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For the past thirteen years, Margarita Curtis, Deerfield’s first female Head of School, has left an unforgettable legacy within the Deerfield community. Dr. Curtis’ belief in the importance of listening is seen through every interaction she has with everyone around her. She has strived to create a welcoming environment through projects such as global studies, inclusion, and sustainability. Kevin Kelly, the Dean of Students and a long time colleague of Dr. Curtis, articulated his belief in her ability to simply listen. Students have often approached her with serious requests, including the potential removing of accountability points as well as reviving Choate Friday. As Mr. Kelly articulated, “Dr. Curtis had this beautiful ability to be open minded and flexible. The requests were delivered respectfully and were viewed as reasonable. Dr. Curtis’ willingness to empower students by allowing discovery and learning has been truly a gift to Deerfield.” Dr. Curtis believes in the necessity of remaining open minded because others may have passions and beliefs that differ from her own. She expressed, “I would like to think that my legacy is about ensuring that [Deerfield] sends students into the world who act with respect, honesty, and concern for others, who understand the value of diversity and inclusion–that life is enriched by coming into contact with people of different backgrounds, perspectives and belief systems–and who deploy their talents and skills for the benefit and improvement of their communities.” The initiatives she takes and the conversations she has had with each student reflect these ambitions. Student Body President Gerry Alexandre ‘19 explained, “Although at times I felt limited, I do not think it was because of Dr. Curtis, instead, it was due to natural limits of what a student can do in the first place… I have worked with Dr. Curtis on reaching many compromises, and she, as the Head of School, has definitely compromised a lot with me. For that, I am very appreciative.” Thomas Song ‘19 shared, “I admire Dr. Curtis not only for her eloquence and dignity but also for her ability to genuinely listen to a wide array of viewpoints in order to get as in tune with all of the Deerfield community as much as she can.” Song continued, “Dr. Curtis truly dedicates herself towards bettering all of Deerfield.” Annabel Gerber ‘20 also shared that, apart from her involvement in the community, Dr. Curtis’s exceptional leadership even shines through in the Spanish classroom: “I had always seen her in the role as a strong leader. But, as a teacher, I saw her incredible ability to combine leadership with kindness.” Dr. Curtis has demonstrated an aptitude to lead under difficult circumstances, guiding Deerfield through the 2008 financial crisis and increasing Deerfield’s endowment. She contributed in raising funds to double the financial aid budget and has also worked for professional development for the faculty through summer grants and travel opportunities. Additionally, buildings have been expanded or renovated, including the Hess Center for the Arts, the Boyden library, the new athletic center, New Dorm, the Dining Hall and the Health and Wellness Center. Mr. Taylor explained, “Dr. Curtis has been able to preserve what is best about Deerfield’s values and traditions and, at the same time, move us forward into the 21 century.” In reflecting upon her impending departure as the school year draws to an end, Dr. Curtis said, “I will miss the young people who are so eager to do great things with their lives. I will miss that passion, that energy.”

