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Harvey Weinstein, co-founder of Miramax Films and director of movies such as (1998) and (1994), was publicly accused of sexually harassing over 100 women in early October. The scale of the subsequent investigations has shed light on the widespread presence of sexual assault in Hollywood and in society, leading the Deerfield community to reflect on these issues on campus. “He was too powerful for anyone to say anything about it, and that’s what’s scary,” said Alexis Levit ’18, one of three Feminism Club leaders. “[Sexual assault] is obviously rampant in the movie industry, which makes me think that it’s rampant in every industry.” Lily Louis ’18, another club leader, explained that the response to this scandal “is indicative that times are changing, and that it is already a big step forward that he is being condemned, and he is being demonized, which is something that hasn’t happened in the past.” Louis added, “[This] is a big moment, especially in the feminist movement, because women aren’t being [blamed] … because he is the perpetrator and that is very important.” Levit additionally mentioned that Weinstein’s exposure has catalyzed increased awareness of sexual assault, stating, “Now that it’s all come out, now there’s a huge campaign, the ‘Me Too’ campaign, for people who have been sexually harassed or assaulted in any industry.” Relating to the Weinstein case, Deerfield’s administration has taken noticeable steps in recent years to protect its students from sexual misconduct. Amie Creagh, Assistant Head of School for Student Life, listed a series of initiatives designed to promote a safe and positive attitude towards relationships on campus:  “Health class in sophomore year covers healthy relationships; the Transition to College Program for seniors includes a showing of followed by breakout discussion groups; Date Night, an initiative specific to Deerfield, is designed to help promote healthy relationships; last year’s Gender Symposium comprised ten different events focused on healthy relationships and gender; we also have Open Dorms and open common rooms, both of which are in place to ensure that Deerfield students can spend time with one another as friends,” she explained. Dorms were reconfigured in the fall of 2015 to address gender relations on campus. Ms. Creagh specified, “We aimed for mirrored dorms for boys and girls with a shared quad in the middle. Mather and Scaife are a perfect example.” Deerfield instituted several rules to ensure safety during private co-ed visitations. “When students do get visitations, they’re supervised, they check in, the faculty resident gets a visual from the kids and says, ‘Yes, you can have visitations,’ and … when the student is checking out, there’s a clear sense that ‘Yes, we’re all good,’” explained Ms. Creagh. Levit mentioned that the healthy balance of safety and privacy during visitations demonstrate a significant effort to prevent sexual assault on campus, specifying, “Parietals are supposed to be Deerfield checking on [students]… and to prevent people from being pressured into doing things they don’t want to do,” attests Levit. While visitations may have the most obvious results, each of the administration’s initiatives strive to ensure students’ safety. Helen Hicks ’18 said, “The Deans are very aware of what’s going on… and if something seems out of the ordinary, they’re not afraid to step in.” However, the most distinct influence on Deerfield’s culture regarding sexism may be the community as a whole. One Love Club Officer Kevin Hendrick ’18 reflects, “Even though there’s some unfortunate sense of masculine superiority that everyone’s trying to deal with, I think that’s a lot different than a rape culture.” Additionally, Deerfield’s Head of School and Student Body President are women, and the Feminism Club is an active campus organization that takes a vocal role in political discussion and holds regular student meetings.  Hendrick said, “Faculty can say a lot, and you can have Ms. Creagh or Dr. Curtis stand on a stage and tell you to do this or do that, but if your friends and your peers are willing to say what’s really right for you, I think that’s where you make the most impact.” Ms. Creagh added, “Sexual assault, sexual misconduct, sexual mistreatment work is never done. [Our job] is to ensure that we are steadily maintaining sexual assault prevention as a priority at school.”

