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Over the course of the past five years, 2020 and 2021 have been the most prominent years of the administration’s engagement with the ideas of “inclusion,” “strengthening campus culture,” and “creating a more diverse community.” The Strategic Plan of 2016 received a comprehensive revision when Head of School John Austin released the report for 2020-2021 Action Plan to Strengthen Equity, Inclusion, and Campus Culture. Since last year’s Scroll article analyzing changes made between the 2016 and 2020 reports, many new additions and enactments from following up on goals have been made. All six outlined goals from the 2020-2021 Action Plan have been fully or partially accomplished, with many changes ranging from new hires and alumni outreach to official policy changes.  Dr. Austin’s recently released statement in the Action Plan Progress Report acknowledges the work of inclusion to be far-reaching, so the administration developed a team-based model: “one in which leadership and accountability are collaborative, embedded throughout the school, and distributed across key areas of the student experience.”  The first most significant addition to the Student Life Office is Director of Inclusion and Community Life Steven Lee, who actively supports and guides students in community inclusion efforts through involvement with student alliances, residential faculties, and student advisors. In Mr. Lee’s Opening Days presentation during the first school meeting, he lists the following as his key responsibilities in helping students: “understand identities, develop emotional intelligence, build authentic relationships, foster a culture of grace and forgiveness, and commit to living courageously.” As his work permeates throughout the entire school community, Mr. Lee hopes to learn every student’s name by the end of the year, stating that one of the primary challenges is to truly take time to understand the culture of the school.  “Inclusion is a noun, but we should really conceive of it as a verb,” says Mr. Lee, “That is, a community of belonging depends upon every individual mindfully performing acts of inclusivity throughout their daily lives.” Goal One of the 2020-2021 Action Plan lists four key tasks: appointing the first Dean of Inclusive Teaching and Learning, implementing new classes and a curricular review, institutionalizing the “Deerfield Forum,” and appointing an Associate Dean of Faculty.  Over the past two years, due to frequent schedule and course syllabi revisions, implementing coherent curricular changes has been difficult for academic departments. Hence, at the moment, Assistant Head of School for Academic Affairs and Strategy Ivory Hills mentions that there is a pause on making any revisions to the course catalog, due to the room for more modifications in the coming years. Potential new additions include specialized Capstones and inter-disciplinary courses, combining seemingly different topics, such as dance and anatomy or journalism and statistics, alongside more teacher collaboration.  Dr. Hills says, “Part of being inclusive is being inter- and multi-disciplinary to include many perspectives. By making these modifications, we are attempting to tackle the board topic of inclusion from various approaches.” The recruiting of a Dean of Inclusive Teaching and Learning was unsuccessful, but the administration plans to relaunch the search in the new future or a “Dean of Teaching and Learning” instead. Dr. Hills mentions that this role would fit into a nice “triumvirate” with Director of Inclusion and Community Life Steven Lee, and Associate Dean of Faculty Abe Wehmiller. The three heads would work together from different offices more effectively with the capacity to move quicker with their own allocated resources.  Overarchingly, the Dean for Teaching and Learning would “help the teachers refine their practice in developing inclusive pedagogical teaching practices,” by fostering more learning for teachers as well. Dr. Hills says there is a need to “build, in parallel, an institute for teacher learning […] if students are expected to be life-long learners, then teachers should also be life-long learners.”  Consequently, this need to develop community learning through “productive and constructive dialogue” will be addressed with the initiation of the Deerfield Forum on April 19, 2022. Speakers Jonathan Rauch, Ronald Crutcher, and Jiayang Fan ’02 will be invited to model scholarly and civic engagement on the ideas of the three pillars of knowledge — journalism, higher learning education institutions, and the law — as outlined in Rauch’s book, The Constitution of Knowledge . The forum will be moderated by Libby Leist ’97, Executive Producer of the Today Show, and will organize a dialogue that models the paradigm of inclusive discussion.  Dr. Hills says the point of the forum is to ensure that students can witness conducive and respectful conversations from diverse perspectives to engage people in ways that can allow mutual learning.  The newly appointed Associate Dean of Faculty, Abe Wehmiller, will serve as a key member in recruiting, hiring, and retaining faculty of color. Mr. Wehmiller will also help improve inclusion practices and aid Deerfield in better reaching its goals since the 2016 Strategic Plan. In an interview from 2020, Dean of Faculty John Taylor said, “We are confident that these efforts will allow us to make significant progress towards diversifying our faculty.” With regards to his specific goals, Mr. Wehmiller says, “Our Action Plan outlines a focus on three key areas: recruitment, hiring, and retention… this means diversifying the pool of candidates who apply for jobs at Deerfield, executing a hiring process that is reflective of the goals we set for each hire, and making this a place where all our faculty and staff are thriving and want to stay.” Mr. Wehmiller notes how prominent schools like Deerfield require careful thought and consideration. Reflecting on a conversation with Former Inclusion Consultant Roland Davis, Mr. Wehmiller recalls how he “described making change here as being like turning an aircraft carrier: it doesn’t happen quickly. [This] can be a real challenge, especially when students are often eager for change to happen on a shorter timetable… We have to find ways to balance that sentiment with a need to take the long view.”  