As I thumb through sample AP Physics 1 exams from the College Board, I shake my head in disgust at the questions I’m reading. With the AP exam just around the corner, I wish for each of my students to experience success. After all, they signed up for the course assuming that it will help prepare them for the exam and pave the way to the best colleges. Deerfield’s students, parents, and administrators all have high expectations, and the Advanced Placement program has a proven track record, right? But I am not confident that my students are prepared for the questions I am reading. The questions are obscure, convoluted, and even tricky. To answer some of them, a student would need a deep, intense study of physics and have an opportunity to make connections across all topics. Instead, each day in the classroom is a sprint to a College-Board-defined finish line. This past September, I began my first year teaching at Deerfield Academy. I entered the classroom with a bright vision of what my students could accomplish. My teaching style and lesson plans were informed by a constructive approach called Modeling Instruction. I used this pedagogy with great success at the college level, even though it was originally designed for the high school classroom. Clearly, it would be an instant hit at Deerfield. Instead, by the fourth week of class I was already a week behind schedule, a schedule that just barely fit all of the AP curriculum before the exams in May. Class periods were too short to allow a full implementation of the curriculum. In fact, I had fewer than two-thirds of the classroom hours I enjoyed while teaching a similar laboratory-based class in college. I felt dismay, and I had no choice but to make changes. To make a long story short, as the end of April approaches, I have managed to “cover” all of the major topics that are on the AP Physics 1 exam. Good job, right? To do so, I made three major amendments in my role as course facilitator: A) I nearly eliminated hands-on labs in favor of online simulations to speed up data collection and eliminate the need to “waste time” correcting errors in experimental methods. B) I stopped having my students write solutions on white boards that they would then present to the class and thereby generate classroom discussion. C) I limited content to only those types of problems that would appear on the AP exam, thus eliminating most of the fascinating applications that make learning physics interesting and fun. Summary statement: I have compromised good pedagogy for the sake of a test and expectations surrounding an AP class. In the April edition of The , Associate Editor Jae Won Moon wrote a provocative article called “Deerfield Should Drop AP Courses.” Although experiencing great success as a member of my AP Physics 1 class, and therefore prone to be supportive of these classes, he instead logically articulated the many weaknesses of AP classes. I lend my full support to Jae Won’s arguments. In addition, I have written this piece to add my voice from a teacher’s perspective. I find it nearly impossible to meet my educational philosophy and mission within the confines of the AP doctrine. Is the purpose of high school education to march students through agency-approved curricula, guaranteeing identical experiences and knowledge, while shaping young humans with the molds we’ve adhered to for decades? Or is it to inspire curiosity, encourage creativity, build the skills to learn for a lifetime, and enhance our quality of existence? I end with an anecdote. Recently, I spent the entire class period working through sample AP exam questions on the board. Throughout the class, I asked students to actively participate by giving their input and guiding my board work. They did ask questions, but each question was procedural and lacking curiosity. What should I expect? I was preparing them to take an exam; an exam that they would rather not take. Contrast this with a day one week prior. The physics community had just released the first ever visible light image of a black hole’s silhouette. It was a ground-breaking, remarkable day in physics. To celebrate this momentous occasion, I discarded the lesson plan and showed my class this remarkable image. We grappled with its repercussions and marveled at the technology needed to snap this photo. Everyone posed great questions and participated in the conversation. The energy in the room was pulsing, and it was clear that students were sincerely interested in learning more. Now, we cannot spend every moment of every class period saying, “Wow, cool!” At times, we need to buckle down, learn how to apply mathematics to physical situations, crunch some numbers, draw some diagrams, and work out some details. But I strongly believe in one particular sentiment: any day that we spend practicing AP exam questions in class feels like a day wasted. I can offer my students so much more, and I would like the opportunity to do that each and every day.

It’s spring term, folks. You all know exactly what that means. It’s time to take your backpacks with you to sit-down, because it’s senior prank season! Spring term brings out the mischievous side of our graduating seniors; pranks provide that much-needed laugh at the end of a grueling year. Here is a short list of some serious (and not so serious) ideas for senior pranks. One traditional senior prank involves stealing everyone’s backpacks. Often this involves padlocking or zip-tying the bags together. This prank also doubles as a time waster to postpone 5th period class. The class of 2018 pulled an interesting twist on this by placing all of the bags on senior grass, making it impossible for all non-seniors to access. However, there are more original ways to go about this prank. Here are a few things the senior class could do with the backpacks: 1. Scatter them in random places across campus. 2. Throw them in the river or off the Rock. 3. Choose one 9th grader and put all of them in his/her room. 4. Drop them off in a sketchy alleyway in Greenfield. 5. Pour super glue on the books inside. 6. Hang them on the flag-pole. 7. Use all of the books from all of the backpacks as fuel to start a bonfire in front of the MSB. No refunds. Another very common prank is one where seniors make as many announcements after sit-down as possible. These generally begin with serious announcements and then slowly deteriorate. Here are some ideas for good joke announcements: 1. “As part of our community service program, we are opening the campus to a Choate student so they will get a chance to experience a real education for a day. Thank you for your collective sacrifice. ” 2. “Table *insert number here* is having a debate. Please stand up if you like foot.” 3. “Tonight we have a required academy event featuring the very famous Kneelobolus. Nate Wood will play the bass and dance at the same time.” 4. “The Purge: Deerfield edition will go into effect after sit-down. All DC-able offenses will be legal for 24 hours.” Finally, here are a few extra ideas for new senior pranks that all can enjoy. 1. Senior skip week. It is exactly how it sounds. The seniors skip a week. 2. The seniors pour kool-aid mix into the swimming pool before a water polo game. 3. The seniors unscrew all the salt and pepper shakers and watch the chaos ensue. 4. Replace all the science and history textbooks with 5. Put silly string everywhere. 6. All seniors disappear on May 25 and don’t come back. Ever.

