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England and Ireland a “Smashing” Success
May 8th, 2012by Haley Verre
Staff Writer
http://www.destination360.com/europe/ireland/images/s/ireland-ring-of-kerry.jpg
Over April vacation, a group of a students and teachers participated in the school’s trip to England and Ireland. Guidance counselor Tracy Mclaughlin claimed that although the students were initially nervous to travel, they students soon found that this trip turned out to be the “time of their lives”.
This was Mclaughlin’s first trip for the school as a leader. She described the experience as “life-changing” and claims the students didn’t even want to come home when the trip was over.
First, the students traveled to the country-side of Ireland, which ended up being the favorite of the two places.The students went to several historic places, like old castles where battles were fought.
They experienced the Irish culture by taking Irish step dancing lessons from some of the best Irish step dancers in the world and witnessing the herding of sheep.
The group engaged in a lot of conversation with the Irish, who were friendly and welcomed them warmly. McLaughlin believes they were the nicest people she had ever met. “[The Irish] seemed to be the same way they were hundreds of years ago [...] it was more traditional and very different from how we live here, which makes it interesting,” she said.
After seeing the rural lands of Ireland, the students stayed in the city of London. McLaughlin stated this was the American equivalent of New York City.
Here they saw King Henry the Eighth’s Court and the Tower of London, where many prominent people in history, like Anne Boleyn, had been imprisoned.
The group went to West End, the “London version of Broadway”, to see the play “Blood Brothers”. Here professional actors gave the students some acting tips.
In terms of adapting to the countries’ cultures, the students had little difficulty and didn’t complain at all. They were welcomed cordially in both places. After this experience, many students talked about studying abroad.
Happy Hunger Games
March 30th, 2012
http://www.movie-poster.ws/movies/scifi/images/hungergames/
By Haley Verre
Staff Writer
One of the most anticipated films this year was The Hunger Games, which was released in theaters March 23. This is the first film based on Suzanne Collin’s Hunger Games trilogy, and followed the book closely.
The choice in actors was impressive and almost everyone suited their role perfectly.
Jennifer Lawrence, who played Mystique in 2011′s X-Men: First Class, was able to capture Katniss’ courage and compassion. Katniss’ internal dialogue is a major component of the novel, which displayed her rebellious and witty nature. This was not reflected in the film’s portrayal of Katniss, so her strong resentment towards the Capitol was not as clear.
Josh Hutcherson, who previously played Jess in the 2007 film Bridge to Terabithia, gave a convincing performance as Peeta Mellark, and displayed Peeta’s artistic, romantic nature with a seemingly genuine sensitivity.
The movie began with a dramatic scene in which Katniss Everdeen volunteered to replace her sister Primrose as tribute in the annual Hunger Games, where twenty-four girls and boys are sent to the Capitol, a futuristic city. The scene in which Katniss and Primrose said what could be their last goodbye was heartbreaking, and demonstrated the cruelty of the Capitol.
A highlight of the film was the colorful, creative fashions of the Capitol, which met the standards of the book.
Yet, Katniss’ two costumes were disappointing compared to the novel’s description. Although beautiful, her red dress seemed too ordinary and present-day to be worn in a futuristic world.
When Katniss is in the Games, she befriends a younger tribute and forms an alliance with her. In the novel, the scene in which this young girl is killed is the most poignant part of the story. Katniss sings sweetly to her and decorates her with flowers, which displays an affection unlike other relationships between the tributes. This scene was not presented as well in the movie, and lacked the same sensitivity.
In one of the final scenes of the movie, a few tributes are attacked by vicious dogs created by those in charge of the Games. Although the dogs represented the dead tributes in the novel, this was not apparent at all in the film.
One downside of the movie was the camera work, which was shaky from the start. During scenes that involved fighting between the tributes, the camera went back and forth between the tributes so quickly that it was difficult to even tell who was fighting whom.
The fact that children between the ages of twelve and eighteen are forced to fight to the death is devastating, but emotionally moving. To maintain a PG-13 rating, some violence was significantly downplayed, which may be more suitable to those easily disturbed by violence.
