Category Archives: feature

Cougars Getting “rAMPed up” For This Years Newest Season

AFTER THE CHAOS OF 2020, THE GREENFIELD-CENTRAL MARCHING BAND WORKS TO MAINTAIN THE TITLE OF STATE CHAMPIONS

by Jacob Torrez/Staff Writer

Photo Caption: Preston Holmes, 10, Dalton Evans, 11, and the trumpet section practice for upcoming marching band competition. Photo by Jacob Torrez

GREENFIELD-CENTRAL (August 30, 2021) — Last Year, 2020, was one of the most unusual and chaos ridden years this decade. Most of these problems were caused by COVID-19, the marching band being no exception with their competitive season being cancelled due to the complications of the virus. The Cougars still performed in front of an audience but not to the normal degree they would have when they would be able to do a full year. Despite all of the complications, the marching band put on a strong show during the year of 2020. 

Come 2021 and the marching band has been able to truly prepare the 2020 show “rAMPed up” for a competitive performance. “I think it’ll be a blast for people to watch,” said Jeremy Turner, one of the head directors of the marching band. “This show will be a production that will stick out in people’s minds, in a good way!” With this year’s marching band being of 140+ members, keeping social distancing and COVID safety in check has been a struggle. Turner commented on the biggest struggle of the 2021 year for the band. “It has been navigating quarantines. Looking at some days with a large number of groups out because of contract tracing.” While things still look grim in this “new” way of marching, the 2021 Cougars have been able to navigate and pull off a full show to perform in front of an audience. 

With the new year of 2021, the marching band scene has been put back to what it was before, this meaning the marching band will be able to put on “rAMPed up” in front of a large audience across Indiana. Turner then commented about how the marching band would do competitively: “When this 2021 band is cooking? They are as good as any group we’ve ever had. If we can continue to grow the way that we have then I think the year will be a special one for all involved.” With competition season approaching rapidly, the Cougars prepared to put on their first show since 2019 in which they had become state champions. When this story is being written, the Cougars are only a few days from their first competition in Brownsburg, Indiana. 

Mr. Turner also commented on what his favorite part of this year’s marching band was, He responded: “Easily one of the most fun groups we’ve had. Even on days that are tougher, there are still so many smiles and laughs. They are just generally a positive group. And perhaps more importantly, a group that enjoys being around each other.” 

Mr. Chris Wing, Gc’s primary band director and head of the marching band, commented a similar thing: “Every day, I get to hang out with some outstanding young people who are the opposite of what everyone thinks about teenagers.  It’s easy for adults who don’t interact with them every day to say teenagers are lazy, entitled, scared of working hard, etc.  Every day, I get to watch the exact opposite happen. I watch teenagers work hard, collaborate, struggle and persevere, and achieve great things.” 

One of the “great things” this group was able to achieve recently was a second place finish at the marching band competition on Sept. 11.

Return to “normal”:students cautiously optimistic about return to class

by Drew Smith/Staff Writer

The destructive path of COVID-19 has been undeniably immense within schools and the education department as a whole. From entirely virtual periods, several different hybrid schedules, contact tracing and more, the inconsistent and messy past year and a half has had an undeniable effect on teachers and the students they teach. Greenfield-Central High School had its own difficulties in that stretch of time, from a quickly ended 2019-20 school year to a quickly shifted first quarter of the 2020-21 school year, it has been shifting and changing consistently. Staff and students had done their best to manage and keep up with the increasing difficulties of the ever-changing schedules, but many fell behind. Now, as the school returns to a sense of normalcy with a fully in-person schedule (excluding individual cases wherein students opted to stay home completely), the question on many people’s minds is how are students handling the return and how long can it last?

Each student has been affected in their own individual way, depending on the programs they’re involved in, classes they participate in, and jobs outside of school. These three students had vastly different while also closely similar experiences throughout this pandemic period: Mario Steverson, a junior involved in several advanced courses as well as a member of the NineStar Films crew; Makenna Hansen, a junior heavily involved in marching band; Zane Bundy, a senior whose schedule could not get busier from juggling a job at Planet Fitness on the weekends, a major position in the theatre’s lighting and sound department, as well as another job with the aforementioned NineStar Films crew. These students have extremely differing schedules and duties, but they share in common their absolute busyness. Over the course of this time, they have seen some of the most drastic changes as they’ve whiplashed back and forth between a normal and hybrid schedule. 

The return to a full schedule has been impactful on all students, whether positive or negative. “Coming back, being a senior, it’s been pretty interesting. There’s a lot of different avenues and different choices you get to have as a senior. With that, it’s been pretty nice, it’s been pretty normal to come back and be with everybody. But, anything’s better than last year. Last year was pretty tough,” explained Bundy when discussing the return to a full schedule. 