Subsequently, Goal Two of the Action Plan mainly highlights the task of creating a task force from various academic departments, staff, students, and trustees to review Deerfield’s disciplinary process, led by Assistant Head of School for Student Life Amie Creagh. The task force reviewed Deerfield’s handbooks, policies, and disciplinary practices, “informed by concerns, feedback, and proposals initiated by students and alumni, by the Academy’s longstanding commitment to the highest standards of conduct and accountability, and by our belief in the promise of all Deerfield students.” The efforts were completed by May 2021 and the task force reported to the Head of School with an executive summary and recommended changes. Specifically, in July 2021, rules on Conscientious Speech and Expression were incorporated into the student handbook (Rules and Expectations). The second half of Goal Two focuses on the hiring of a Director of Institutional Research to collect and analyze data on students’ social and academic growth to later supplement future initiatives. In the Action Plan Progress Report, Dr. Austin describes “five key elements of the student experience: a sense of belonging, student attitudes towards difference, feelings of self-efficacy, engaged learning, and openness to diverse perspectives and viewpoints… [all are] critically important to a young person’s well-being and to building an intellectual climate that supports active learning. ” To carry out the objectives of Goal Two, the first Director of Institutional Research, Kesley Naughton, was appointed to work closely with various departments to track and study each of the outlined areas using regular “pulse” surveys alongside an annual climate survey in the spring. The surveys will be compiled and analyzed for creating a “dashboard of student flourishing” that serves to inform and report to the Board of Trustees on decision-making and resources allocation. The first distribution of the Student Thrive Survey received a 92% response rate, an engagement that Ms. Naughton reflects “only happen[s] in communities with passion and engagement.” Ms. Naughton will also support efforts in collecting internal data ranging from student health and achievement to enrollment and recruitment.  Describing her role further, Ms. Naugthon said, “This year, and in upcoming years, I seek to understand how students are doing and how each student fits into the life of Deerfield. I have already begun to do this by participating in many parts of community life here. You may have heard about how Mr. Lee and Mr. Wehmiller are doing this as well, in part through interviews and focus groups. Once I have a strong understanding of community life at Deerfield, I will work with interdepartmental teams to quantify and operationalize indicators of student thriving. ” Co-Chair of the Asian Student Alliance Jean Jin ‘22 reflected on Deerfield’s alliance culture, which serves as a safe space for students to “thrive”, as one that is quite prominent amidst suggestions on ways it can be even stronger.  Jin says, “Some simple improvements regarding inclusion culture is inter-alliance collaboration, emphasis on bonding, and inter-woven support from the larger community. Also, I wish that  non-affinity Deerfield members of an alliance would become interested and excited in pursuing this collaboration and sharing of cultures and ideas that are different from their own.” Moving to Goal 3, which outlines the creation of a Deerfield Academy Diversity and Inclusion Alumni Advisory Board, Dr. Austin and Chief Advancement Officer Ann Romberger both share the sentiment that the Board of Trustees made great progress. Ms. Romberger describes a constitution for the Advisory Board outlining terms, administrative and Board of Trustee liaisons, and the Advisory Board President’s role as an ex officio member of the Inclusion Committee of the Board of Trustees. Throughout the fall, such administrative work will continue alongside the recruitment of members for the inaugural Advisory Board.   Finally, Dr. Austin’s 2020-2021 Action Plan includes the appointment of Associate Director of Multicultural Recruitment Issa Lopez, who will work with Associate Dean of Admission Jeff Armes in the outreach and recruitment of a diverse student body. In last year’s interview regarding this topic, Mr. Armes mentioned the need for recruiting an Associate Dean was to bring in new perspectives on continuing to address “the challenges we face in further moving the ball forward in attracting and yielding a diversified student population (particularly during these most difficult times).”  Over the past year, the Deerfield administration has made strides toward its commitments to fulfill the majority of goals outlined in Dr. Austin’s 2020-2021 Action Plan for Inclusion to Strengthen Equity, Inclusion, and Campus Culture. Although administrative efforts will play a key role in advancing inclusive practices across academic and social realms, significant progress can only be achieved in tandem with fostering more inclusive relationships and behavior within the student body.

What’s a hobby that you have that not many people know about? I like to puzzle. I’ve been puzzling on the floor of my apartment, because I have no table that’s big enough to pull up my puzzles. I saw you at the Scrawl meeting. Do you like comedy? I do. I have experience writing comedy in college, and I’m still doing some of it now. What are some of your childhood pets? I’ve had several turtles. I don’t remember the names but I used to have turtles that my dad’s employees used to find in rivers and then give to us. I also had a dog named Bennett. What is your go-to brunch food? I just love potatoes. Like the hashbrowns, the home fries — those are great. What is your favorite place to do your work? The library. The library is amazing. The main floor with the fiction is wonderful. Do you like to read? I do. I read a lot of novels and also nonfiction in my free time. What were your first thoughts when you came to Deerfield? I thought this is such a beautiful school, and people should appreciate how lucky they are to be here. What made you want to come to Deerfield? I actually wanted to come here as a  student when I was a sophomore in high school. So I got to fulfill my fantasy of coming here — and they pay me to come here! If you had 24 hours to live how would you spend it? I would spend time with my family and play music —  [I] play violin. What is a hobby you want to try or have been getting into? Pottery. I did pottery last year in the UK, and I was hoping that they’d have a ceramics studio here but they don’t, unfortunately. I feel like they would, but I don’t see any. What is your favorite history subject? I love the history of how cities grow and how people move to cities. The fact that a city can operate on its own, with the support of so many underground systems and beliefs, [interests me].  What is your favorite classroom moment? I like when students disagree with each other, especially when students who are friends have an actual, good-hearted, but genuine disagreement. What was your dream job as a kid? I wanted to be a meteorologist, because I love weather. What is the most out-of-your-comfort-zone thing you’ve done? Moving to the UK during the pandemic for a master’s degree in another country. Biggest fear? Biggest fear? Not being understood. What advice would you give someone? Just get to know someone before you judge them, I guess.