This past March multiple female Deerfield girls’ varsity hockey players flew to the 2019 Youth Hockey USA National Championships in Irvine, California. The tournament had been held annually since 1938, changing locations each year. To qualify into Nationals, also dubbed “Natty’s”, teams had to win their district championship. There were sixteen teams competing at each age level. Deerfield girls’ varsity hockey captains Mary Edmonds ’19 and Deirdre Mullowney ’19 both play for the Eagle’s U19 girls team, which won the Massachusetts state championship, sending them to California. They went 3-0 in round-robin, but each game was close. Edmonds explains, “ This year, we did the best in round-robin since I’ve been on the team. Every single playoff game was tight. We went down 1-0 early against Selects in quarters then fought back and scored two goals in the third. We were up 2-0 against Mission in semis going into third, and they tied it up and put us in overtime where we won.” In the final, they played Shattuck St. Mary’s, which is notable for having the best girls hockey program in the US. Their 2019 U19 girls team has won four titles, consists of eight players from the USA National Team, and will send all members to a Division I college for hockey. Going into the tournament, Shattuck was ranked number one and the Eagles were ranked number two. In the end, both teams were the last standing and had to fight for the winning championship title. The Eagles scored two goals in the beginning of the game and immediately transitioned to defensive play after that. Edmonds said, “It was the hardest game of my life… We fought for our lives, blocking shots, playing aggressively. I genuinely didn’t believe we would win until there were three seconds left on the clock.” Shattuck had almost twice as many shots, but the Eagles “did the unthinkable,” as the announcer said, and took the 2-1 win. Mullowney described the win as “the greatest win of my career. It was incredible. I am still in shock, to be honest. We went absolutely crazy when we won. I think everyone in the arena was stunned. We threw our gloves and sticks up into the air and all piled together against the boards.” The Boston Bruins invited their team to a playoff game against the Toronto Maple Leafs and introduced their team on the Jumbotron. Head Coach of the Deerfieldgirls’ varsity hockey team Brooke Fernandez recognized their success to be “(…) great for the program because it proves that Deerfield hockey players are successful on the national stage and, though they weren’t wearing green when they won their gold medal, they still were representing Deerfield.” Christina Halloran ’20, Lisa Ito-Bagshaw ’21, Sara Ito-Bagshaw ’22, and Kelly Howe ’22 all competed in the 2019 youth hockey Nationals as well. L. Ito-Bagshaw, who plays for the Connecticut Mid-Fairfield Stars U16 team, lost all three round-robin games. Although the outcome was not what they had hoped for, Lisa says that it is the best hockey her team had played. She recalled that “[the tournament] was especially memorable for me this year because the tournament was hosted back in Irvine, California, where I grew up and fell in love with playing hockey.” Because of their hard work during the winter season, these players were able to perform beyond the valley at the highest level in country. The Deerfield Athletics Program is extremely proud of their accomplishments and looks forward to their contributions in the near future.