As all of her teammates can attest, Erin Hudson ’18 is a talented runner and hard worker. After picking up running just over one year ago, she has already earned a top spot on the varsity squad, contributing week after week to the team’s success. Hudson has been running since she was younger, but had never competed until she came to Deerfield last fall as a new junior. After playing soccer for most of her life, Hudson decided to switch because she “thought [she] might be good at running and it felt like it was time to try something new.” Upon reflection, Hudson noted that “It was a great decision and even though it’s a really hard sport, it feels like I was meant to do it!” Hudson had a stress reaction in her right tibia from serious shin splints the summer before her senior season. Not being able to run for nearly a month and a half, Hudson was not optimistic about the season. Thanks to the work of the athletic trainer’s office, Hudson was able to make a quick recovery and returned to racing after only missing one meet. After returning to the course, Hudson exceeded her own expectations and quickly regained her number three spot on the team. She has seen great success since her return, leading the team to an unbelievable six-meet win streak. Hudson attributes most of her success to her coach, Dr. Dennis Cullinane. “Dr. C cares so much about the team and it shows. He has so much knowledge about running because of his personal success in the sport. He was also very conscious and supportive of me throughout my injury.” Teammate Nora Markey ’18 noted that, “Even though she is not a captain, she is an integral part of the team. She is a very hard worker and it is incredible how well she is doing considering her injury.” Another teammate, Victoria Patterson ’20, also acknowledged how impressive Erin’s success is, commenting that, “Even though she has only been running competitively for a little over a year, she is a national class runner and has a natural competitive drive.” Hudson has developed into a vital leader for the team, providing guidance to runners new and old. The team gained a number of talented freshmen this year, which Hudson said is “Super fun. We’ve had a lot of younger kids step up to the plate which is great to see.” Now that the team has ended their regular season undefeated with nine wins, the girls are focused on the New England Interscholastic meet at Choate on November 11. “We really want to win New Englands. We snatched a tight win over Andover two weekends ago, but they will be our main competition as we head into Interscholastics,” Hudson noted. A win at New Englands this year would be the team’s first since 2013. Markey mentioned that, “A win at New England’s would be huge for the seniors this year. We are such a talented class, and it would be great to go out with a bang.” Hudson, Markey, and the rest of the cross country team continue to train with Dr. Cullinane in hopes of taking away the first place position on Saturday.

This year, Deerfield’s Center for Service and Global Citizenship (CSGC) is offering nine different faculty-led trips to places all over the world including Panama, Oaxaca, the Dominican Republic, the Bahamas, Tanzania, China, the United Kingdom, South Dakota, and Jordan. Through these trips, the CSGC aims to prepare students to become leaders in a rapidly changing world, an important part of Deerfield’s mission statement. “There are things that we can do abroad that we can’t do anywhere else,” said CSGC Director David Miller. Assistant Director Heather Wakeman further emphasised the value of traveling abroad through Deerfield. Specifically, she explained that going abroad with Deerfield sparks an enthusiasm to pursue continued action as in her experience, many students return asking, “What can I do now?” Students’ collective enthusiasm about their experiences on these trips is evident and highly vocalized. For example, over the summer Molly Fischer ’20 traveled to Colombia. Reflecting on her experience, she said, “I was able to learn about current events and issues in another country. It made me more aware of the need for nature to be protected, and it also made me more confident in my Spanish!” Additional benefits of Deerfield trips are the connections made with both Deerfield community members and the places visited. Niyafa Boucher ’18 explained her experience on the Tanzania trip, stating that it birthed “connections with new people, both in the Deerfield community and abroad, while allowing me to explore my identity outside of the Deerfield bubble.” She explained that the trip most importantly pushed her out of her comfort zone and was an eye-opening experience in a community very different from her own. Continuing, she said, “I had an urban perspective on the world, and seeing a community that was striving to be self-sufficient reminded me that not all communities are like my own.” Overall, the CSGC continues to offer the opportunity of experiencing important lessons in a real-world context, as opposed to reading about them in a textbook. Mr. Miller concluded, “Service through CSGC faculty led trips is becoming a part of the culture here at Deerfield, and that is very exciting.”