Most students at Deerfield think that Mods is the worst dorm, either because of the distance from classes or the supposedly cheap construction. Yet after interviewing a few of its current residents,  I have come to the conclusion that many people actually enjoy it, with multiple students mentioning the large rooms and air conditioning. “It’s one of the top three dorms on campus, room-wise,” Justin Seo ’23 said. Students also enjoy having a large common room and how the smaller size of Mods allows a tighter community to form. “It’s a small dorm, which in my opinion is a good thing,” Ethan Zhang ’22 said. Another popular feature of Mods is the grill. Mods is the only dorm on campus with a grill, and it often holds cookouts where students can gather and socialize. The school provides a small budget for food for the grill, which encourages students to use the amenity. Zhang said that  “[the grill]  entices a lot of people; you can meet your friends, and it’s student-led.” Students are currently planning events, such as Korean barbecue and lamb skewers, for future nights. On the other hand, there were a few complaints, all focused on the location of  Mods. Mods is the farthest dorm from academic buildings, which makes commuting difficult.  “I have to walk another 3 minutes walking to class,” Michael Corrado ’23 said. However, most students have solved the problem by buying a mode of transportation, most commonly an electric scooter. Even with its negative reputation, the location of Mods was the only complaint that was expressed in the interviews. So, why does Mods have such a negative reputation? There seem to be two main culprits: the COVID-19 pandemic and the design of the dorm. COVID-19 had a huge impact on life at Deerfield, one that has left an impression on students of what it is like to live in Mods. According to Zhang, who lived in the dorm during COVID-19, Mods felt “confined.” Additionally, Mods is arguably the most unappealing building on campus architecturally. As Seo put it, “It looks like a shoebox.” So, is Mods that bad? My investigation concludes: no, it’s not.

Despite the limitations of academic dress, it’s hard to deny that Deerfield students know how to look good. In fact, having “drip” is such a priority of our student body that we not only have one student-led fashion Instagram account but three, each one featuring well-dressed students in their own unique way.  The first, and perhaps the most well known student-run fashion initiative, is BeyondTheValley. Founded by recent graduate, Devin Trice ’21, who currently attends the Fashion Institute of Technology, BeyondTheValley is an official publication, equipped with a budget and faculty advisor. In the past, they’ve even had an online blog, which they hope to revive in the near future. Current club co-president Hunter Pulliam ’22 wants to make it known that BeyondTheValley is way more than just an Instagram account. When asked in what ways BeyondTheValley is different from any other student-run fashion initiatives on campus, her answer was simple: “I’d say that it’s the only real one.” Shots fired. However, after having a monopoly in the Deerfield fashion reporting industry since 2017, just in the last few weeks, there’s been not one, but two new student-run fashion initiatives joining Instagram. In the Valley, started by a group of primarily junior boys who refer to themselves as “the Founding Fathers,” is one of these accounts, and among this group is Tom Spater ’23, who had lots to say surrounding the account’s origin story.  When asked what the inspiration behind In the Valley was, Tom said, “I’m pretty good friends with Osegie, who’s on the board of this other account you may have heard of, BeyondTheValley. Basically, he and I got into an argument one day about who was better dressed. Obviously, I said [it was] myself because that’s an objective fact on the matter. We decided to have a competition: 7 days, who had a better fit, and we put a poll on BeyondTheValley’s story. Of course, I won like five days in a row until I started feeling kind of  bad for him, and we stopped. Basically, in math class one day, my friend Owen Clifford [’23] said to me, ‘We’re better dressed than him; why should he run this account? We should start our own.’ And In the Valley was born.” Already accumulating over 300 followers on Instagram, it certainly didn’t take long for the account to grow in popularity; however, not everyone was thrilled with In The Valley’s rapid success. When asked about how she felt after hearing about In the Valley, Pulliam said, “I thought it was a joke.” Commenting on behalf of BeyondTheValley’s co-president, Osegie Osayimwen ’23, she said, “I know Osegie was kind of — I don’t know if I can say pissed in this — so I’ll say annoyed.”  Spater and the rest of the Founding Fathers aren’t the only ones attempting to imitate BeyondTheValley. Just a few days after In The Valley was launched, a third student-run fashion account, Transcend The Valley, began requesting students. Replying over Instagram DM’s, Transcend The Valley made its mission statement clear: “We want to show outfits that wouldn’t be shown on these other accounts. We don’t see a point in labeling or listing brands, putting a number value on style. We also don’t want to post ‘trendy’ clothes. Not that there’s anything wrong with dressing with the trends, we just don’t feel that they express a person’s unique style.” Additionally, they pointed out what they felt was another flaw with the accounts: who’s included and who’s not. “The people who are frequently featured on these other accounts are typically more well-known on campus, but we hope to recognize those who may not be as well-known but still have great style. Besides, it’s fairly obvious that most things on campus are popularity based.”  When asked about what makes In the Valley different from the other fashion accounts, Spater replied similarly, “We’re much more engaged with our audience and we will post anybody who wants to be posted. You just have to approach us and we’ll post you.” They’ve been able to accomplish this through the creation of their “Fresh Fit Friday” movement (although, who actually coined the term “fresh fit friday” seems still up to debate, Osayimwen claims he originated it his freshman year. ).  Despite the ongoing tensions of the rivalry, between in and beyond the valley, Spater and Pulliam can agree on one thing, “May the best account win.”