Seniors at the school had one full year as freshmen in the 2018-19 school year and of course their sophomore year was cut short, as well as a junior year dominated by hybrid schedules. “Each has their own opinion on the varying schedules we sampled, and while I’ll say that virtual schedules were a challenge, coming back has been something to readjust to, and while different, no less daunting,” Hansen remarked on the return. “It’s not so much the work that’s changed, but rather the way we must now live out our day to day lives compared to before. Last year, we were given extensions on most deadlines, we often got to attend class from the comfort of our own homes, and getting everything done was a little more manageable.” Steverson didn’t have much to say on the return, noting, “I’ve adjusted pretty much to the regular school year. Not much has changed about how I feel, a bit nervous of what’s to come.” The return for students seems to have been a mostly positive experience and excitement to finally have some consistency. But the experience of coming back still has left some a little out of place and discomposed. 

“I’ve enjoyed coming back and having a somewhat regular school year in what seems like ages. One thing that has been jarring is just how ‘regular’ it seems to be. It’s almost like Charlie and The Chocolate Factory, you know, too good to be true. I feel like this point was further pushed by how many people were knocked out within the first couple of weeks,” Steverson explained timidly. For context, Steverson’s freshmen year was cut off in the last quarter and his sophomore year was bridled with a semi-virtual schedule. “Personally, I think coming back has been refreshing. It’s nice to finally see a glimpse of the world we once knew; a light at the end of the tunnel,” Hansen distinguished briefly. Bundy mostly agreed with Hansen’s sentiment, stating, “It’s been satisfying to get back, hasn’t really been too jarring. (I had) [So] many years prior of having school and having had the high school experience before. Being a senior, I got to have some normal years beforehand, but I can see freshmen and sophomores having more trouble coming back.” While the light of the tunnel is starting to become visible, the looming threat of the pandemic has not vanished. There is still the unfortunate threat of a return to a hybrid schedule as more and more people test positive and are contact-traced. 

Bundy punctuated it very clearly, remarking, “Yes, I see all that getting worse, but it’s gonna get worse before it gets better, that’s how it goes. With all the new variants and just being around people more, the vaccines are becoming less effective and things in general are not going so good, but unfortunately it’s the way it’s gonna go.” 

Steverson possessed a bit more of a relaxed attitude on the matter, noting, “I only worry about my family and friends as rude as that may seem. If you want to wear it, go for it, if not it’s whatever. I think our students actually are really nice when it comes to ‘mask etiquette.’ I’ve had kids in class with me have no mask on and put one on when they start to feel sick.” Hansen, out of the group, had the most positive outlook, simply explaining, “I’m not worried about COVID-19 spreading now that the majority are unmasked.” It seems as though the concern of COVID-19 ranges between students from seriously worrying to nothing to sweat over. 

In this pandemic period, many opportunities were closed for several students, whether it be sports, theatre, or band. So after a year and a half of those extracurricular activities being either postponed or shortened, how have students managed a return to those activities being in full? “The only differences I experienced with [band and my job] were the restrictions enforced on the activities and my job, which ended up cutting last year’s season short and limited the hours I could work,” described Hansen on the subject. Steverson elaborated that it didn’t have much of an effect on him, stating, “I haven’t really ventured into any extracurricular activities since freshman year, but I do plan on it. Work hasn’t really been affected, although this could all change [this year].” Bundy described the hectic schedule he’s been experiencing this year, explaining, “Being a senior, this is the busiest year I’ve had, with all the extracurriculars I have and having a job and stuff. I’ve had a lot extra besides school but honestly balancing that around schedule has honestly been fine. I feel like that’s part of the high school experience, learning how to do that.” So while the three students all have dealt with the shift, they all have a positive attitude about the challenge or even hope to add more to their schedule.

One of the largest motivations and most substantial improvements behind the return to a full schedule is the social lives of the school’s students. In a fully virtual schedule, students were unable to see each other, in a hybrid schedule, students could only see each other twice a week and only half the student body was there. The return has absolutely guaranteed that students would be more active in their social lives and would be able to engage more with their friends. “It’s been very nice to come back and talk with people, I could feel myself last, last few years, kinda slipping away since COVID started. Personally, just talking with people, it just kinda slowly disappeared. But coming back with people it’s nice and it reminds me that I like to talk with and be around people,” Bundy said happily, describing his personal return to full. 

Steverson was absolutely ecstatic when he described his return, joking, “As they say, business is boomin’! I feel like I’ve gotten to know my classmates more because we’ve all got an experience with this pandemic that we can relate to. I feel like our sophomores and our juniors can really relate especially since neither of us had a complete freshman year.” Hansen had less of an excited attitude, but for good reason, simply explaining, “My social life never changed much. I kept in touch with my small group of friends throughout our time on a virtual schedule, and now that we’re back in school, I get to see them in person more than I did when it was just outside of school.” 

While many celebrate and rejoice at the end of a chaotic virtual and hybrid school year, the damage that year has done on many students’ paths to graduation is undeniable. “I feel like with the way hybrid went, grades definitely weren’t as high, and a lot of people are having to redo classes, or schedule new ones. There’s not a lot we can do about the past, but hopefully we have all learned how we learned, but more importantly, how we don’t,” Steverson poignantly elaborated on the subject. 

Hansen noted that the year may have not had an effect on her path to graduation, but it still affected her grades and social life, mentioning, “I feel like being virtual had very little effect on how I’m going to graduate. The only things that changed were the experiences that I missed with last year being so abnormal, and my grades also slipped a little bit.” 