Musicians have the power to create combinations of sounds that engulf space, overpowering silence with notes and intense human feelings. As a universal language, music has the power to communicate across cultural barriers. Thus, many artists have composed a wide variety of pieces throughout the centuries to give voice to their thoughts and emotions. With so much music in our society, how does one compose a new song? How does one push the boundaries of art to create something unique? Drawing inspiration is an indispensable starting point. There are different ways to attack the daunting process of starting with a blank sheet of music. Helen Feng ‘20, a finalist for the ASCAP Foundation’s Morton Gould Young Composer Award, starts by looking at other literary works for inspiration: a poem, a phrase, even a word. Analyzing a stanza or a multi-faceted word can lead to an expansion of complex ideas. Director of Chamber Music and Orchestra Thomas Bergeron suggested another way of finding inspiration: delving into different genres of music, which leads to creativity through new types of sounds and rhythms. Mr. Bergeron said that it is crucial to “listen closely and critically and to ask yourself what about the composition captures you.” After focusing on the music itself, the composer must decide the purpose behind the song. What is the deeper meaning that the chords are conveying? Drawing from past experiences or lessons can be a gateway for art. Feng said, “Art can be a medium for people to say something about society in a way that is unlimited.” Music can provide social commentary, which in turn can trigger action in the community. In this way, artists create pieces from pent up emotions and thoughts. Once this idea is formed, the composer is ready to put thoughts and emotions to music. A common strategy to gain inspiration, as used by Christina Li ’20, a gifted musician with songs on Spotify, is to start with improvisation. By playing freely, melodies, rhythms, and harmonies begin to form into lasting chord progressions. Throughout this process, an essential mentality is to create without judgement. Current music focuses on pushing boundaries, whether it be through tones or lyrics. Letting new ideas flow is vital because, if no risks were taken, art would never evolve. When facing writer’s block, Feng challenges herself by using the Hemingway method: writing without erasing anything as a way to stay disciplined in this process. Her style is unique, but it allows her to produce pieces of work that leaves lasting impressions on her audience. But, after the music has been performed for audiences, what is the lasting effect of sheet music long after the artist has passed? Should composers leave detailed instructions on how they envisioned the piece, or is the beauty of music based on the creativity of the individual? There are no right answers to these questions, only preferences of composers. Some composers leave measures open for interpretation and improvisation, an increasingly used skill by musicians. Others fill measures with detailed descriptions and specific notes as to convey their artistry. Li remarked, “Everything has a purpose in music.” Building sounds of a piano, guitar, drums, and many other instruments onto lyrics allows for musicians to have control over the emotion of the story they are telling. Getting advice from other musicians can also add more complexity to the final product. All musicians have different perspectives. Through giving advice to other artists, pieces can be improved by adding layers of complexity. The pathway to create new pieces of music is not unique. There may be standard steps for writing and composing music, but the process is different for each and every individual. Orchestra and Chamber Music Director Thomas Bergeron stated, “The best art is deeply personal.” He means that each student will have a different artistic style, reflecting the beauty of art. Feng added to this idea, saying that the creation of music is not only an inner reflection but also a sharing of ideas. Smiling, seated on the green couches of the Hess, Feng said, “Music at its core is an interpersonal dialogue.”