Multi-talented McCusker Shines in the spotlight
March 19th, 2012By Haley Verre
Staff Writer
Westford Academy is the home of many talented young students, and Senior Dylan McCusker is no exception. McCusker is involved in a wide variety of art, which includes graphic design, painting, sculpture, and performing.
He has also designed posters and advertisements for events, such as theater productions. Yet, he claims his “true passion” is illustration.
“It is best explained by this: you can illustrate with a drawing, but you can’t draw with an illustration. It is drawing with a purpose. Illustration conveys a message or story,” said McCusker.
McCusker has already been recognized for his work; last year, he won first place in the Graphic Design category at the Groton-Dunstable Regional Art Event and an Excellence in Art Award from the Westford Academy Fine Arts Department. This year, he won a book cover illustration contest for the publication of Katie Enos’ fantasy novel and an Excellence in Acting All-Star Award for his role as Paddy in the play The Hairy Ape.
Recently, McCusker has been working on an AP Portfolio, “which is 12 pieces of artwork… all connected a theme and similar media.” In addition, he is making a stop-motion animated short film “about an alien searching for fuel on Earth to go home.”
He has worked on this short film for his Independent Study. “At around 4 minutes, and 24 frames a second, I estimate taking about 5760 pictures to make this film,” he said.
McCusker is planning on attending an art college and studying illustration. He hopes to someday work in the animation, comic book, graphic novel, or gaming industry. He believes having his own comic strip or graphic novel and working freelance in advertising are also possibilities.
“But no matter where it takes me, illustration is what I’ll be doing,” he said.
When he was ten, McCusker often drew his favorite character from Star Wars and eventually got how-to-draw books, which helped him recognize his artistic ability. When he went to high school, he took art seriously and realized its potential as a career.
McCusker has taken Visual Art 1, Visual Art 2 CP1, Image Editing, Graphic Design 1 CP1, Advanced Art Honors. Currently, he is in Studio Art AP, Graphic Design 2 Honors, and a full-year independent study for art. He has joined a few clubs, but finds Westford Academy Theater Arts (WATA), WIT, and the National Art Honor Society to be the most important.
So far, McCusker has been in fourteen school theater productions throughout high school. He claimed to especially take pride in the Westford Improv Troupe (WIT), since he “loves to make people laugh.” He is also proud of his roles as Paddy in The Hairy Ape by Eugene O’Neill and Picasso in Picasso at the Lapin Agile by Steve Martin.
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Contract negotiations catch students’ attention
February 16th, 2012by Haley Verre
Staff Writer
Teachers protest outside WA on Thursday morning.
You may have noticed the change in atmosphere due to the teacher negotiations for a new contract. Many students have been curious about the teachers’ behavior lately and don’t know why they have been refraining from staying after school.
The teachers have been attempting to negotiate for a fair contract. Since August 2011, no contract has been present.
Many students have been curious about the teacher contract, but teachers have stated they are not permitted to discuss it.
“We appreciate our students’ curiosity and normally we encourage that trait,” said Head of the Union Ruth Freeman, “However, we feel it is very important that as professionals we conduct ourselves at work as educators. If we talked to individual students about our perspective, some might complain that we are trying to ‘use’ the students to promote our point of view. That is why we suggest students discuss the issue with their parents, instead.”
The teachers’ new tradition of wearing black every Wednesday and a variety of buttons everyday has been noticed by the students as well.
According to “Westford Education Association Enters Right-to-Rule Situation”, an article in the Westford Patch, Wednesday is mediation day. Teachers wear black to “mourn” the fact that there has been no compromise reached.
This week, teachers have been entering the building at 7:25 AM and leaving at 2:12 PM. As a result, little extra help can be provided and certain clubs have been cancelled. The Westford Teacher Association has requested teachers not to participate in any voluntary activities for this week, such as chaperoning and running clubs which they are not paid to advise.
Dark classrooms have become a familiar sight this week.
Students’ reactions to this practice have not been positive. “It takes away from our education when the teachers are not there. It isn’t helping, just hurting us,” said freshman Maggie Basinas.
The absence of additional help after school contributes to students’ distaste for “Work to Rule”.