With 16 dorms around campus, some dorms tend to find themselves higher on student’s sign-up lists than others. Between location, room size, and many other factors, there seems to be a consensus on where  people want to live each year. Here are the best and worst dorms on campus, ranked:  Female dorms – Rosenwald-Shumway : Rosho continues to be a favorite among the girls on campus. The dorm rooms are large and leave lots of room for decorating (and they come with two mirrors, a perk you probably didn’t know you needed). The hall residents are friendly and you’ll frequently encounter their dogs alongside them at check in. Feeds are quite consistent for an upperclassmen dorm, and, being one of the larger dorms on campus, there will always be someone to hang out with on the hall.  Harold Smith Grab a close knit group of girls and sign up to live in HS together. While this dorm might not be suitable for everyone due to the small-sized halls, if you want to live in close proximity to your best friends, it is always a good choice! HS is easily the best-located underclassmen girls dorm on campus, just one of the many reasons it ranks so highly on the list. Reviews from underclassmen girls residing in HS this year praised the friendly hall residents and their feeds.  John Louis An alternative to Harold Smith is John Louis. JL frequently houses many new sophomores as well as returning students, so there is always room for more friends! JL hall residents and proctors never let down with their feeds, which can vary from pizza to ice cream to Chinese food! John Louis is a great choice for underclassmen who are looking for a bigger dorm. Additionally, girls in  JL will definitely be hitting their step count goal everyday, as it is the most secluded girls’ dorm on campus.  McAlister A short walk to the athletic center, lower fields, and Greer, Mac is a well-liked dorm among the student body. It has decent-sized rooms and high ceilings, as well as three different floors. Additionally, Mac is centrally located among other dorms with a nice quad to hang out in. While Mac does not have many complaints, frequently mentioned are the unexpected roommates —mice. However, if you can get past these furry friends, Mac is a great dorm with great people.  Johnson One dorm for an entire grade— needless to say, there will never be a dull moment in Johnson. Johnson makes getting acquainted with your new grade, and soon-to-be best friends, very easy. However, with three floors meant to house around 60 kids, students live in a double or even a triple, so alone time can be a thing of the past.  Pocumtuck If you like ghosts, Poc is the place for you! While no ghosts have been spotted recently, that isn’t to say that they have never been spotted in this dorm. Poc is one of the more secluded upperclassmen dorms on campus, which is the main reason girls in Poc are spotted about campus at night hanging out anywhere except for their dorm. On a brighter note, Poc does have pretty consistent feeds. Mather Last, but not least, is Mather. Mather is known for its  hall residents’ very yummy feeds and cute pets. Located on a busy path, is also a short walk from the MSB and just across the path from Scaife, so make sure to shut your windows. However, while Mather has its pros, it is usually not seen as the best dorm on campus.  Male dorms – Barton As the biggest boys’ dorm on campus, Barton is a must-live-in dorm for upperclassmen guys on campus. The hall residents are well-liked, the halls are big, and it is in close proximity to the lower fields, Koch, baseball field, and athletic center. Field A highly desired dorm among the upperclassmen boys. Field is the closest dorm to the athletic center, so it takes out the long walks to practice everyday. The quad out front is an added perk of living in this dorm, but the cemetery in the back is a different story (which we will leave up for interpretation).  Scaife The boys in Scaife seem to have fun like no other dorm on campus. Reliving memories in this sophomore boys’ dorm for years to come, you are bound to have a good time living in Scaife. Located on the path to the village, Scaife is never short of passing people. DeNunzio DeNunzio is a great dorm overall. It is only a few seconds away from the dining hall, close to shipping, the dorm rooms are a nice size, and there are lots of people in this dorm. In a normal year, Denunz would typically rank higher on this list, but it has fallen down a few spots due to the construction. The boys in Denunz are in for some early mornings!  O’Byrne Curtis More commonly known as New Dorm, O’Byrne Curtis is just that—the newest dorm on campus. New dorm is well-liked because of its updated features, but with the added perks of this New Dorm comes early mornings: New Dorm is far, so make sure to leave a bit earlier for classes in the morning.  Louis Marx LM is a large underclassmen dorm. Nice rooms and a nice common room in the middle of the halls on both floors makes LM a good dorm to hang out with friends in. Although it is  a nice dorm, LM doesn’t seem to make the top of underclassmen boys’ sign up lists, thus putting it at number 5 on the list. Doubleday Doubleday is a good dorm for the same reasons as Johnson. All of the freshmen boys are spread out amongst three floors, so Doubleday is not known to be the most relaxing or quiet dorm on campus. But, as stated for Johnson, it is a good way for the whole grade to meet each other.  John Williams John Williams is not the most popular choice among sophomore boys. This is the oldest dorm on campus as well as one of the smallest. But hey, JW has the infamous Deerfield door! Mods While this might not come as a surprise, Mods falls at the bottom of the ranks. This temporary housing option might not  be the best room-wise, but the boys in Mods seem to have lots of fun. Frequently blasting music at 9am outside of Mods and waking up many girls on the north side of John Louis, these guys seem to make the most out of the temporary dorm.