After a long and influential career at Deerfield, art teacher David Dickinson and French teacher Claudia Lyons will retire at the end of this year. Ms. Lyons has been a teacher at Deerfield for 41 years. Mr. Dickinson has been teaching at Deerfield for 32 years. Ms. Lyons, known to her students as “Madame”, has been teaching French since she arrived at Deerfield. Her teaching style is described by students as being comprehensive and engaging while also humorous. “Ms. Lyons always comes into class with this special energy about her. She’s ready to teach. Even though she calls us her ‘criminals’ and threatens us with her ‘guillotine’ sometimes, it is all in good fun,” said Caroline Mahony ’21. During her time at Deerfield, Ms. Lyons has taught hundreds of French classes. At one point, she served as the Chair of the Language Department. She has witnessed monumental changes within the department, including the removal of Russian and German, and the addition of the Chinese and Arabic programs. In addition to teaching, Ms. Lyons has served in numerous leadership positions. “I sat on virtually every committee, except for the Athletic Committee. I was asked, but laughed and declined,” she said. Over the course of her time at Deerfield, she has served as Associate Director for Admissions, where she chaired the upperclassmen committee; member of the Steering Committee when Deerfield returned to co-education; Chair of the Language Department; and the no longer existent “Appeals Committee,” for disciplinary hearings. She has also been awarded the Greer Chair and the Independence Chair. Mr. Dickinson, known to most students as “Mr. D”, has also achieved plenty of recognition. Mr. Dickinson has held many positions on Academy committees, including Athletics Committee, Campus Planning Committee, and Imagine Deerfield. He has been awarded the Hilson Chair, Academic Chair, and the Greer Chair. Before coming to Deerfield, Mr. Dickinson taught at Stoneleigh-Burnham for seven years. There, he helped create the visual arts program. He then joined the Visual and Performing Arts department at Deerfield, which was much different from the one that exists today. The department was first housed in the Memorial Building. It then moved into the Reed Center and now resides in the Hess Center for the Arts. The program was largely focused on photography, architecture, and ceramics. Most of the teachers were not teachers by training but rather practicing artists in their field. This aspect, Mr. Dickinson noted, set the Deerfield arts program apart. The extensive arts curriculum that Deerfield has today started almost entirely under the leadership of Mr. Dickinson, despite the fact that he did not initially even plan to teach. “Deerfield allowed me freedom and autonomy when developing a sequential visual art program that shepherded interested students from the novice level in Intro [to Studio] Art through the AP level to Post-AP Topics and Topics Tutorial,” said Mr. Dickinson. The arts program that Mr. Dickinson leaves behind is regarded as one of the best in New England. It has produced several well-received senior portfolios and was recognized by the New York Times in 2014. The current Topics Tutorial class, with nine students, is the largest in Deerfield history. The curriculum also now includes classes such as AP Photography, AP Art History, AP 3D Design, and AP Drawing. In addition to teaching, Mr. Dickinson coached the Girls’ Varsity Tennis team for 25 years over the course of which the team achieved 235 wins and 41 losses. “We worked to have fun and enjoy the experience. We even had a ‘secret meditation’ before battle.” He added fondly, “I’ll never forget the long van rides – loud music blasting on the trip to an opponent’s destination … then the return home, driving in silence as the team napped and snored,” he said. He also coached sub-varsity soccer for 13 years, and at one point had a brief stint coaching squash. Mr. Dickinson and Ms. Lyons also started the event KFC in 2007, another longstanding Deerfield tradition where student performers have an opportunity to showcase their talents. The event was inspired by the performance and help of an alum, Joshua Binswanger ’80, eventually turning into a Deerfield tradition. The profound impact of Ms. Lyons and Mr. Dickinson is regarded by both students and faculty alike. “In all my years around art teachers, in college, before college, after college, I think Mr. Dickinson prepares some of the best assignments I’ve seen,” said fellow Visual and Performing Arts teacher Mercedes Taylor. Within the art department, Mrs. Taylor regards Mr. Dickinson as an amazing mentor, friend, and teacher whom she will miss dearly. Also having worked with Ms. Lyons in the language department, she said, “I’ve been blessed with both adventures.” Current post-AP student Maddie Lee said, “Walking into his classroom is different than walking into any other classroom…He’s done so much in his time here that I’ve never seen from any other teacher at any other school.” Concerning Ms. Lyons, current student Caroline Mahony said, “Ms. Lyons is probably the best teacher I’ve ever had. My French has improved so much with her as my teacher and she really pushes each student to do their best. She knows when I’m doing my best and wants me to be the best version of myself.” After they depart Deerfield, Ms. Lyons and Mr. Dickinson have lots of plans for retirement. They plan to split their time between their homes on Prince Edward Island in Canada and Leeds in MA, during which they plan to travel for their bucket list and do some volunteer work. Ms. Lyons also plans to learn Italian and work on golf, while Mr. Dickinson wants to start a band and continue painting and illustrating. When asked what they will miss most, their mutual reply marked their true commitment to Deerfield: “the students.”