Dear Reader, With the ongoing discussions on campus regarding how we can make our school a more inclusive place, we feel compelled to address the allegation that those of us who have been pointing out ways we can improve as a school somehow dislike Deerfield. Speaking for ourselves, of course we love Deerfield, and of course we recognize that it is a privilege to attend. That said, we do acknowledge that op-eds tend to be more critical than complimentary, because people who choose to spend the time to write an op-ed about an issue are likely compelled by a desire to see some kind of change. Yet, we think we speak for most, if not all, of our writers when we say that we immensely love Deerfield overall. In fact, we would even argue that pointing out ways we can improve is a sign that we love our school. To illustrate this point, when parents criticize their children for wrongdoings, it is not because they dislike their children, but instead because they love them and wish them to improve. Similarly, we point out ways Deerfield could improve because we wish it to become the best it can be; if we did not care about Deerfield, then we would not put in the effort to improve it. We think we can all agree that nobody is perfect. Accordingly, none of our institutions is perfect either. We would only delude ourselves in insisting that Deerfield, or any other school, is perfect. Furthermore, insisting that it is disloyal to criticize our school is eerily reminiscent of the mindset of many totalitarian regimes, the antithesis of our democracy that we so cherish. Then, why do we accuse each other of disliking our school for admitting its imperfections? The crux of this conflict, we believe, is a dilemma that everyone wrestles with in life: the question of how to be satisfied in how far one has come, while simultaneously acknowledging that there is still room for improvement and always striving to become even better. We would like to celebrate that Deerfield has come a long way in terms of diversity and inclusion. The Deerfield of the past, with its homogeneous student body of rich white males, contrasts sharply with the Deerfield of today, a school with a student body that is diverse in so many respects: gender and sexuality, race and ethnicity, geographic and socioeconomic background, religion, and beliefs. And yet, as long as even one person feels discriminated against on our campus, that means that we can try harder to make our community a more inclusive place. Instead of accusing each other of being ungrateful for talking about Deerfield’s flaws, let’s tell each other our stories and simply listen to one another, without judgment and without defensiveness. Let’s make sure that the wonder that so many of us see in our school is truly shared by all in our community. All the best, Kevin and Jillian

Art has been influential presence in the life of Deerfield artist Sofia Novak ’18 since she could hold a paintbrush. Novak explained, “My family and I often joke that I held my first ‘exhibition’ when I was two and covered the wall of my house in paintings, forcing my parents to repaint the wall.” She continued to gain exposure to various forms of artistic expression through both travel and extracurricular activities. Novak added, “When I lived in Thailand especially, I traveled around the world and observed a wide variety of art, and it helped me understand cultures different from my own.” She pointed out that in addition to the visual arts, she also delved into theater, ballet, and even the violin throughout her childhood. At Deerfield, Novak has generally focused on the visual arts, starting with AP Studio Art in tenth grade. She stated, “What I really like about the Deerfield art program and Mr. D. is that it allowed me to develop a strong skill base. Deerfield has given me a lot more confidence in areas ranging from traditional still lifes to skeletal abstract works.” Novak also mentioned that at Deerfield, she has gained insight into the thought process behind artistic work, noting, “I see the value in each type of art. Art is a problem solving process that teaches you discipline and focus. You have to see how objects truly are rather than how you perceive them at first in order to fully capture them on paper.” Recently, Novak decided to use the artistic skillset that she has cultivated at Deerfield in order to further engage with the Slovak community in Atlanta, using a grant from the Center for Service and Global Citizenship (CSGC). When she found a Czech and Slovak school near her home, she started a program that focused on Slovak themes such as traditional dress and ceramics. Novak clarified, “I thought that a one-week art camp would be a great way for kids to meet each other and keep traditions alive.” Speaking to what propelled her initiative, Novak described the loneliness she felt growing up in Atlanta due to the feeling of being separated from the Slovak community. Novak expressed her hope that the camp allowed for Slovak kids to share a fun educational experience in which they could also learn more about their heritage. Encouraged by the success of her art camp, Novak has decided to collaborate with the CSGC in order to organize similar workshops at Deerfield and in the surrounding community. Additionally, she plans to continue her activities in the Slovak-American community, stating, “I’m working with the Slovak ambassador and embassy in America to create a place where I could create a small exhibition of the kids’ works.” She will also continue her work at the Slovak school in Atlanta to create more educational workshops, including a Christmas-themed one this winter. Finally, Novak encouraged those skeptical about pursuing art to try it out because of the positive impact it can have on their individual and cultural awareness. She expressed, “I think art transcends language and cultural barriers and helps me understand how we’re all connected but also very different. Looking at a piece of art, I can sometimes imagine how life was in a different time period or country.”