Despite Deerfield Academy’s seemingly isolated location, Greenfield, Amherst, and Northampton are just several  towns accessible to members of the community in distance. Whether it’s an excursion for food, activities, or relaxation, this guide has you covered. Greenfield: The most accessible town to Deerfield students. Shuttles leave and return to campus every Friday evening between 6:00 PM and 9:00 PM. In addition to the Big Y supermarket, the Atlese market is a very convenient place for students to buy groceries within reasonable walking distance. For those interested in locally produced food and a fun market to stroll past, the outdoor farmers’ market happens every Saturday morning until late October, when New England weather  no longer allows for an open-air market.  Amherst: The interesting part of Amherst lies around the universities. There is the Amherst College Museum at  Amherst College and the University Museum of Contemporary Art at the University of Massachusetts Amherst; while the former is currently closed to outside visitors, the latter remains open in the afternoons. Compared to the exhibitions at Smith College, both museums are more educational, offering educational activities, though they are smaller in size.  In downtown Amherst, Formosa Chinese Restaurant has a reputation for traditional Chinese savories. Around the corner, GoBerry, a frozen yogurt place,  provides an enjoyable opportunity to explore some new  flavors in addition to the vanilla and chocolate twist at the Deerfield Greer. Visual Arts Teacher Mercedes Taylor recommends the popovers from Judie’s, an American restaurant.  Northampton: Northampton is a town of vibrant culture, with many places for food, despite its further distance from campus. The art gallery at Smith College, the SCMA, has the biggest collection of artwork near Deerfield.  This permanent museum contains a large variety of works ranging from ancient sculptures to contemporary watercolors. Near Smith College, Book Link Book Shop displays a beautifully and thoughtfully arranged bevy of books in its bijou two-stories store area. Unlike Barnes & Nobles in Hadley, its independence adds a tinge of personality to Book Link Book Shop. Aside from tranquility, if you are looking for a source of excitement, Tenpin bowling is the perfect place for  a Friday night.  Continuing towards downtown Northampton, there is a series of nice restaurants for families. For instance, the India House strikes its visitors with both novelty as well as tastiness. When the weather is nice outside, the restaurant offers a beautiful terrace. Also in downtown Northampton, a haven  for people with a big sweet tooth, Tart is a place for great pastries. Language Teacher Matthew Westman recommends pan au Chocolat, a French croissant filled with chocolate sticks or ganache.  Aside from urban life, Northampton also has a number of parks. Luke Park and the Child’s Park are both great places to relax  on a lazy Friday afternoon.  If you’re deciding between the two, note that Luke Park is larger and offers a small pond and public trails, while the Child’s Park has an interesting rule: no organized sports allowed.

Artist Maggie Nowinski’s “A Whole Recollection,” displayed in the Von Auersperg Gallery from August 30th until October 25th, is a visual story of Nowinski’s experience with the uncertainties of the COVID-19 pandemic. On October 10th, Maggie Nowinski visited campus to introduce the new exhibit, and to answer questions from the greater Deerfield community. “A Whole Recollection” features two components, one project entitled “Divoc Daily Drawings” and the other “Be Spilled, My Heart.” The former covers three of the four walls in the gallery, highlighting a gridlike arrangement of 366 black and white drawings, one created per day over the course of the COVID-19 pandemic. Its layout is chronological, with the first drawing representing March 13, 2020, and the last representing mid-March of 2021.  Nowinski experimented with black ink as her medium, and worked with layering techniques to create a more complex and nuanced outlook. She allowed herself to spend a week working on each drawing before storing it away, though each drawing from the collection took around 45 minutes to an hour to create. An artist from the Deerfield area, Nowinski began creating art at the high school level, and has garnered 25 total years of experience.  In the wake of the March 2020 lockdown, Nowinski started to work from home. She realized that, in order to continue pursuing art, she needed to downsize her canvases from those in her large studio. Both accommodating her smaller space and using easy-to-find materials, she practiced artistically viewing the world through a smaller lens. The coronavirus also provided Nowinski with a subject from which she could draw inspiration. Reflecting on this initial inspiration, Nowsinki said, “I was having a hard time visualizing what the virus looked like, you know, and sort of felt like it was this invisible thing we were supposed to believe in, and of course I did believe in it, but I needed to see it. So I started with just making visual representations of it as a way to kind of come to terms with it, identify it for myself, and then I just kept going from there.” The many components of Divoc Daily Drawings attempt to create such a sense of visibility, many drawings containing sharp lines and edges with the effects of containment and agitation. Others include words, such as “BLACK LIVES MATTER,” representing the current events unfolding on TV throughout the pandemic. The drawings follow a variety of themes, such as solitude and pursuing passions even when resources become less accessible. Visual Arts Instructor Mercedes Taylor described the work as “an artistic exploration of time.” She cited History and Social Sciences Teacher John Leistler, saying, “Mr. Leistler talked about art as a way of coping in a time of uncertainty, and he spoke about emotional resilience in the way this artist tried to understand the moment that we were living and the uncertainties of the pandemic. From that perspective, it is a visual journal.” “Be Spilled, My Heart,” an example of one of Nowinski’s larger scale works, is displayed on the back wall of the gallery. More than 160 circular donut-shaped black and white drawings are spread across the floor and up the wall, altogether creating a 30-foot installation. “I’ve been drawing small versions of these for a few years,” Ms. Nowinski explained, “and they’re kind of like cells of the other drawings I do, I think of them as like large versions of cells,” “A Whole Recollection” offers an artistic interpretation of the COVID-19 pandemic directly as it related to the artist, but also serves as a mirror for the viewer.  For Maria Vieira ’22, Nowinski’s experimentation was key. Vieira said, “You see the progression from a very typical centered composition to ideas and creativity processes that wouldn’t have happened if she didn’t take these explorations. I think there’s a lot to learn from viewing other people experimenting, that initiates your own curiosity to explore.” Vieira added that her Topics Tutorial art class drew inspiration from Nowinski’s emphasis on nuance to establish its first assignment: “In dialogue with the artist.” She said, “It’s all about opening up your perspective and mind to new ways of viewing things. Everyone has something to learn.”

