conflict within
institutions; it breeds
conformity and rigidity
in us all.
Fear, as it is wielded and
manipulated by authority, can never lead us to
a middle ground. Rather,
we are left with two
paths that are invisible
to the outside eye – either conform, working
to the point of collapse
to please the powers that
be, or rebel. However,
rebellion is tightly
sealed and quickly
smothered for fear of it
spreading. Some of us
get piercing, some of us
get tattoos, but in the
end, all of us resign to
the fact that authority is
the only power that matters when you are seventeen. We realize that
minors have no rights,
especially in private institutions. Our hope to
worm our way out of the
system dies when we realize that freedom does
not exist for minors.
Editor-in-Chief: Ian Van Wye
Features Editor: Claire Hansen
Editorial Page Editor: Amrit Bal
Sports Editor: Daniel Do
Arts Editor: Madison Fiedler
Photography Editor: Ting Yi
Proofreader: Ben Szurek
Staff Writers: Shirley Duquéné, Kenny Hong. Alex Arroyo-Bridges, Patrick Boldea
Columnists: Ellie Cohn, Ton Leow Sermchaiwong, Isabelle Smith, Ben Szurek,
Zan Mcpherson
Staff Photographers: Brandon Liang, Hannah Rutty, Jim Raynor
Faculty Advisor: Mr. James Gardner
The Ashnoca
360 Asheville School Road
Asheville, NC 28806 USA
[email protected]
4
Friday, October 26, 2012
Much Vaunted Chapel Talk
Should be a Chance to Impart
Lessons to Student Body
By VINCENT HICKL
One of the most
worthwhile traditions of
the Asheville School is
the Chapel or Convocation talk every senior
has to give. Many of
them have very important and sometimes even
enlightening messages,
yet their impact on the
student body appears to
me much less than it
should be.
A few weeks ago,
Libby Malinowski had
her Chapel talk telling
us to refrain from
spreading gossip due to
the negative impacts it
had on every community. It was the kind of
argument that just made
sense, and therefore was
difficult, if not impossible, to disagree with. Yet
the week I wrote this article, rumors about the
imminent expulsion of
three students were
spreading like wildfire.
Every time I heard
something, my mind immediately went to what
Libby had told us, and it
was proof to me of a
truth about our talks I
had always suspected.
Many people listen to
what is being said, some
even try to implement it
for a few days, but after
that, it just fades away
and we forget about it.
The one thing all Chapel
and Convo talks have in
common is a message of
change. No one ever
says “keep doing what
you’re doing, things are
great right now,” but the
only thing that seems to
never be the consequence of these talks is
change.
Some people have told
me that the younger students are just lost by the
level of theoretical philosophy present in these
talks, or that they don’t
(and can’t) be attentive
long enough to really
understand the argument. I don’t agree.
Some of the talks that
were most memorable to
me were given my freshman year. I have no
problem recalling Jeff
Warren’s talk about originality and new ideas (or
lack thereof), for example. I think the problem
is simply a matter of attitude.
The school, and therefore the student body,
puts too little emphasis
on the implementation
of our talk’s morals. Mr.
Montgomery always
warns the seniors not to
waste our audience’s
time. I believe it is far
more worrisome right
now that the speaker’s
time and efforts are
being wasted if they are
unable to make a difference, no matter how
valid their points may
be. We need to find a
way to take our ideas
further, so they can become actions, and I
think our combined humanities curriculum
would be the perfect
place to start. Would
they not be perfect subjects for Harkness discussions? And could
arguments for or against
them not be made using
what we learn in history
class? I think it is most
definitely worth trying.
Greed, not Lack of Consumer Spending,
is Most Salient Cause of Financial Crisis
From Page 2
the economic effects of
consumerism go in tidal
waves. Governmental
policies can properly
bring up the economy,
without us having to
wallow in unemployment and depression
until consumers make an
impact on the economy.
One can hardly predict
that the average individual consumer in today’s
economy will be compelled to buy an iPhone
5, which is not much
more impressive than
the previous iPhone,
over other goods. Even
if the iPhone 5 is suc-
cessful, we cannot expect such a huge boost
that will magically fix
all the problem with the
economy and keep them
away for more than a
quarter. Consumers will
not save the economy
alone; it will take government intervention to
pull the economy up.