Junior Caroline Rosinski stated it is “obnoxious”, while freshman Marcus Kohnstam feels it will influence the work of students. Freshman Jack Leeber agreed that “['Work to Rule']is bad because [students] can’t have extra help.”
So far, this is what has impacted students the most.
“I hope students experience limited changes. The sooner the school committee agrees to negotiate the specific parts of our contract, the better we will all be,” said Freeman.
teacher contract Q&A
February 14th, 2012by Haley Verre
Staff Writer
This is a question-and-answer interview with School Committee Chairwoman Angela Harkness and Union President Ruth Freeman regarding the contract negotiations between the school committee and the Westford teachers’ union.
Angela Harkness – member of school committee
Q: What do the teachers mean when they say they are requesting increases not associated with money?
A: This question might best be answered by the teachers themselves but I can tell you my thoughts. There are certain issues having to do with “conditions of employment” or how things are run on a day to day basis that the teachers have asked us to consider. We were presented with approximately 24 such issues at the outset of negotiations. Eleven were successfully resolved. We were still working on the remainder of those issues when mediation was requested.
Q: Do you feel that what the teachers are asking for is fair?
A: As a member of the School Committee I believe that I have to respond to the teachers’ demands in terms of what is practical and doable based on the needs of our school system and the resources available. We have to be sure that the resolution of these issues is fair, not only to the teachers, but also to the students and the taxpayers.
Q: Is the lack of a contract a result of the poor economy we’re struggling with? Or is there another reason?
A: There is no doubt in my mind that the state of the economy is entirely to blame for the present situation. This is a community that values and supports an excellent educational system and the teachers that make it work. Unfortunately, tough fiscal times mean that we must make difficult choices in order to preserve programs and positions.
Q: Does the School Committee have a plan to resolve this issue?
A: The School Committee intends to continue working as hard as we can to craft a contract that is acceptable to all parties and in the best interests of the students. I am confident that, by continuing to work hard to do so, we will be able to achieve this result.
Ruth Freeman – head of teacher union
Q: What do the teachers mean by asking for non-monetary increases?
What sorts of things (specifically) are they asking for?
A: Non-monetary requests are associated with work life or work expectations and conditions. For example, teachers must participate in professional development. Over the years, teachers have been dissatisfied with the professional development experiences being offered by the district, both in their content and their disruption to time on learning for students. We wanted to adjust the calendar to limit its interruptions and instead have a specific time each week to be used for meetings and/or professional development. We wanted that time to be designated to the growth of individual teachers,
not necessarily district initiatives.
At the primary level teachers were asking for a reorganization of how bus duties were handled. At the high school and middle school levels teachers were also asking for a reorganization and possible reduction of non-teaching duties.
Q: Why do you feel what the teachers are asking for is fair?
A: The main sticking point has been over whether the district should pay new teachers the “step” increases that were previously negotiated and that the overwhelming majority of districts recognize they are obligated to pay while a new contract is being negotiated. These are the increases built into the salary schedule to gradually raise the salaries of new teachers to the professional level as they gain experience.
We believe paying these increases is fair because it is required by law, because teachers were told they would get these increases when they were hired, because Westford has always paid these increases in the past (thus it is an established past practice) and because districts have historically recognized their obligation to honor past contracts until a new one is negotiated. Westford is one of just a small handful of districts seeking to get out of its obligation to pay step increases. Lunenburg is another. It is important to note that the state recently approved charges against Lunenburg for failing to honor step increases in that districts, and we are optimistic the state will reach the same conclusion for Westford.
It is also fair compared to what other districts are paying. In past years, that town has always done an analysis comparing our compensation to that of other similar, nearby districts before bargaining begins. Westford did not do such an analysis this year, likely because the town knows their offer was going to be low relative to offers in comparable districts. Keeping salaries competitive is not only fair to teachers, but is good policy for making sure Westford continues to attract and retain the very best.
Finally, we believe that what we are asking for is fair to the taxpayers. The raises we are asking for are well below the increase in the cost of living.
Q: Do you feel close to obtaining a fair contract?
A: Unfortunately, I do not feel close to reaching an agreement, though I continue to be hopeful. We are in mediation, which is new to us. We hope this will help us reach an understanding, but it is an uncharted path. In addition, if the state determines that Westford was wrong to not pay new teachers their step increases, that may break the logjam.