A lifelong violin player, now viola player, Emily Feng ’22 started her music career at the age of five. Throughout her time at Deerfield, she has contributed to the Chamber program with her skill, humility, and passion for her instrument.  At the beginning of her Deerfield career, Emily made the switch from playing the violin to the viola. Regarding this decision, Director of Music Thomas Bergeron commented, “The viola, though it is one of the most versatile and beautiful string instruments, is less frequently featured as a soloist. Despite knowing this, Emily switched to this instrument in 9th grade because she was drawn to the beauty of its sound. Since then, she has developed a powerfully expressive voice through the instrument.” Feng explained that, despite playing the violin for so many years, the tone of the instrument was not what she was looking for. She was attracted by the richness of the viola’s sound, and the transition was easier than she thought it would be, and said, “The main thing was learning how to approach the instrument in a different way”. Former Orchestra member Jean Jin ’22 said that one of the most impressive things about Emily as a musician is her improvement with the viola since her freshman year at Deerfield. Jin said, “Most people tend to fall off track with their music while at boarding school, which isn’t the case for Emily.” Indeed, Feng shared that she attended an intensive music program over the summer of 2021 which pushed her to look at music in a different way. She said, “Coming from somewhere where people think of playing an instrument like a chore, it was really inspiring to be with people who not only have different perspectives, but also who love what they do.”  Feng spent most of the camp preparing pieces for conservatory auditions, and she recently finished recording her pieces for pre-screening auditions.  Emily’s tireless dedication and maturity as a musician have led to her growth as a violist and leader of the Chamber program. Going forward, she said, “I’m hoping to keep music as a big part of my life. It’s a really valuable skill to have, and it’s almost like another language.”  Mr. Bergeron said,“The sky’s the limit for Emily’s musical career. Her work ethic and passion for music has already made her one of the top musicians applying to colleges and conservatories.” Regardless of where Emily’s future in music takes her, her impact on the Deerfield music program will be valued by future generations of students to come.

On October 16th, Deerfield Academy’s Music Department took around 50 students and faculty to New York City for the premiere of Fire Shut Up in My Bones,  giving students and faculty a chance to witness the Met Opera’s first performance of a piece by a Black composer.  Terrence Blanchard, the mastermind behind the piece, is a well-established American Jazz composer, renowned for composing over forty film scores and performing in more than fifty. He has received two Academy Awards nominations for composing the musical scores for the films BlacKkKlansman and Da 5 Bloods . Furthermore, from fourteen nominations, he has received six Grammy Awards . Fire Shut Up in My Bones is a three-hour long adaptation of a 2014 memoir by Charles M. Blows. With three acts and two intermissions, many were touched by the opera’s sensuous and profound narration of a young man’s journey to overcoming a life of trauma and hardship. The Opera’s 2019 world premiere at The Opera Theatre of Saint Louis has been praised by The New York Times as “bold and affecting” and “subtly powerful.” David Salazar of Operawire called it “a masterpiece” and Gabrielle Ferrari of Parterre reflected that “Blanchard’s score is richly colored and beautifully orchestrated.”  The trip was made possible by a special Deerfield-endowed fund called the Mcleod Opera Fund, which permits members of the Deerfield community to see various performances at the Met Opera. For the past two years, community members have not been able to go as a result of the Opera closing down due to the COVID-19 pandemic. The endowed fund continued to receive donations over the Opera’s hiatus, allowing for a larger group of students to attend a more premium performance this year.  The bus headed for New York City after 8:00 A.M., arriving at the Lincoln Center at around noon. Students were then encouraged by the Director of Music Thomas Bergeron to explore the center before the Opera’s opening at 1:00 P.M., who described the building as “architecturally magnificent” and “filled with amazing art.” Nicole Xing ‘22 commented, “I think a big part of what made this specific opera stand out to me was the fact that I believe it’s the first opera ever written and composed by a Black man to be shown in the Met [Opera].”  Xing added, “I think it is very unfortunate how art by people of color are incredibly under-represented in the States, especially in areas that are generally exalted to be the judges of fine art. It’s 2021, and the fact that this is the first time the Met has showcased an opera written by a Black person is just insane to me, therefore it’s really important that we come out and show our support.” When Iris Wong ‘23 was asked if the Opera was important for everyone, including those not attending, she answered:  “I think it’s definitely important. It doesn’t have to be something that everyone has to watch, as some people like opera, some don’t, but I believe that it is crucial to be aware of the positive changes made by highly-regarded institutions, such as featuring stories from a diverse variety of voices. I’ve been trying to spread the word myself too.”