When students and parents reflect on Deerfield Academy’s academics, many mention the discussion-based English classes or history classes and their in-depth analyses of relevant themes. Even among other prominent prep schools, Deerfield’s humanities program is widely regarded as one of the best in New England. Deerfield’s STEM program, too, is recognized for its prowess. However, our performances on mathematics competitions seem to lag behind some of our fellow prep schools, such as Exeter or Andover, whose students receive multiple honors in the field. Two of the most well-known high school math competitions are the American Mathematics Competitions (AMC) and Harvard-MIT Mathematics Tournament (HMMT). In addition to the student’s ability to think of creative solutions, these contests require robust knowledge of countless formulas to score well. While schools like Middlesex, Choate, and Hotchkiss score high on these competitions, only a few Deerfield students participate, and even fewer win awards. This poses an interesting question: why do other schools score so highly on these competitions, and does this necessarily mean their STEM programs are more effective? The most important factor in learning mathematics is having materials that constantly challenge and encourage you to familiarize yourself with the topics by figuring out how and when to apply the concepts. This does not mean that a student should memorize concepts or formulas, but they should understand how they work and internalize that knowledge. While many schools, including Deerfield, use textbooks to learn math, studies have shown that students find textbooks unengaging and unhelpful, which suggests that a discussion- or integration-based approach might be more effective instead. This is no surprise, as just looking at theorems written on the board and solving repetitive problems cannot help foster a deep understanding of the topics and have versatility in utilizing those concepts. If we take Exeter for example, its math curriculum doesn’t consist of any textbooks. Instead, the teachers use problem sets, each one with over 3700 difficult questions. With non-lecture-based classes, students have to work together to come up with ideas on their own while solving these questions— this is the crux of Exeter’s success. Different schools have different teaching styles, but there are fundamentals when learning any STEM subject. Undoubtedly, the most important factor in learning mathematics is focusing on ideas that constantly challenge and encouraging students to familiarise themselves with the topics by figuring out how and when to apply them. This way of teaching naturally incites creativity, the goal that many institutions try, but fail to accomplish. With creativity, students can find a genuine interest in math and the desire to further explore the subject by themselves. It is important to recognize the fundamentals of Deerfield’s educational philosophies, in order to start answering these questions. One of the most effective aspects of Deerfield’s curriculum is inquiry-based education, and that philosophy should carry into the STEM classroom. For example, in the Physics classroom, the teacher would show students an example of natural phenomena and ask us to explain it, or present a problem and the groups of students share their solutions with others. Another example of this could be in the geometry classroom. After completing their homework, students would present a problem from the homework, guiding the class through each step. With the students essentially being the teachers in these classes, others can learn about the unique approaches that their peers took. Listening to different perspectives allows students to efficiently master all the key components of a concept. These suggestions don’t mean Deerfield’s STEM program is ineffective, but the discussion-based approach represented in our humanities classes and Exeter’s STEM curriculum also has merit. One simple way that Deerfield could achieve is by integrating the discussion-based curriculum that is used in the humanities program into the STEM department. I believe that, in class, teachers could stimulate more critical thinking in students and intervene only when students require extra guidance, letting student-driven discussion take the lead. Math competitions like HMMT and AMC are taken seriously among high school and college mathematicians. If Deerfield were to incorporate discussion-based learning within its curriculum, then that might help students be more prepared for these competitions and be recognized for their prowess in areas other than the humanities, where Deerfield students already excel. Deerfield is a place with limitless potential, a place for nurturing students from diverse backgrounds who all contribute to the community in their own unique ways. Contributions to the STEM program are one such example, and those contributions should be equally supported. While Deerfield’s STEM curriculum is strong, there are still opportunities for growth, designed to help every student achieve success.