Fall term is officially coming to an end, but exams are not the only thing right around the corner. December is approaching quickly, and we all know what that means: it’s Semi szn! Deerfield’s semi-formal dance is a common favorite among students as it differs from your typical DA dance (i.e. no mosh pits or jerseys involved). The dance is located in the dining hall with a live band, swing dancing, a photo booth, and most importantly, a chocolate fountain. What’s not to love? The most common answer to this question, and a downside many students see in Semi, is arguably the week before the dance as many students ask their dates during this time. Typically, chaos ensues. The dance usually happens the first weekend back from November break, which is December 2 this year. So there is still time to ensure everything goes smoothly when you return to campus. Here are some do’s and don’ts that will hopefully guide you through the semi-asking season. DON’T: Think guys have to ask girls. DO: Get creative. DON’T: Have someone else ask for you. DO: Ask whoever you’ll have fun with. DON’T: Feel like you have to ask someone. DO: Get to know someone before you ask. DON’T: Wait until the last minute. DO: Plan ahead. DON’T: Miss out even if you don’t have a date. DO: Go with your friends! Finally, don’t stress out about Semi! You can ask anyone in whatever way feels most comfortable to you. There are a few tried-and-true methods of asking. Making a poster, showing a video in class, surprising them with food, or reading a funny poem at sit-down have all worked. You could also write a song or decorate someone’s room. Despite the varying levels of effort people put into their Semi asks, the response is often a yes. So if you do decide to ask someone and believe both of you would have fun going together, it doesn’t really matter whether you spell out “Semi?” in candles and red roses on the lower levels or simply ask “Will you go to Semi with me?” Whichever way you decide to ask and either way they respond, there will still be people to dance with and plenty of chocolate in the dining hall.

Dear Margo, Rita, and Curtis, It’s me again. I’m really nervous for this upcoming week. How can I survive exam week? Thanks, Confused2021 — Dear Confused2021, Exam week may sound like most dreaded week of the term, but fear not, my friends: it is actually quite the opposite. Yes, it tests your time-management skills and stress capacity, but remember that you have around 630 people around you experiencing similar thoughts and feelings. What are the best parts about exam week? We can begin by admiring the ample of amount of free time that there is. How, you may ask, can a Deerfield student somehow have all of this freetime? There are no co-curriculars, no classes, no sit-down meals, absolutely nothing. Your only job is to study! On top of all of your free time, you also get free food from these wonderful social constructs called “exam feeds.” An exam feed is exactly what it sounds like: a large feed in the dining hall with all of your favorite foods, including vegan brownies, ice cream, chicken tenders, pancakes, and much more. Lastly, remember that you are being tested on material that you have learned over the past 9 weeks; there’s nothing new. So, go into exam week with confidence and know that your teachers and friends are looking out for you! My greatest tip for exam week is to not only work hard, but work smart. The best way to do this is to create schedule in which you write out the times about what you are going to do and when. For example, if you are going to study for your math exam, don’t simply write “study math.” Instead, write “study polynomials from chapter 4, section 3.” This way, you will know exactly what you have to do and will save time in the end. Group study sessions and extra help sessions are very helpful — your teachers and peers are your resources and support systems, so don’t be afraid to reach out. In the end, you need to be able to recognize when you need time for yourself and to find quiet study spots around campus, whether it be in the library, classrooms, dorms, dining hall, or even the lower fields. Find your place. Remember to create time to relax and spend time with your friends in your schedule. There’s a reason why there is so much free time during exam week. Teachers do not expect every student to study 12 hours the day before their exam. The extra time is for you to rewind, not stress out about the fact that you aren’t studying during those moments. It does not make you less studious to watch an episode of after your english exam. Whether you want to or not, you are going to take your exams, so it’s better to simply go in with a positive mindset and allow yourself to enjoy the week before vacations. Good luck and see you at the exam feed! Cheers, Margo, Rita, and Curtis