This is my opinion, but
as Krugman stated,
some measure of iPhone
5 revenues could boost
the economy (if only for
a month or so). Product
popularity can be an unpredictable thing, and
for all we know, the
iPhone 5 will become a
huge success. But this
hope that greedy Americans will keep spending
must stop before businesses and individual
consumers realize their
cash in their pocket is
nothing more than a
bank’s loan. Because
wages today simply do
not cover the inflated
cost of living, it’s more
probable consumers will
stop spending money on
new phones. Consumers
and business can make a
difference on a small
scale, but to fix the massive economic issues at
hand, government intervention must occur.
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
11/3/12
Sports
11:16 AM
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5
Friday, October 26, 2012
Athlete of the Month Kihang Kim
Shares Thoughts on Soccer
Anything that helps you
focus/relax?
Well…I once was late
for a game because of
this, but I usually take a
nap before games to
relax.
Memorable moments?
My first goal this year,
which was my first goal
ever, was memorable. I
simply can’t forget it.
By KENNY HONG
What made you choose
soccer?
Well…it’s fun! I have
been playing soccer
since I was in 3rd grade,
and I usually was a defender. Then, when I
was 15, my friend
showed me a video of
Messi. Until then, I
lacked confidence because I was short, small,
and slow. I thought one
had to be born with a
strong body to be good
at soccer. When I saw
Messi go through the defense easily, I decided to
become like him. He
was small but fast. I
started to work on my
dribbles and on my
speed every 2 or 3 days.
I am now in love with
soccer, and of course, I
chose to play soccer.
What do you think when
you get the ball on the
field?
As I said, I was a defender until 9th grade, so
whenever I got the ball,
I would panic and kick
the ball away.So during
the practice, I work care-
TTing Yi/The Ashnoca
fully on my dribble and
shooting skills. I don’t
want to repeat mistakes
that I made last year.
However, this year, I
was trained as a defender for a couple of
days. I did not want to
go back to my old self.
Then Coach Mettee put
me in as a striker during
the Providence Academy
game. I thought I should
show him something,
and I was ready to run; I
would not have minded
even if I passed out on
the field. I scored my
first goal ever that day,
and ever since then,
whenever I’m on the
field, I think “I will
score again today.”
What's your favorite
team?
FC Barcelona, all because Messi, my role
model player, plays for
them.
Who's your role model?
Lionel Messi, obviously. He is the one who
made me practice
harder; I want to become
an amazing player like
him.
Goals for varsity soccer?
For next few years, I
am going to change my
introverted characteristics because during my
senior year,I want to become a captain of Varsity soccer team. Before,
I came to here, I thought
a captain is the one who
is the best at the soccer.
However, I now realize
that how good you are
doesn’t determine what
kind of leadership you
have. Also, if I can, I
want to break the school
record, Most Goals in a
Season.
Ultimate dream?
Living happily ever
after. I don’t even want
to be that special; I just
want to live an average
life, in an average house,
and with an average
family who loves me.
Oh I’d like a lot of good
food though. I am especially fond of chocolate.
What do you think you're
good at?
I once read, “If something is too fast to catch
up with, you can’t stop it
with just power.” All I
have is the instant speed.
Corrections From the September 7, 2012 Issue:
I was in track and I became a sprinter just to
improve my speed and
reaction. I’m not a distance runner; I can probably sprint for like 10
seconds. But I’m ready
to finish everything in
those 10 seconds.
In what areas do you
feel you need to improve?
I probably have the
worst physicality for a
soccer player. I’m short
and skinny. I would like
to work on physical
plays though. I don’t
want to fall with the
slightest push.
What are some of your
goals for this year?
I want to set up a new
school record for scoring
in soccer, help our team
win the state championship, and maintain a
good grade at the same
time.
Anything you want to
say to the team?
I want to say “Thank
you and I’m sorry.” I
would like to thank all
of them for their hard
work. They always hustle and give me good
passes. I feel sorry since
I often do not catch the
good passes they make. I
want to promise them
that I will practice even
harder to be a better
player.
The article “Prospects for Upcoming Volleyball Season Look Good” was misattributed to Daniel Do; the actual author was Jim Raynor. The Ashnoca extends its apologies to both students.
Ting Yi/The Ashnoca
Mountaineers learn basic climbing rope skills.