Bundy remarked on his experience with the messy year, noting, “I feel like the virtual learning was very difficult, especially with the hybrid schedule and how they were trying to have class time and virtual time. I found it difficult to stay on track and go through online learning then. But with coming back and doing all that, it’s been nice to get back on track. Luckily, I never got off pace like some had during that hybrid time.” While these students were not drastically thrown off track, they were still affected whether it be slipping grades or slipping social lives, and they were certainly conscious of those who were utterly thrashed by the year. 

The last pandemic to take over the world like COVID-19 was the Spanish Flu over a century ago, during 1918-1921. So, understandably, many people, students and teachers alike, were undeniably lost when in early 2020 we were faced with a pandemic that sent both demographics home. This experience is unique to this generation and its impact on school and outside of school has been life-shifting. As the light at the end of the tunnel appears to get just a little closer, these students pondered on how the pandemic has affected their lives and their futures. Steverson made it clear humorously, simply stating, “I’m going to have a couple of stories to tell the grandkids, I guess. I’ve definitely grown as a person, and I’ve learned some things about myself that I will carry on into the future.”

 Bundy had different thoughts and described how the pandemic affected his philosophy a little and his hopes for an evolution in how day-to-day processes were handled, elaborating, “It’s really shown me the power of information and teaching yourself and just educating oneself. I think a lot of people learned that. I feel like just hopefully through all this more technology and being able to work from home is implemented.”

Hansen illuminated her experience, touchingly describing, “I feel like this last year and a half has impacted me permanently. I’ve grown a lot as a person, be it that I took the time to calm myself down and I also learned a lot about people and what beliefs I hold most dear. I also feel like I’ve really grown to appreciate the small things and be happy solely because I’m breathing.” Hansen wrapped up her thoughts with a simple sentiment, expressing, “I think that the things I’ve experienced, both good and bad, will guide me through whatever else I may face in my lifetime.”

Profile: Mosser experiences early years of teaching career in pandemic

by Lauren Blasko/Staff Writer.

German Teacher Miss Jordan Mosser reviews with her German III students before the test. Mosser will soon visit Germany, to teach her students  more about the culture of the country.

With the recent COVID-19 pandemic, most schools lost some teachers, just like GC did. The German teacher in 2019-20, Ms. Cathy Clements, decided it was time to retire based on the conditions regarding the pandemic at that time. In search of a new German teacher, GC was able to hire Miss Jordan Mosser.

Mosser originally knew that when she went into college she wanted to be a teacher. Following that, Mosser knew that when she went into college she wanted to continue in the German language. Mosser stated, “I knew that I liked working with kids and I wanted to continue working with German, so it was the perfect combination.” This allowed Mosser to get her college degree in teaching German. Unfortunately for Mosser, her first year teaching didn’t go according to the plan as she originally had in mind. Mosser’s first year teaching at GC was during COVID-19, occurring when GC was on a hybrid schedule. Because of this hybrid schedule, only half of the students were in her class each day, while the other half was online. This was a challenge for Mosser, throughout the year, because she said that keeping the online kids engaged and in the lesson was hard. Mosser stated that her first year at teaching she “learned something new everyday” and “I learned a lot more than college prepared me for.” 

Having a new teacher during any normal school year is hard, but having a new one during a pandemic can even be more challenging for some students. Victoria Titus, 12, stated how having a new German teacher was, “super exciting and yet also nerve-racking at the same time.” With Mosser as a new teacher, it made the school year different for a lot of students. 

From the last school year to the present one, there have been many different adaptations that Mosser has gone through with her students. Even with those adaptations it never stopped Mosser from having a good relationship with her students. Mosser was able to have a good understanding and connection with her students. This was why so many students gave positive feedback about her. Titus said, “Frau Mosser did a great job at engaging her virtual and in person students and made the class enjoyable.” Victoria Titus, as well, continued to state that even though Mosser was a new teacher last year, which was intimidating, the past school year with Mosser has helped her learn German in person and even through a screen. 

One of Mosser’s goals as a teacher is to have a good influence on her students. Because of that, she allows her classroom to be an open and fun environment for her students. Students have been able to see this exact thing as well. Kammi Anderson, 11, stated, “That class is always a place where I can unwind. It is always a very open class, and even though the whole class talks a lot, we still end up getting our work done.” Kammi Anderson talked about how having Mosser’s class is “so relaxed and the class she needed at the end of the day.” 

As well as wanting to have a good influence on her students, Mosser wants to have a deep connection with her students. Mosser stated, “My favorite memory from last year was getting to talk to you guys and getting to know all of you.” Victoria Titus, 12, said that she enjoyed having Frau Mosser as her teacher through the past year and how she made her class very enjoyable to go to.

Mosser is a teacher who has goals to have a connection with her students, to teach them German, and to have a positive influence on her students. 

Profile: Holzhausen’s “relaxed,” “Personal” style of teaching reaches students

by Caleb Curry/Staff Writer

Photo Caption: Ms. Holzhausen reviews prefixes and suffixes with her class. Photo by Caleb Curry

English teacher Ms. Jennifer Holzhausen has been teaching for twenty years. In those twenty years she has had many students, and taught many topics. When she is teaching she does not see her students as just students, she sees them as people. These qualities are why many students see her as such a great teacher.