Lights, camera, action! While the action begins onstage, backstage comes alive. Props are put into place, a costumer buttons up an actor’s coat, and a stagehand sets up lighting cues. Every fall, the Theater co-curricular puts on a performance. This year, they are performing Neil Simon’s comedy, Rumors . What goes on behind the scenes and prior to the Academy’s students stage performance? The set construction, costume design, and rehearsals have a large impact on the outcome of the show.  First, directors of the Tech, Costume, and Acting departments meet to analyze the play and decide on the era and style of the performance, which determines the direction each department takes to begin preparations. This year, Rumors  takes place in the nineteen-seventies, the “pop-culture” era, meaning the Costume department was able to use previous costumes as the base to begin building specialized looks for each character.  Head of Costume Design Karen St. Pierre shared, “Creating from scratch is taking something from a drawing into a pattern into a full 3D finished piece,” which, unlike pulling pieces from previous plays, “could take as much as forty hours.”  “Depending on the detail, it’s easy to pull a white shirt, but harder to pull a beaded gown,” explained Ms. St. Pierre. When designing costumes, Ms. St. Pierre studies the script for the location and time period it takes place in, and details about the character. These parts of the script help inform,for example, if the character would wear gloves, or would not wear high heels.  “This year it is so much more involved,” Ms. St. Pierre said. She has a team of Academy students helping with and learning about costume design, even using their gained knowledge to participate directly in the creation of different costumes. In no previous years have students watching the show been able to participate in this costume creation, and to see the process from start to finish. Abby Tang ’25, a member of the Theater Tech Crew, noted, “You don’t usually think about what they do for costumes, but there is a lot of thought that is put into it.” Costume design is not just about the clothes. In fact, a large addition to the character is their hair and makeup. Students working within Ms. St. Pierre’s team have been able to gain sewing skills while  also learning about makeup and wig design.  In addition to costuming, set design also contributes to the establishment of certain time periods and character development. At the start of the process, students gather in the Black Box to begin building the set. With the help of his student crew, Theater Technical Director Paul Yager creates a new world for the actors to perform in. Students of a variety of skill levels are able to participate and gather building skills, becoming savvy with hand tools such as drills, jigsaws, hammers, and levels. After becoming familiar with the basics, students can also learn  how to use the Miter saw which is used to cut boards and materials to build flats for the set. Students will also climb above the stage to hang and test lights. Nearing the end of the process, paint is added, helping the set come to life.  The biggest challenge with building sets is maximizing space.  “We have the delicate balance of trying to create a large, beautiful set and maximizing seating,” noted Mr. Yager. This year, the set is a two story house, based in the 1980’s. “In this production,” Mr. Yager said, “we are reusing a set of stairs that were built by the carpentry shop probably fifteen years ago for a production, and they have been used multiple times since and taken apart and put back together.”  Beyond the staircase, the main parts to this set are multiple flats, which are large, lightweight, rectangular pieces made out of plywood and smaller pieces of wood. Flats are mainly used as wall pieces, but heavier wood could be used as a platform for a floor.  Tang said, “Most people have the mentality, ‘Oh, where did you buy that set,’ because they think we just bought it and didn’t really do any work, but we actually built the second floor which I thought was really cool.” As Rumors is Mr. Yager’s ninety-first production, he is well equipped for the task of building a set. He explained how in the past, he and the tech crew have built a castle, a pool for Metamorphosis , a huge sand pit for Medea , and are now building a house. But what really brings a set to life?  “Certainly lighting will do it, certainly the splatter painting [adding small drops of different color paint to the walls] will take a dull and lifeless flat wall and give it some realism so that it just doesn’t look flat and lifeless, We’ll use that same texture technique on the floor as well,” Mr. Yager explained. “Once you have props,soft goods, and actors bringing all of their energy to the stage, that’s when it’s magic.”

According to Deerfield’s website, the school aims to “develop an inquisitive and curious mind” and “pursuit of mastery.” A crucial aspect in achieving these goals is “personal responsibility,” or the idea that students have agency over their own learning. So, how do Deerfield classrooms reflect these goals? In many humanities classes, students are offered opportunities for self-driven learning in the form of class discussions, a hallmark of a Deerfield liberal arts education. Jerry Zhou ’22 said his ideal discussion is “student-led, with no teacher interference [because] for students to interact with the material firsthand [is] meaningful.” Elena Lu ’22 agreed, saying discussions encourage an “active role in learning” and push students to “come up with their own ideas.”  English Teacher Andy Stallings emphasizes the role of students as teachers in the classroom by splitting class time between Harkness discussions and composition workshops where students can practice and refine their writing skills. He said that exploring topics of personal interest is integral to self-motivated learning, claiming, “The more that I keep my concerns about a text out of the way, the more the students learn for themselves and ask questions that they care about.”  Summer Zhou ’23 said that “for STEM classes, it might help to lecture more,” reflecting a broader viewpoint that discussion and projects may not be suitable for subjects like math and science that emphasize delivering tangible information and skills. Even with humanities classes, History and Social Science Teacher Tricia Batchelor said, “Often we’re trying to touch on a wide range of things and students can’t always engage with all that material independently.” Language Teacher Daniel Houston said that, unlike upper-level Latin classes and Greek electives, lower-level classes need to use more lectures and teacher-led discussions that enable “efficient information exchange.” Even within STEM and content-centric classes, however, teachers have found ways to incorporate student initiative. Science and Computer Science Teacher Ben Bakker, for instance, said that “people learn to program by programming,” making his role simply “finding a set of google problems to solve, then I become more of a coach or teaching assistant to guide them, correct them, and offer them feedback.”  