Snowy is a laid-back, fluffy English golden retriever who belongs to the Cullinane household. He will be 6 years old on July 13. This adventurous individual is in a stable relationship with Daisy Lareau. They enjoy going on walks and spending hot spring days together. Snowy’s love for the Cullinanes runs deep. In fact, when he swims in the river with the family, he walks on two legs in the river and dives under the water with the entire family. However, his favorite activity is sprinting up and down the hallway with his dad, Science Teacher Mr. Dennis Cullinane. Daisy is an adventurous 2-year-old labradoodle whose soul belongs to the West Coast. College Advisor Amy Lareau adopted her in Colorado in May of 2014. Affectionate, energetic, and kind-hearted, Daisy enjoys hiking and chasing a laser pointer. If she’s not hiking or chasing a red dot, you can find Daisy strutting down Albany Road in a semi-twerking manner. Relationship status? She’s in a committed relationship with the dashing Snowy Cullinane. Brody was born in Kansas. As a puppy he lived at a shelter, and was at risk for being put down after not being adopted for several months. He was rescued by a no-kill shelter in Minneapolis called Homeward Bound and lived there until he was one year old. He was then adopted by the O’Neil-Evans family, whose love for him knows no bounds. Brody is passionate about food, loves walks in the woods, and treasures his raggedy stuffed brown bear.

As the Athletic Center undergoes renovation, the Athletic Center staff obtained some new additions this year as well: Mr. Matt Gallegly and Mr. Ronnie Tamburro. Mr. Gallegly came in as an intern in the athletic trainer’s office and is currently studying sports medicine. Despite this being his first job as a certified athletic trainer, he has already impacted many students on campus. He helps students and faculty every day with injuries ranging from sprained ankles to concussions. Mr. Gallegly described his transition so far as “very smooth,” which he attributed to the kindness of the students, faculty, and staff. “I feel right at home even though I’m not from the area, for which I’m very thankful,” said Mr. Gallegly. Currently battling shin splints, Bailey Cheetham ’19 works with Mr. Gallegly to recover as fast as possible. Within Mr. Gallegly’s first few weeks on campus, he already implemented a new stretch for shin splints that reaches the tightest area on the side of the calf to help Cheetham and many other DA athletes who deal with shin splints. Cheetham said, “Mr. Gallegly is the absolute best. He already has helped me out with so much and always has a smile on his face.” Mr. Tamburro came to Deerfield from an internship at the Fairfield University athletic program. He started off his first year at Deerfield as assistant strength and conditioning coach, and he has already garnered a reputation around campus for an energetic disposition and grueling workout plans. Mr. Tamburro’s office is on the second floor of the Fitness Center, and he is ready to help anyone get in shape. The first team he worked with was girls varsity field hockey. He noticed that the girls “truly have exceeded all expectations and continue to shatter the new ones I place on them each and every week to better themselves.” The girls have noticed how Mr. Tamburro’s efforts have helped them. Captain Meghan O’Brien ’18 commented, “Ronnie does a good job at making us quicker. He focuses on footwork, so we are getting the conditioning we need but also the agility. He makes hard work fun.” Julia Placek ’20 noted, “He works well with the circumstances he is given and pushes us really hard.” When working with Deerfield students, Mr. Tamburro draws off of his collegiate experience. When compared to his work in college, Mr. Tamburro said, “Deerfield students trust you to help them to succeed and that is all I could ever ask of them: to succeed and let me learn from them as much as they can learn from me. Because after all, Deerfield Academy really does have great students.” Welcome, Mr. Gallegly and Mr. Tamburro!