Growing up, Ms. Holzhausen never had any intention of becoming a teacher. “I considered every other profession besides teaching until it hit me between the eyes, that’s what I was supposed to do,” is how she put it. Without a thought in her mind about teaching while she was growing up, she continued on the career path of marketing. However that all changed one day when she was working and volunteered to help with a Girl Scout troop for a day. That is when she realized that she was having much more fun with the young girls than she ever did with any of her colleagues at work. On that day she decided she needed a profession where she could work with kids, and found that opportunity in teaching.

Her impression on her students can be seen throughout the day when she is teaching. “It is definitely one of my favorite classes to go to,” freshman Jake VanOsdol said. Other students have mentioned how she never seems to be in a bad mood, and always can find the time if you have questions. “The stuff she teaches always seems real, simple and straightforward,” freshman Kishan Patel says, which is a common trait that her students point out. “I think boiling it down to what’s real,” said Ms. Holzhausen when describing her best trait as a teacher.

The way Ms. Holzhausen teaches allows students to understand the concepts and gather information required. “I was nervous about a test we had,” VanOsdol said, “however, Ms. Holzhausen gave us plenty of time to review and ask questions before we took it, so thanks to her I had no reason to panic.” Students talked about how they have not been overly stressed or worried about assignments and tests in her class.

“I want my students to know that I care about them as people,” is how Ms. Holzhausen described the way she teaches. Patel brought up how her class always seemed more laid back and relaxed. A laid-back and relaxed teaching style comes from her love of the job. Ms. Holzhausen does not just love her job for the subject she teaches, but for the students she meets. Ms. Holzhausen talked about how her favorite aspect of teaching was to help students learn who they were and to watch them grow over the time they spent in the classroom. 

“I enjoy going to the class for the way she teaches it, not necessarily the material,” Patel said. VanOsdol’s statement further proved Patel’s point when VanOsdol said, “Before this year I had never really looked forward to going to reading class.” Ms. Holzhausen’s classroom environment is said to be much different than  most other classes in the school. The more relaxed and personal  style likely will lead to a more successful class, and students looking forward to going to class everyday. “So far she is one of my favorite teachers at the high school,” VanOsdol said.

Students review ups, downs of 2o20-21 school year

by Ben Brunsting/Staff Writer

2020-2021 has been hard. It’s been said over and over. Between the rapid change in schedule, and the new restrictions put in place, everyone has had to go through something new this year, no matter if one was a junior, freshman, or were virtual full-time. With such an odd year, students are bound to have a wide variety of experiences. 

Part of the experience this year was dealing with virtual classes. Some were in school part time, while some were fully virtual. One such virtual student was Maddox Hiner, 10, who didn’t get the opportunity to come back to school this year. When asked if there was anything he regretted from this year, he said, “The only thing I regret was failing to get some of the classwork done.” This seems to be a commonplace problem with virtual school. With attention spans already being low for in-person schooling, being at home surrounded by distractions can be challenging.

While some were at home full-time, most were in school for the most part this year. Alex Smith, 11, was one such student. He discussed his opinion about the schedule this year. “In terms of restrictions and schedule, I don’t want next school year to be like this one. I want to have a normal senior year,” Smith said. With next year’s schedule still to be confirmed, many juniors are worried about their final year of high school being stricken by the same restrictions that this year’s seniors had to manage. 

With the differences that this school year brought, some students were able to get away with skipping class or dodging responsibilities. Several students would just not show up to classes when they were supposed to, or only show up for a short minute and then leave. This led to many students’ grades being lower than normal. There are also students who did fine with the trials this year put forth. When asked about the year, Smith said, “I feel that this year was successful for me both as a student and as a person. I did fine with the part-time virtual and the full-time virtual portions of this and last school year.” Both sides of the issue are reasons for and against having virtual classes next year. 

Between masks, virtual class, and only being in school part time, it’ll be hard to tell what progress happened with schooling.  People also had different reactions to the chaos of this year. Some thrived in the virtual environment and others were swamped with hardships. With this school year finally coming to an end, and next year coming in fast, one can only hope there is a return to normalcy sometime soon. 

Asian Heritage Month: Anna may Wong

by Jeremiah Edwards/Staff Writer

In honor of Asian Heritage Month, Cougar Review staffers felt that a profile of a famous Asian American would be appropriate for the May issue of the newspaper. Anna May Wong was the first Chinese American Hollywood movie star. She had a very successful career, appearing in over sixty movies, though it was always an upwards climb to reach that point of success. Wong would face racism and discrimination all throughout her career, being denied lead roles and being given supporting roles or the typical “Asian characters.” This was largely due to anti-miscegenation in the United States, preventing interracial marriages and even interracial actors from kissing on screen. Growing up and living in the early 1900s was no easy task. The standards and layout of society is nothing like we see today. Let’s take a look at how the first Asian American woman movie star came to be. 

It would all start in the 1850s, when Wong’s grandfather, Leung Chew Wong, emigrated from Taishan, China to the United States. Shortly after this move, Anna May Wong’s father, Sam Sing, was born. After moving back to China after his father’s death, Sing settled down with his wife in the Chinatown area of Los Angeles. Wong was born on January 3, 1905. She would be given the name Wong Liu Tsong which means “willow frost” in Chinese. She would later be given her English name, Anna May. 