In recent weeks, all-gender restroom signage has been placed on six single-stall restrooms across campus. These new signs mark success for students advocating for gender inclusivity at Deerfield. This change is credited to leaders of the Gender and Sexuality Alliance, who have been pushing for the installation of these signs for months. According to Molly Fischer ’20, a leader of the Gender and Sexuality Alliance, the goal of the bathrooms is “to show the LGBTQ+ community at Deerfield, specifically trans- and non-binary people, that there is a safe place on campus for them to use the bathroom without having to mis-gender themselves.” While some have appreciated and recognized these changes, others have also expressed concern about the relative lack of recognition that the additions have garnered on campus. Both students and faculty members have noted that, given a lack of knowledge or promotion on the initiative, the Deerfield community remains unable to appreciate the change as an important aspect of the school’s culture. Lexi Roadside ‘21 commented, “These bathrooms have the potential to promote inclusion on campus, which is great, but many people [still] don’t know about the bathrooms or don’t believe that they are incredibly important, which is a problem.” The GSA’s main objectives are to address these problems and spread further awareness. Fischer said, “[The goal was] to make trans and non-binary people at Deerfield more visible, to initiate more conversations about gender on Deerfield’s campus, and to show the LGBTQ+ community at Deerfield that the administration supports them.” This change entailed a lengthy and meticulous process. Fischer explained, “I had quite a few conversations with Ms. Creagh to speak about the purpose, location, design, and terminology of the all-gender bathroom signs. I also had to present several modified sign designs to the senior staff and administrators at Deerfield.” There is currently a restroom with all-gender signage installed in the Field House, Dining Hall, Kendall, Armes, MSB, and Health Center. Given that there were no bathrooms redesigned or built for this project, the changes entailed remained relatively simple. In fact, the only part of the bathroom that were changed were the signs. Voicing the significance of this change, Ethics teacher Benjamin Grimm explained, “The bathrooms were already all-gender; the official use of that language shows that we are acknowledging that the binary gender system does not include everyone equally. By adding signage, we’re recognizing the need to think inclusively about our physical spaces and helping to make that resource more visible and accessible to all people.” Although this change in signs is a notable step forward for the realm of LGBTQ+ awareness and acceptance on campus, there is still a lot of work to be done. As Mr. Grimm noted, “A sign for an all-gender restroom will not automatically make Deerfield more inclusive.” Looking into the future, the GSA plans to continue promoting awareness, using all-gender bathrooms as a starting point for further work. As Fischer shared, “I think [all-gender bathrooms are] a start to making more people feel included at Deerfield. There are other parts of Deerfield’s campus and policies that I would like to see changed to make them more inclusive and accepting of the LGBTQ+ community at Deerfield.” The step to change these signs has marked an important movement; Deerfield is attempting to become a safer and more welcoming environment for those of all gender expressions. Mr. Grimm said, “[the signage] is a physical manifestation of our commitment to inclusivity and a visible marker to everyone that Deerfield is a school that values and serves people of all gender identities and expressions.”

D: M: D: In n Out M: Five guys D: Francis Dooley M: Will Kolman D: Buff Chick M: Buff Chick D: Tony Alva M: Matthew Jr. D: Sticking tape to the ceiling D: Rec hockey M: Boys’ varsity football D: Mario Supersmash Bros Nintendo 64 M: MLB 2k11 D and M: Limited stress, no homework

It’s finally spring! Everyone knows what that means: the days are longer, the nights are warmer, and students are coming out of their rooms, blinking as their eyes adjust to the sunlight. Most importantly, spring is the time for studying outside. However, not all study areas were created equal. We decided to put together a list of all the best places on and around the campus for you to not only finish your math homework but fulfill your vitamin D quotas as well. Here are 5 great places for you to study in the great outdoors: 1. The sundial. The studious Deerfield scholar naturally gravitates to these benches, located just outside of the library. The beautifully crafted sundial and the surrounding budding flowers give the area a great vibe as you take in the Academy fully, sitting right in the middle of the beautiful campus. 2. Behind the Koch. The back of the Koch, a great place to chill and get some sunlight between classes, is a seriously underrated study spot. Just a few feet from the Louis café, you remain extremely close to your classes and even closer to a great source of coffee and sugar. On a sunny day, you can get a nice view of the track and lacrosse fields as you finish up your math homework or study for that bio test next period. 3. In front of the Hess. The classic spot for outdoor classes and study groups, the Quad is one of the most popular spots to do homework in the spring. Whether you are working alone in the grass or having a class on the benches, this is an all around great spot for finishing up your work. 4. At the Rock. It may be a bit of a trek to get up there (sorry, you‘ll have to exercise) but the view at the Rock is unmatched anywhere else on campus. If you have the time to make the climb with a few friends, you are sure to enjoy both the journey and the reward waiting atop the mountain. 5. At the river. Everyone loves the river! Once the weather gets warm, students flock to the lower fields to suntan or chill with friends and escape the summer weather. Sure, it may be a popular spot for people who are not studying, but if you don’t mind a few distractions, it’s a great place to kick back, put your feet in the water, and bang out some work.