Saturday, September 30th, 2017, was a memorable day for the Deerfield cross-country teams. Both the boys and the girls climbed into the bus and traveled down to Simsbury, Connecticut for the Westminster School Invitational. Mr. Michael Schloat, coach for boys’ cross-country, described his feelings going into the race: “I am always excited for the race at Westy because it is the first chance for the whole team to compete at the 5K distance. I was expecting our varsity to be competitive, after we finished a close second last year, but I wasn’t sure what to expect from some of the other teams since it was early.” The day ended with a complete sweep of the competition. For the first time in a very long time, the boys’ varsity, girls’ varsity, boys’ JV, and girls’ JV teams all won their respective meets. Upon reflection, boys’ varsity cross-country captain Will McNamara ’18 commented, “The team as a whole did incredibly. Not only did varsity do great but JV too. The meet really proved the depth that our program has. All our younger guys really stepped up on such a difficult stage and showed that they can contribute, which was amazing. We stuck with our race plan, and we controlled the meet.” Captain Carolyn Melvin ’18 similarly describes what the Westminster victory means for the girls’ team. “From the start of the season, it was clear that the team had many strong individuals,” she noted, “but Westminster proved that we could all work together to dominate as a team.” Both teams’ success marks the program’s improvement from the year before. At the Westminster Invitational last year, both the boys and the girls placed second. McNamara also added that “[the team] had like 4 or 5 runners in the top 10, and that has never happened before while I’ve been here.” Captain Nora Markey ’18 attributed her success to the team’s hard work and execution. She reflected, “the girls all knew exactly what we needed to do, and we ended up placing first. It was super rewarding for the team.” Following their win at Westminster, the cross country teams have continued to find success at their meets. Their final two home meets will be against Exeter on October 21, and Andover on October 29. Both boys and girls are working towards the New England Championships on November 11 with high hopes for continued success. Sarah Jane O’Connor ’18 said, “The team has been incredibly successful so far, but what’s more important than our record is the fact that this team feels like family. There’s no other group of people I’d want to be with more for my senior year.”

Recently, two Deerfield students, Andari Deswandhy ’19 and Ashley Stewart ’20, each went through the process of publishing their own books, both geared towards educating children. The idea for Deswandhy’s book, entitled was conceived several years ago when she attended a British international school in Indonesia. She noticed that many local primary schools in Indonesia had scarce resources to teach their children English. “My cousins go to local schools… when they learn English, they don’t read books because they don’t have the [resources],” Deswandhy explained. The idea truly took off last year when she received a summer grant from Deerfield’s Center for Service and Global Citizenship (CSGC). She then connected with Gramedia, an Indonesian publishing company, and began writing, compiling traditional Indonesian folktales that many children were likely told growing up, and adapting them in English rather than Indonesian. “I played off of the stories’ main message,” Deswandhy described. “I wanted to get them right but also put my own twist on it … I would add in some scenes and take out some that I thought weren’t as important to the message of the story.” After several months of writing and editing, Deswandhy published the book in March 2017. The book has received widespread attention in Indonesia, and was chosen by the National Book Committee for many book fairs. Deswandhy has also done book signings to further publicize her book. Even the President of Indonesia is aware of it. “The President of Indonesia got a copy of my book somehow, and signed it … so now I have the book in my home with the president’s signature in it,” Deswandhy said. Stewart’s book was published just this past fall. Entitled , it details the story of a bullied young girl named Kelly, as she struggles to adjust to her new school. Stewart began writing the novel over 5 years ago, when she was only 10 years old. Upon her parent’s rediscovery of the story, they encouraged her to finish and publish it. After working with a publishing company and an illustrator, Stewart’s book was finally released to the public, and is currently available on Amazon and at Barnes and Noble. “Bullying is not okay in schools,” Stewart said. “That’s what sparked me to write this book. I wanted to show people they should stop bullying … [Bullies] are insecure. They don’t know how to deal with their feelings.” So far, many of Stewart’s friends and family have supported her book, and she plans to have several book signings when she returns home for Thanksgiving break. However, neither Stewart nor Deswandhy plan on having careers as writers. Deswandhy explained, “I don’t really see myself as an author, but I see myself as working in the United Nations … Learning about different cultures is what I really like.” Stewart said that she hopes to continue writing as a hobby: “I want to be a lawyer, and write books on the side.” Both authors have found success in their book publications, and have plans to expand upon this success in the future.