Similarly, Math Teacher Darnel Barnes operates a style of problem-based learning where lecture time is limited to twenty minutes at the start of class. He celebrates the effectiveness of collaborative whiteboard work, and of students explaining concepts to each other. “Students bring [valuable] things to the table,” Mr. Barnes said. “[I] ultimately want to give up control and facilitate learning.” Some students agree on the effectiveness of student-driven learning; Will Stultz ’22 shared that “group work, labs, and hands-on activities” helped him learn effectively. According to Ms. Batchelor, there may also be value to varying teaching formats, rather than adhering to a single principle. She said, “varying what we do in class and how we approach class enables different students to feel confident at different points in time, [and] creates opportunities to re-engage if they’re getting a little lost.” Her Honors European History class features full-class Harkness discussions or simulations, small group activities, primary source interpretations, and “interactive lectures.” All these approaches aim to complement each other for a holistic course.  Blair Huang ’22 said that her American Studies class used a variety of creative products like movies or podcasts, and analyzed literature and artistic works in addition to historical events. She said, “Exploring a subject through different mediums makes you more engaged and want to be passionate.” In addition to class time, teachers have also employed homework time in a variety of ways. Mr. Barnes said a student’s test grade reflects their homework effort, and that this teaches students “how to become independent learners.” Ms. Batchelor uses homework to prepare for the upcoming class, providing historical context, introducing material, or helping students develop the skills involved in an in-class activity. Dr. Houston said, “The pace of life at Deerfield necessitates a pre-emptive homework model [so] I’m always trying to think about the next class.”  Like other teachers seeking to streamline and maximize class time efficiency, Dr. Houston has shifted to “using out-of-class time for memorization and reading, using in-class time for active drilling and assessments.” Jerry Zhou ’22, on the other hand, believes that it would be beneficial for students to read with a teacher present and be able to ask questions. Overall, most teachers discussed general approaches to teaching as opposed to a specific dogma or method. Mr. Bakker stressed the importance of adaptability, saying that “the students are the ones who will tell you whether your teaching style is working.” Connor Olson ’22 put a spotlight on teachers’ attitudes regardless of class format, saying that “Having not only passion to learn, but trying to share that passion with the students is really infectious here at Deerfield.”

“Music connects us. ” – Rui Santos During his three years working at Deerfield as a valued custodian, Rui Santos has touched the lives of many by sharing his radiant kindness, positivity, and enriching musical talent with the Deerfield community.  Mr. Santos, originally from the Cape Verde Islands 500 miles off the coast of Senegal, West Africa,  Mr. Santos pursued a musical career prior his time at Deerfield. He performed  initially with a group of musicians in Africa and later with his band Ras Moon, based in Amherst, MA, touring across the East Coast, Europe, and Africa with a primarily West-African reggae repertoire. He also has some songs in Creole, his native language, such as “Triste Sem Bo” which means “I miss you.” His other original songs include “Let our peace bless the world” and “Light is returning.” After 10 years of working as a musician, Mr. Santos decided to accept a position to work within the Deerfield community. Ever since joining, Mr. Santos has faced no struggle in forming meaningful relationships, as through performing, he became comfortable in being around people and building a connection with his audience.  Angela Osei-Ampadu ’21 shared, “Santos has the special ability to connect deeply with students through simple and casual conversation.” She continued, “He contributes to the spirit of the Deerfield community and cares deeply about us students which he shows by helping with campus events and coaching soccer, one of his passions. Santos is always looking for ways to give back to the Deerfield community.” Dean of Students Mr. Samuel Bicknell commented further on Mr. Santos’s positivity. “When you speak with him, he is fully present in the conversation. He is genuine in his interactions with other community members and is a positive, optimistic outlet,” he said. Student Activities Coordinator Mr. Brian Barbato also noted that, in addition to his official roles in the Deerfield community,  Mr. Santos “unofficially does a lot of work that people don’t even understand in the way he brings his music to campus.” When recalling one of his most memorable interactions with Mr. Santos, Dean of Ethical and Spiritual Life Mr. Jan Flaska described the time when Mr. Santos shared with him the CD of his first release album. Mr. Flaska immediately brought it to Mr. Bicknell, understanding that this music needed to be heard by the community. Recently, Mr. Santos made an appearance at the Fall Festival where he performed songs in Creole in an attempt to raise the student body’s awareness of Cape Verde’s culture.  Determined to bring his life experience into all that he does, Mr. Santos highlighted for us the importance of being orally exposed to unique cultures, words, and music.   Following the festival, Mr. Barbato talked to Mr. Santos about hosting him for a winter event and for Spring Day because of his “immense talent, infectious positivity, and story.” Mr. Barbato commented, “I wouldn’t be surprised if there are Deerfield students inspired by what he is doing…he sets a standard with the community in so many ways.” Once his son graduates from Deerfield, Mr. Santos plans to retire and return to Cape Verde to play music while spending time with his family. Already having visited Mexico, Jamaica, and Portugal among other countries, Mr. Santos hopes to continue traveling and fulfill his dreams of visiting Ethiopia, Kenya, and Somalia to learn about their ancient civilizations. In regards to the Deerfield community, Mr. Barbato shared that Deerfield’s next steps include “seeing how we can use [Mr. Santos’s] amazing skill set to educate Deerfield students in a more intimate setting beside the performance.”  Osei-Ampadu added, “I definitely see Mr. Santos making more meaningful connections with DA students through his passions such as music. I hope more students take the time to talk to Deerfield staff around campus who work so hard to make Deerfield feel at home. You’ll be very lucky to have been touched by their genuine care and kindness during your time at Deerfield.” Through his enriching presence and contributions, Mr. Santos enhances Deerfield’s diversity by sharing music that spreads peace, love, happiness, and comfort within the community.