Nancy Burniske Gary Grybko Milton Williams, Jr. Janice Kari Doria Rhodes Bradley Shulda Philip Snow Thomas Stone

This spring, the music and dance departments have joined together in another collaboration creating a performance of the jazz piece “Rhapsody in Blue,” composed by George Gershwin. A group of Deerfield musicians from the chamber orchestra, along with Joshua Fang ‘19 as the piano soloist, worked with the dancers to bring the piece to life. The orchestra has performed a shorter version of “Rhapsody in Blue” with the dancers for the Spring Dance Showcase as well as the full piece for their own spring performance. Fang began playing the piano at age three and became involved in jazz during middle school. Upon hearing of the Deerfield Concerto Competition, Fang seized the opportunity to perform piano as a soloist with Deerfield musicians and chose this jazz piece for its revolutionary sound and history. “It’s not your conventional classical piece,” commented Fang. “I find ‘Rhapsody in Blue’ to be such a beautiful piece because, not only does it perfectly capture that American, quintessential 1900s sound, it also incorporates many elements of jazz, proving that the style has a place in classical repertoire. It’s a fresh new twist on classical music.” Fang’s unique choice in repertoire also garnered interest from the Dance department, ultimately leading to this collaboration. Lori Clark, Visual and Performing Arts teacher, created the choreography inspired by the vivid, urban characters portrayed in Gershwin’s piece. “The legend is that Rhapsody in Blue was inspired by and written on multiple subway rides. I hear many narratives and characters when listening to this beautiful score and began with the image of a city sidewalk. I’ve chosen a few of the melodies and built individual characters through specific movement patterns. Those themes are then used to unify and juxtapose the dancers on stage,” said Mrs. Clark. For dancers, rehearsing and performing with a live orchestra provides a different setting from the pre-recorded soundtrack and strengthens their connection to the choreography. “When dancers and musicians perform together live, there is an electricity and depth of resonance both visually and aurally that cannot be replicated with recorded sound. But you don’t know that depth is missing if you haven’t experienced it for yourself. It’s important to provide more opportunities for this experience,” said Mrs. Clark. Collaborating with a group of artists used to a consistent recording also creates a new environment for the chamber orchestra. The musicians face the challenge of keeping a relatively regular tempo and meter, though, as with all performing arts, no run-through is exactly the same. “In this case, [the musicians] are setting a backdrop for [the dancer’s] story as opposed to the music itself telling a story,” elaborated Fang. When considering the improvisational nature of jazz, the challenge of consistency becomes more new and difficult for the musicians. “In our first week together, the pianist was adding a couple of notes and the dancers couldn’t fit that in with the choreography. But these musicians are so well trained. They play really consistently, which Mr. Bergeron helps with a lot as well,” said Director of Dance Jennifer Whitcomb. In the future, Director of Chamber Music and Orchestra Thomas Bergeron wishes to create more opportunities for music and dance to interact, perhaps through creating a class or co-curricular where musicians and the dancers work together and explore improvisation. Mr. Bergeron wishes to connect music to other departments through future collaborations. “Music is a universal language, and making these connections between music and other subjects not only benefits the music program but also all the other programs on campus,” said Mr. Bergeron, “That’s what Deerfield is really all about: exploring and making these connections.”