However, we believe these questions you are posing to both the union and the administration are an appropriate way to approach the issue. You are doing a public service by producing this column, which we appreciate.
Q: Some have argued that the teachers should not be “working-to-rule” (in published works) because it is unfair to students. What are your thoughts about this?
A: Work to Rule is something as an association we do not take lightly. It was with a great deal of discussion and angst we reached this point. Many people misunderstand what work to rule actually means. We are unfolding pieces of work to rule and limiting the specific time for each piece. For example, we are looking initially only at voluntary work. Teachers often volunteer for committees and activities outside their work day without pay. We are not reducing our participation in paid positions or activities we are contractually obligated to attend, such as faculty or curriculum meetings.
Some teachers begin their workday an hour to an hour and half before students arrive. This is not a contract obligation. Many teachers stay one to two hours after dismissal and take bags of work home. This is also not part of our contract. For one week teachers in Westford will adjust their daily schedule to enter the building just prior to student arrival and just after dismissal. This is to bring about an awareness of what our normal work day is like and what is unable to occur when we are not working beyond contracted hours.
We hope students understand that taking these actions is hard on us, too, but is something we feel we have to do to stand up for our rights.
Q: If the economy’s state is poor, then why is it necessary for the teachers to receive these raises they have been asking for?
A: Although improving, the economy is still weak. That is why what we are asking for is very modest. We ,too, are affected by the economy. Teachers are not exempt from increasing fuel costs. rising food prices, rising tuition costs for our own children, or high college loan debt for teachers who recently graduated from college. Our spouses are not exempt from unemployment issues. We have expressed our willingness to make some concessions, but we also do not feel it is appropriate to take a step backwards when we have worked so hard to have a pay rate comparable to our peers in neighboring communities.
Q: Why are the School Committee and the teachers having difficulty
reaching an agreement?
A: We feel there has been less give and take during the current negotiations than in the past. This is unfortunate. We will continue to try to present creative alternative solutions to break the stalemate. We hope the school committee will do the same.
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Midterms Stress Freshman
February 2nd, 2012
As midterms rapidly approach, feelings of stress and fear are inevitable among students.
Of course, these tests intimidate freshmen most, since we don't know what they're really like until we have actually taken the tests. The uncertainty is the most stress-inducing factor of these exams.
Stress may also be a result of how seriously these exams are being taken by teachers - and the threats of consequences that will ensue if we do not take this seriously as well. While I understand they are only making sure we are well-prepared, I wish fear wasn't a motive to study.
"I'm nervous and will probably study my heart out and still freak out," said Freshman Abby Chirokas. Freshman Julia Eva Kinney also admitted to being nervous and plans on studying for a total of thirty hours (five hours for each class).
While most students are terrified, a few of their peers have expressed an indifferent attitude. Whether they are confident and prepared or could care less is entirely dependent on the individual. "Midterms aren't a huge deal, kind of like MCAS," said Freshman Evan Armstrong, "[I'm] planning on studying for two to three hours each night."
Upperclassmen have reassured the freshman the exams aren't as terrifying as they seem to be. Many say the midterms are nothing to worry about as long as you study.
I can't help but wonder how long I should study and what material will be most important to learn. The hours people are planning to study differs, so it is difficult to know the amount of time that should be spent. There is a great deal of material to learn in six to seven classes, so time is precious.
Hopefully, the midterms will not be as stressful as some of us expect them to be.
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2011 Winter Concert
December 15th, 2011
by Haley Verre
Staff Writer
The Winter Concert on December 9th displayed the musical talents of the Westford Academy students in chorus, band, and orchestra. The Performing Arts Center was flooded with parents and fellow classmates eager to see the show.
The musicians came into the Performing Arts Center dressed in all-black, staid clothing and in an orderly fashion. Although a more festive, light mood was anticipated, this turned out to be serious.
The first song, “My Heart is Still Offered to You,” was performed by the Westford Academy Concert Choir and showed the students’ voices to wonderful effect.