Mountaineering Aims to
Equip Students with
Basic Outdoor Skills
By JIM RAYNOR
The Asheville School
Mountaineering Department is a great program
that provides outdoor
skills to adventurous students who have a true
love for nature. In the
mountaineering program, students have the
choice between four different activities which
they may “specialize in.”
The activities, which
vary by season, are
kayaking, rock climbing,
fly fishing, and mountain biking in the fall.
Students depart from
campus during afternoon
activities, three times a
week, where they can
specialize in one of the
four activities they
choose to do.
Some go off to rock
climb in various parks,
kayak on the French
Broad, mountain bike in
different parks, and fly
fish in different streams.
The students are given
the opportunity to go off
campus and actually experience the activity. The
other two days of the
week, students stay on
campus and practice
their general moun-
taineering skills. These
skills vary from cooking
with a camp stove to
pitching a tent.
There are many trips
that the mountaineering
department offers. These
trips are opened to all
students, not just the
ones in the mountaineering department. However, this year the
mountaineering program
is doing something new.
A camping trip just for
the new mountaineers is
scheduled. Mr. Maggart,
the Direct of the
Asheville School Mountaineering Program,
says, “The general
mountaineering skills
taught during the week
will be tested on the
trip.”
The mountaineering
staff is composed of various teachers of
Asheville School, as
well as many off campus
instructors that take the
students on trips. The
main goals of the mountaineering department
are to provide great and
fun activities for the students as well as provide
them with beneficial outdoor skills for the future.
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
11/3/12
Sports
11:16 AM
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Friday, October 26, 2012
Asheville School’s Equestrian Program Offers Alternative to Traditional Sports
Jim Raynor/The Ashnoca
Laura Rincon (left) and Megan Williamson (right)
Students appreciate the camaraderie and responsibility that define what is
arguably Asheville School’s most distinctive afternoon activity.
By ALYK KENLAN
For those of you who
aren’t aware, Equestrian
is our horseback riding
program at the school.
Equestrian is special because it teaches individual responsibility. In
football or soccer, every
move an athlete makes
depends on what others
are doing around himself/herself, but in
Equestrian, every move
a rider makes depends
on only the rider. Also,
there is another element
that sets Equestrian
apart from all the other
activities at the school–
the existence of the
horse itself. Each horse
has its own personality,
and is a unique individual. If a horse isn’t feeling well, it is going to be
harder to ride that day,
and that is just something that the rider needs
to deal with. As Claire
Kaplan says, “If a horse
has a bad day they buck
you off, if a soccer ball
has a bad day it doesn’t
matter.”
Equestrian isn’t all
about riding; it teaches
riders how to be caretakers as well. When a
rider gets off the horse,
his or her job isn’t finished–there is still work
to be done. Each rider
needs to make sure his
or her horse has food,
water, and a clean stall.
If a rider forgets to do
this, the horse will be
unhappy the next day.
By requiring this extra
participation from the
riders, Equestrian shows
students the importance
of not only relying on
themselves in order to
ride well, but also
teaches the importance
of taking care of others.
Even though the
Equestrian program
teaches the importance
of individual responsibility, it is hardly a solitary activity. The
camaraderie formed between all the students is
as strong as anything
found on any other
sports teams. Above all,
Equestrian is fun, and
the relationships that are
formed are integral to
the experience. From
Kat Lannom helping to
clean stalls to Claire’s
love affair with Larry
the cat, the students in
the equestrian program
have more fun than any
other athletes.
Side Note:
The Appaloosa Blaze
Fund
Four years ago one of our
horses (Named Blaze) had
colic, and needed surgery.
Unfortunately there wasn’t
any money put aside for such
an endeavor, as surgery can
cost anywhere between
$7,000-$10,000. Luckily, the
school was able to get enough
money together in time to pay
for Blaze’s surgery, and thus
save his life. In light of this,
the Appaloosa Blaze Fund
was formed in case any of our
horses needs medical attention in the future.
Arts&Culture
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
11/3/12
11:16 AM
Page 7
7
Friday, October 26, 2012
Changes to Music Program Reflect Greater
Emphasis on Arts at Asheville School
By MADISON
FIEDLER
Mr. Crawley plays the piano.
Ting Yi/The Ashnoca
The arts are arguably
the most underappreciated program in modern
education. By middle
school, most music, visual art, and drama
classes have been discarded, as has the students’ understanding of
the importance of fine
art in our society.