Growing up, Wong worked in her father’s laundromat which he had opened when settling back down in America. Wong also attended Chinese language classes after school. Around the age of nine, Wong was struck with the interest of movies; that’s when the movie productions moved to California from New York. She took such a strong interest that she would skip classes to attend movie sets and spend lunch money to view movies. Wong finally decided that she wanted to be a movie star. So at the age of eleven she created her stage name, Anna May Wong. She created this by combining her English name with her Chinese name. 

Wong achieved her first role in 1919 in a movie called The Red Lantern. Wong had seen a casting call and without her father knowing, convinced one of his friends to introduce her to the assistant director. She would be an extra and would carry out a lantern in one of the scenes. Wong’s success didn’t stop there; she continued to work as an extra in many movies. She was also balancing school with her career. Two years later after successfully entering the movie business, Wong would drop out and become a full time actress. This proved to be good fortune, as that same year, she landed a role as Toy Ling’s wife in the film Bits of Life. A year later, in 1922, at the age of seventeen Wong would land her first lead role in the Troll of the Sea. 

In March of 1924, she created her own production company called Anna May Wong Productions so she could make her own movies about her culture. The company, however, would close after her business partner was caught using bad business practices. Wong would soon be fed up with Hollywood due to the constant discrimination. She would then move to Europe where she starred in a plethora of films. Schmutziges Geld in 1928, Piccadilly in 1929, and her first talking film in 1930 called The Flame of Love. She would also star in a play A Circle of Chalk with Laurence Olivier. 

Paramount Studios noticed her work and promised her leading roles upon her return to America. Wong took the opportunity and starred in the Broadway production of On the Spot. Sometime afterwards Wong’s mother was hit by a car in front of the family’s home. The rest of the family stayed in the home until 1934, when they returned to China. 

Wong would still go on to star in many movies but was always asked to play the stereotypical Asian roles. The director of Dangerous to Know even asked her to use Japanese mannerisms when playing a Chinese role, and she refused. She would later appear in one of her most famous films Shanghai Express. After the movie in 1932, Wong went on tour in China for the next year. Wong became the first Asian American to lead a US television show for her work on The Gallery of Madame Liu-Tsong. She was also planning a return to movies.

Anna May Wong passed away on February 3, 1961 due to a heart attack. She was 56 years old. After her death, awards were named after her by the Asian-American Arts Awards and the Asian Fashion Designers group. Anna May Wong’s decorated career would set a new standard for society. It would set a new wave of thinking. She was a pioneer in a long-lasting war for equality. 

SEniors, others reflect on saying goodbye to the year

by Audrey Roberts/Staff Writer

Every year, seniors graduate from high school.  Each year is different and unique for not only the seniors as a whole, but also for the seniors as individuals.  Everyone has different experiences throughout their high school years, but senior year is set apart from the rest.

Senior year is filled with a lot of thoughts and memories.  Not only do seniors think of their past years, they also have more fears and worries, hopes and wishes.

Of this year, Kaya Billman, 12, said, “I was mainly worried about how I would be able to keep up with my studies.  I am taking several advanced classes, and the workload was heavier than usual.”  Though problems like these were hard to overcome, she mentioned that she eventually was able to overcome and work through them.

Luckily, not everything was a worry for the seniors.  Hannah Kinion, 12, said, “I’m not going to lie, there wasn’t very much I was excited for the beginning of this year purely because I knew that due to Covid-19, most of the major events would be canceled.  However the one thing I kept hope and excitement for was getting to direct Legally Blonde-and luckily it came out better than I could have ever imagined.”  For Hannah, her theatre experience was one of the best times she’d had this year.

Of course, Kinion also mentioned that her favorite part of this year was having a prom.  With a lack of GCHS prom, she was able to attend two other, student-made proms that allowed her to enjoy this senior experience.

Billman said that quarantine keeping her away from her friends was hard, and that the separation by alphabet for the school schedules didn’t help much.  However, when she finally did get to spend school days with them again, she said she was happy to see them again.

Unfortunately, as the year comes to an end, goodbyes are imminent.  Juniors, sophomores, and even freshmen have to say goodbye to their close friends who are preparing for life after high school.  Brynn Elliot, 11, said, “Honestly, the fact that they’re leaving in a month is upsetting.”  When she talked about how she hangs out with them in classes or at their houses, she said that it was hard thinking about not being able to see them every day, or having fun on the weekends.

Trey Smith, 10, talked about how some have become role models for him, and that he’s sad they’ll be going.  However, he turned the tables around and said that he was also excited for them since they “get to begin a new stage of life off on their own.”

Most seniors are ready to start their next journey.  For example, Billman plans to go to Ball State and study telecommunications.  Meanwhile, Elliot says she’s really scared that she’s going to lose friends when she becomes a senior and then moves on to enter college since everyone will go on their separate paths.  But she also said that she was excited to see where life would take her when high school was over.

Kinion plans to go to medical school to become a doctor in psychiatry.  Working hard, she plans to help people with eating disorders, dementia, and more.  She’s ready for wherever the path leads her.