The Reed family Student Art Gallery on the first floor of the Hess Center opened on October 8th in the hopes of promoting the arts program. Ms. Permelia Pryor Reed specifically gave this space in memory of her husband, Mr. Joseph Verner Reed and in honor of their sons: Adrian, Nathaniel, Samuel, and Joseph. This is the first time that Deerfield has ever had a space devoted specifically to student artwork. It is open to students from the studio art, architecture and photography program to display their pieces. Art Teacher Mr. David Dickinson hopes that it will eventually “highlight all of the work of the many students who continue their study of visual arts past the AP level, as having work displayed in this space is intended as a destination.” The first works being exhibited in this student space are those of Mr. Dickinson’s Topics Tutorial: Studio Art class — Ines Bu ’18, Adeliza Grace ’18, Hannah Kang ’18, Sofia Novak ’18, Julian O’Donnell ’18, and Maxime Pitchon ’19 — the largest tutorial class Mr. Dickinson can recall. There are two different projects on display at the moment, both of which are focused around the theme of “no eyes,” a product of Mr. Dickinson’s and Dr. Manning Curtis’s collaboration. The concept of “no eyes” came about from Mr. Dickinson’s “attempt to try and get [his] students to be as single-minded as possible when working on an assignment, to try and block out external noise.” Dr. Curtis explained his involvement in the project: “Mr. Dickinson approached me because of my work in teaching trance visualization to both patients and students. We discussed ways of deepening the blind experience.” The first project Mr. Dickinson and Dr. Curtis created, , involved the Tutorial students being blindfolded and placed into a trance by Dr. Curtis, in order to approach their canvas with the unconscious, creative part of their mind, ready to create art. By completely engaging themselves in the activity, the students were able to enter a transitive state of mind at any time, using the trigger word “pencil.” Mr. Dickinson also expanded the project’s scope by including a conscious portion to the project where students added white paint to their work in order to accentuate different parts of their compositions. Maxime Pitchon ’19 noted, “The artwork I produced in a transitive state was definitely a departure from what I normally produce.” According to Pitchon, it was an eye-opening experience for the Tutorial students, and seeing the finished products was exciting. He continued, “Focusing entirely on the feeling of the charcoal on the page was a very different experience, yet I surprised myself with the final result; being directly engaged in the activity of drawing without sight, I had an unexpectedly pleasing product.” The second project also employed the “no eyes” theme. Students had a photo of their face, and then drew themselves from the nose down, with their drawing instrument of choice grit between their teeth. This project taught the students patience and focus, which was Mr. Dickinson’s goal in assigning it. According to Ines Bu ’18, “The piece was one of the largest that we’ve worked on so far, so it was challenging in many aspects. Mr. Dickinson has told us throughout the years to always be patient in doing our art, but I never really figured out what that meant until this assignment came around.” She believes that the assignment allowed her to improve her technique and skills by working solely with a pencil, but most importantly, Bu learned “that sometimes taking a break, stepping away, and reevaluating the piece later is the most efficient way to make progress.” Regarding the new gallery space, Sofia Novak ’18 stated, “In the past, we only had the von Auersperg Gallery, which was mostly limited to professional artists. We are proud of our work, and we are glad to have this wonderful venue to share our artwork with the community.”