At Asheville School,
this is not an issue; all
sophomores are required
to participate in an introduction to studio art
class (and more art
classes with increased
levels of advancement
are offered as well),
drama is offered as an
extracurricular activity
two-thirds of the year,
and the arts are incorporated heavily into our
humanities program, a
feature that is unique to
Asheville School.
However, music has always taken a backseat to
its artistic companions.
No musical courses have
been required to be
taken, nor have the ones
offered counted as a
class (as art does). This
year, though, this all
changed: the performance groups will take
some of their concerts
off-campus and into the
city of Asheville, and
members of all four musical groups will receive
a half credit for a year’s
participation, which will
appear on student transcripts.
John Crawley, head
of music at Asheville
School (as well as
teacher of history and
music theory) says, “The
decision was made to increase the visibility of
the music program, not
only on campus but outside the Asheville
School community, and
Diverse Group of Fall Films Hits Theaters
By CORI PATRICK
This fall, many new
movies have been released, creating a frenzy
amongst moviegoers.
Some of the most talked
about movies this September were “The Dark
Knight Rises,” “The
Campaign,” and “End of
Watch.”
“The Dark Knight
Rises,” though released
a full two months ago on
July 20, continues to stir
up much buzz and has
received much critical
acclaim by reviewers
and audience members
alike. This latest install-
ment of the “Batman”
trilogy features a weakened and reclusive
Bruce Wane facing his
most menacing enemy
yet, and the plot includes
terrorism in Gotham as
well as a twisted backstory that keeps viewers
captivated for its entirety
(a full 2 hours and 45
minutes).
In contrast to the
darker side of film, “The
Campaign” made a
splash of its own in late
August. Will Ferrell and
Zach Galifianakis star in
this comedy about North
Carolina congressman
Cam Brady defending
his political position
against a blundering
Marty Huggins, who directs the local Tourism
Center. Although considered crude, the movie
is referred to as hilarious
by the majority of its audience members.
“End of Watch”, released September 21, is
the story of two young
police officers caught up
in a foul situation after
confiscating money and
firearms from a group of
men tampering with illegal substances. Starring
Jake Gyllenhaal and
Michael Peña, it satisfies
the tastes of viewers
who love drama, mystery, and crime films.
The movie lasts only an
hour and forty minutes
but is said to be a great
watch nonetheless.
In addition, many
other films have been recently released, and others have been
re-released in 3D, a recent film trend. These
recent releases range in
genre, offering great variety. Whether you prefer animated children’s
movies, comedies, or action packed thrillers,
theaters are currently offering a selection of
films for every viewer to
enjoy.
that necessitated some
changes to the amount
of time allotted for
preparation.”
There are four official musical organizations on campus:
Chorus, Handbell Ensemble, Chamber Music,
and Chamber Choir.
Chorus currently consists of 50 members, is
split into seven vocal
parts (sopranos, basses,
and altos are all split
into two subdivisions
depending on range, and
tenors make the seventh
vocal section), and rehearses three times per
week, as does Handbell
Ensemble.
Regarding the latter
organization, Crawley
says, “Very few private
high schools have handbell groups, so this organization is a unique
way to showcase
Asheville School’s musical programs.”
Chamber Choir consists of boarding members of chorus who
perform every Sunday in
the chapel program, and
Chamber Music is composed of instrumentalists
who perform in various
venues, both by themselves and as accompanists to the other three
music groups.
These new additions
of class credit and additional performance venues around Asheville not
only provide additional
reasons to join the various musical groups; they
show the importance of
the arts in our community. “Being able to nurture, showcase and
provide opportunities for
our musical students is
what continues to make
working at Asheville
School so rewarding for
me,” says Crawley.
IMAGE SOURCE: WWW.WARNERBROS.COM
Mr. Ferrell and Mr. Galifianakis appear together in
“The Campaign,” which was released in late August.
Do you consider yourself a talented visual artist? Are you observant and witty? The Ashnoca is looking for cartoonists
willing to contribute their work. Cartoons may be paired with an editorial, or they may be published individually.
Interested cartoonists should contact the paper via email (please send all correspondence to
[email protected]).
Ashnoca 2012-2013 Issue 2A:Ashnoca 2012-2013 Issue 1
Puzzles
11/3/12
11:16 AM
Page 8
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Friday, October 26, 2012