Overall, GCHS’s seniors are preparing all around the school for their last few weeks before they start the next step of their lives, and there are more people besides Brynn Elliot and Trey Smith who are wishing them well on those next steps.

History of Jordan brand at Nike

by Tyler Young/Staff Writer

Photo Caption: Air Jordan 1 Mid ‘Chicago Black Toe’

It all started in 1984. Michael Jordan had a tremendous rookie year with the Chicago Bulls winning ROTY (rookie of the year) in the NBA. Nike was a fairly new company and was not a successful company in the 80’s. In 1984 Jordan received his first offer from Nike just at 21 years old. Jordan wasn’t interested in Nike and was actually in favor of Adidas or Converse. But then Nike offered him a new kind of deal. Some call it a “signature line” which means he endorsed his own type of shoe through Nike. “Michael Jordan signed a five-year deal with Nike worth $500,000 per year.” (Republic world.com) Jordan accepted the offer, little did he know that he was about to release one of the biggest shoe and clothing franchises ever.

Nike and Jordan called it “Air Jordan” or just “Jordan.” The first release came in 1985 with the Air Jordan l. But these shoes did not meet NBA standards. As it says from footlocker.com. “The NBA banned the original Air Jordan for not meeting the league’s stringent policy on uniforms and colors. Jordan wore them anyway and faced a $5,000-per-game fine as a result.” But that’s not the only thing about these shoes “This Air Jordan was the only one in the series to feature the familiar Nike Swoosh logo.” (Footlocker.com). The shoes also featured wings instead of the, yet to be created, Jumpman logo. The wings were trademarked by Nike on May 7, 1985.

After Michael Jordan won ROTY in 1985. The Jordan brand soon took off, creating all sorts of new clothing, shoes, and sports equipment. Hitting $100 million dollars in sales in 1985, business was booming for Nike. Not to mention that the Air Jordan 1s game worn autographed sold for $560,000 becoming the most expensive sneakers to ever be sold. “Sotheby’s recently sold a pair of Nike Air Jordan 1s for $560,000 to become the most expensive sneakers ever sold.” (CNBC.com).

Nowadays, Nike is the most popular footwear brand. With new endorsements such as LeBron James, Tiger Woods, Kevin Durant, Stephen Curry, etc. But we can’t forget how it all started with one man, Michael Jordan. Jordan has made 1.4 billion dollars off of Nike alone, and Nike is a 34.8 billion dollar company. So in conclusion, Michael Jordan and the Jordan brand have made a huge impact on Nike today. Without Jordan’s success and Nike’s signature deal. Who ones what Nike could’ve turned out today.

Students offer thoughts on in-person schedule for 4th quarter

by Jeremiah Edwards/Staff Writer

Photo Caption: Abby Morgan, and Shelby Robinett, both 10, meet with a classmate in yearbook while they are in-person and the classmate is at home on the previous hybrid schedule.

Greenfield-Central High School switched to its new schedule after spring break. Previously students were put into splits based on their last names, A-K and L-Z, A-K going into the building on Monday and Tuesday and L-Z going in on Thursday and Friday. The Cougar Day, which is on Wednesday places every student at home. With the new schedule the splits don’t exist and everyone who is supposed to be on site goes everyday besides Wednesday which is still a Cougar Day. After winter break, GC opted to stay hybrid. At first rumors were the school would be hybrid the rest of the year but after a promising third quarter, and of course a school wide vote, GCHS opened its doors for all students who opted to be onsite to be in the building at the same time. The separation felt long as many students hadn’t seen each other since the beginning of the school year before the eventual progression into a hybrid schedule. The question is, how do students feel about this new schedule? How has it affected them so far? Which schedule has benefited them the most? 

   From the students who were interviewed, most have a fair to strong liking of the new schedule, noting that the only big issues are the loss of sleep, more people, and a bigger workload. Cooper Cox, 10, said, “I struggle with online learning…the new schedule holds me more accountable” but when asked what are the advantages of the old schedule, Cox cited, “The old schedule gave me more time to sleep.” Michael Runions,10, also emphasized how the old schedule gave him more time to sleep and how he had to change that habit. “During hybrid I would stay in bed for most of the day or I could sleep in during my EB but now since we are in school I make sure I’m awake and out of bed in the morning.” Though he also understood that being online for 3 days a week wasn’t the best for him, citing that the old schedule is not favorable over the new. “I do not favor the old schedule because I missed all of my friends and sometimes I would get confused because everything was online, and now I actually have my teacher in person to ask questions,” Runions said. 

Runions highlighted another way the old schedule benefited him but underscored that it might not compare to the new schedule. “The old schedule did let me go into the week a lot smoother because I was virtual Monday and Tuesday, but other than that I like the new schedule more.” Addie Coombs, 10, supported this feeling that the new schedule is draining and tiring, yet saw this is needed and prepares us for the future school years. “I don’t mind being back in person all four days a week.  The longer we go with this schedule the more tired and drained I feel. But either way, we will have to get used to this because there’s more school in the future.”

Tiahna Ayres, 11, supported the new schedule, stating, “I like that we are back four days a week, I have more motivation to do my work and it’s a lot easier to get help from teachers.” Ayres also gave some challenges. “Some challenges are it is more likely that we’ll get quarantined, which puts us out at home for a few weeks. Another thing is we got so used to being at school two days the last year, all of our social anxiety is through the roof and we don’t know how to interact with one another as easily as we did before.” Coombs gave her take on the schedule, emphasizing how important being hands-on with teachers really is. “One of the benefits is being able to see your teachers nearly everyday of the week so it isn’t as hard to get behind like we could with the hybrid days. It’s easier to ask questions, get assignments, papers, etc. But a challenge is having everyone in the building while we are in the middle of a pandemic.”

Students do have very different opinions about Cougar Day. Mario Steverson, 10, stated “I feel like the new schedule is as safe as it can be. As much as I personally resent the Wednesday Cougar schedule, it’s our best bet to be here for the remainder of the school year.” Runions, on the other hand, appreciated the Cougar Day but also enjoyed the push for normalcy. “I feel like we are getting somewhat closer to normalcy. I do appreciate the Wednesdays too because I do like being virtual for that day and staying home.” Ayres, 11, had a third opinion, citing a pro and con of the Cougar Day and supporting the opinion that the new schedule is better than our previous one. “I wouldn’t change anything about the schedule now because I like the Cougar Day. I like how it is a shorter day to get us caught up on our work and to start a new unit in a faster but organized way. The only thing I dislike about the Cougar Day is how fast the classes all go and how much work is assigned by certain teachers.”  

Abigail Coughenour, 10, made the Cougar Day debate spilt even further. “I absolutely hate the Cougar Days because some teachers don’t understand how long 45 minute classes are.” Kye Jocham, 11, pushed the debate to one side. “I really dislike the Cougar Day because it’s very difficult to squeeze all eight classes into one day and it feels like class time is just wasted because it is so short.” Macy Kirkpatrick, 10, helped develop a middle ground between the two opinions. “Cougar day is stressful because some teachers assign too much, but on the other hand I like being comfy at home.” Coombs stated a pro about the Cougar Day, “What I like about the Cougar Day is that we all get a chance to get in touch with all of our teachers in one day instead of waiting for a day.” Iris Pinto Hidaldo gave a thought on the Cougar Day, “I like that now the teachers know that we need a more relaxing day and they don’t assign a lot of homework.” Rylie Voigt, 10, strengthed the argument against Cougar Day across this group of students. “I would change Cougar Days because I strongly dislike attending all 8 classes a day. Each class is almost too short to complete any work, and we almost always have homework that we couldn’t get done in class.” The verdict is in, for at least this group of students: The Cougar Day has some flaws. 

Ian Gross, 10, felt as if the new schedule is okay. He liked not having full classes but felt that being able to ask questions as easy as it is now is a good thing. “The new schedule is okay; it’s not good or bad. It benefits me by making it easier to ask questions to help learn. I liked the old schedule because my classes weren’t as full.” 

Pinto Hidaldo liked the schedule but also saw a habit that needs to be retained. “As an exchange student I like it. It’s a more normal experience than I have had in the last months that I’ve been here. Now I have more opportunities to make friends, and also it is easier to be focused in class. I think it is also difficult to get up all mornings and get ready because I lost that habit.”

Kirkpatrick had a differing opinion, “I prefer when only half of the school is here. That is because class was more group conversation unlike when everyone is here where I have to raise my hand and talk in front of the class.” Kirkpatrick also cited challenges “Challenges include having to talk to more people and just being in this climate longer.” 

Voigt kept the trend of “pushing for normalcy” in some respects and cited some common issues among students on the hybrid schedule and how it’s better now. “I am actually pretty happy being all back in the same place four days a week; it almost feels normal aside from the masks. It’s harder for students to slack off in classes now, and it’s easier to pay attention. Honestly, being in-person doesn’t really have any challenges for me. (I don’t like) having to wake up early every day, but that’s life.” 

  Being a freshman and getting used to high school is not an easy task on its own; in a pandemic it’s an entirely different story . These freshmen showcased their thoughts on how the schedules have affected them and which one is better. 

Elizabeth Blagburn, 9, said, “I think that the new schedule is a lot since we haven’t been all in person since the beginning of the year. I think that the benefits are making new friends and experiencing what it is like to be a freshman. Some challenges are having a lot of work and not enough time to fit it into my schedule. I am a full time student and a dancer. My life is hard enough. Piling more work on top of it makes it harder for me to focus.”

Jadon Brinley, 9, said, “Well, I don’t really like being back more days a week. I spend a lot of time in a good portion of my classes on both blue and gold days that if I were home I could use better. I prefer to be home than at school because it’s not really more difficult for me to learn at home than it is at school. The benefits of being back would be seeing your friends more and there are more opportunities to do things such as labs in science and practical building in engineering classes.”

Colin Eddington, 9, said, “I think it’s helping me learn more because I have to pay attention. The challenges are primarily for the teachers because for the better part of a year they haven’t had to deal with as many of us and thus must feel overwhelmed.” 

The freshmen capped off their thoughts by dictating if anything needed to be changed about the schedule.

Blagburn said, “I think I would change our schedule by having another day at home. This day will be a catch up day no meets. We are free to work on everything. It would be like one big study hall. I dislike having the meet because most teachers just give us the work and explain it on google classroom. I think every teacher should do that. We are getting old enough to figure everything out for ourselves and if we need help we can ask. So if they hold an optional meet for questions I think that would be the best.”

Brinley said, “I wouldn’t really change anything about the schedule because it’s fine as it is.” Brinley also talked about the Cougar Day: “Finally, I kind of like the Cougar Day. Especially now because it’s the only virtual day of the week. And because most of the classes are easier on Cougar Days because of limited time so there’s less work to do.”

Eddington said of Cougar Day, “This schedule feels like it works pretty well and could be useful.The Cougar Day teachers treat the day like a full class day and thus give out as much homework.” 

    Steverson explained his struggles with the old schedule and how things are getting easier for him. He started by saying, “Yes, I like the new schedule. It benefits me because I personally learn better when teachers can interact with students in person.” He then sheds some light on the downfalls and stressing factors of the old schedule: “I do not wish to go back to the old schedule. I felt like it was too much of a hassle to only go two days a week. I felt as if I was just barely hanging on, and then I’d test on Friday knowing barely enough. I feel as if the only thing the old schedule offered was massive stress. I felt like I’ve had to dive deeper into textbooks and notes now. I’ve also been having to almost “self teach” in certain classes, because there’s just so much information given some days that it’s too much and i’ve got to walk myself through it when there’s no google meets.” Steverson pointed out what many alluded to, that the schedule change to more in-person time was a necessity to the betterment of students’ academics and school life. 

Legally Blonde debuts on GC stage

by Audrey Roberts/Staff Writer

Photo Caption: Elle Woods, played by Brynn Elliott, 11, and Paulette Bonifante, played by Olivia McDaniel, 12, have a conversation in the beauty shop.

The drama club at GCHS has worked hard on every side to put on the production of Legally Blonde the Musical.  While COVID-19 has made it a different year for everyone, the Drama Club included, everyone has worked past that and the musical is ready.  Mrs. Carolyn Voigt, the director, said the positive energy that comes with this musical was just what people needed.

Legally Blonde the Musical is about a blonde woman who goes to Harvard Law School hoping to win back love before realizing she can be smart and dream bigger.  Hannah Kinion (student director), 12, said, “…there were definitely certain roles where we were unsure about placement and it wasn’t ‘t until callbacks that we ended up filling some of the most major roles.”

The actors have worked hard to memorize dance moves and lyrics.  Not to mention they have a bit of a workout song that definitely has them breathing hard.  One of the hardest parts would probably be having to sing while they dance, but everyone is working together and it is coming together.

Not only are the actors stepping up, but the set looks incredibly life-like.  Backstage crew has worked tirelessly to build sturdy platforms and the painting crew has worked hard, even with so much to paint and so few of them.  Thanks to help from actors, Mrs. Voigt, and DC, the backstage director, and others, the painting has been finished and helps bring the musical to life.

When asked what the best part of putting the musical together was, Coy Walden, 11, mentioned that he thought meeting everyone was one of the best parts of this musical.  It’s true that the play, Almost Maine, came before the musical and that he’s a junior, but the musical brings more people in than the play and there are always new people joining, of all grades.

He also said that he found watching how everyone works hard to build themselves and better their fellow cast members was pretty amazing as well.  People have worked so hard and its impressive, but it was definitely even more amazing to watch everyone grow with help from their friends and the result is an incredible show.

Not only are people working hard, but everyone seems to enjoy the musical.  Mrs. Carolyn Voigt, director, said, “Every single number is catchy – a sentiment supported by how often I catch our actors and techies singing the numbers in the hallways and in class!”

This is good news since the actors will have to practice, practice, practice vocals ever since plans changed.  The original idea was to have chorus records themselves to limit the number of people singing on stage.  Plans changed and now, everyone gets the chance to sing live, on stage!

Meanwhile, the backstage crew is working hard behind the live show.  The front stage where everything is seen by the audience looks life-like and seems to change for the actors need.  But behind all that, the pieces are whirling and spinning, fitting and clicking together in a giant puzzle of movements that never seem to stop.  Tirelessly, the backstage crew worked to build this puzzle and glam it up for the show, now they put it together and show off their hard work.

It seems that, even though snow days back a few months ago cancelled not only school days but rehearsals, nothing has stopped the Drama club and, even without some of their rehearsals, everything has come along smoothly.

Though snow days weren’t the only set-backs.  Unfortunately, the choreographer, though seeming to work tirelessly on dance moves for each and every song, was only able to make Tuesday rehearsals.  But have no fear because the student director, Hannah Kinion, 12, made sure she learned every dance move to every dance.  This way, even without the wonderful choreographer, Mrs. Laura Berger-Harmon, there in person, her dance moves are shown with great style and a bit of personality in the show, making them the same, yet slightly unique for each actor.

In the end, through the challenges of a pandemic, snow days, and scheduling, not only was a positive show picked out, but a show that has been taken and made their own by the GCHS Drama crew, actors, and tech.  As the song says, “Hey, hey, hey.  Be positive!”