The second song had an eerie feel with a hint of melancholy. This particular song made the choir sound very in-sync, just as a singing group should. This received a decent amount of applause from the audience.
The best number was a wonderful rendition of Coldplay’s “Fix You.” This was an a capella version of the song; students mimicked the sounds of instruments creatively. The bountiful applause and cheers that followed proved this was an audience favorite.
“Es Ist Ein Ros Enstsprungen,” a German song, had lighter feel and was a variation on the previous, more serious songs.
“Christmas Time is Here,” which was sung beautifully, was accompanied by instruments like the piano and bass played by a couple of students.
“Carol of the Bells,” yet another Christmas classic, was sung in perfect unison. Although short, this presented a sweet, delicate feel. Once again, plaudits erupted from the audience.
“Friendship,” which lacked the emotion the other songs were able to convey, gave a dull, sleepy atmosphere.
The orchestra was impressive when it first performed; perhaps even shocking. The strings were in perfect harmony and the music was lively. The upbeat tempo of the first song, “St. Paul’s Suite,” was the best of all the instrumentals.
Once the band played, the songs were more interesting to listen to due to the variety of instruments.
The audience was unsure of the transitions between each song and not quite confident of when to clap. For this reason, it was difficult to tell which song was which.
The very last performance of the night, “America the Beautiful,” was performed by both the choir and symphonic band and was brilliantly done.
Overall, the concert impressed as professionally done and well-rehearsed. On the 9th, Westford Academy was noticeably a place of abundant talent.
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Toys for Tots Wraps It Up
December 6th, 2011by Haley Verre
Staff Writer
Westford Academy is participating in the Toys for Tots program for the first time this year, which is being sponsored by the freshman class of 2015. Toys will be donated by willing students to children at Christmas who are less fortunate. According to the mission statement, the program will “distribute those toys as Christmas gifts to needy children in the community in which the campaign is conducted.”
U.S. Marines have carried out this mission, which founded in 1947 by Colonel William L. Hendricks. All throughout these years, the Marines have given out over 400 million toys to more than 188 million children who live in families who are struggling financially.
Donation bins have been placed in the Main Office and Guidance Office in order to give students the opportunity to donate to this cause. The toys will be sent to the Toys for Tots warehouse in Burlington, where they will distributed from there to children in the Middlesex-Essex county.
Class officers have been putting a message on student announcements and putting posters up to make students aware of this worthy cause.
“This year we really hope to fill all six Toys for Tots boxes,” said Freshman class President Jack Leeber.
The Toys for Tots program ends on December 8th, so this week is the student’s last chance to provide toys for the children of impoverished families.
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Mondays Now Chocolate-Free
November 16th, 2011by Haley Verre
The new “Chocolate Free Milk Mondays” is depriving students of a favored drink one day each and every week. This school year, the Food Service Department for Westford Public Schools has decided not to provide chocolate milk for the students on Mondays. This is being enforced in the schools in order to follow Massachusetts health regulations. These regulations will eventually apply to all public schools in Massachusetts.
“A vote was taken among all the cafeteria managers and we decided that due to all of the Monday holidays and vacation days, Monday would be the day on which the absence of chocolate milk would be felt the least,” said cafeteria manager Colleen Wallace. “We decided to be pro-active and implement it this year in the hopes that by the time it becomes a regulation, the students in Westford will be accustomed to it.”
Chocolate milk has always outsold unflavored milk. Health concerns about additional sugar and/or corn syrup in flavored milk fuel the drive to cut back chocolate milk consumption in schools.
The lunch program follows strict guidelines in order to insure meals offer a sufficient amount of protein, bread or another type of grain, vegetables, fruit, and milk. It is mandatory that a student lunch includes at least three of these five foods. “That is why you will hear cashiers instructing students to go back to the serving line for a fruit or a milk if the tray is not balanced,” said Wallace.
As the school itself is attempting to provide more well-balanced meals for the students, the amount of fresh produce continually increases and processed food decreases.
It remains to be seen how much this popular beverage choice will be missed by the students each Monday.
German Exchange Continues to Succeed
October 20th, 2011By Haley Verre
Staff Writer
Every year, Westford Academy sophomores, juniors, and seniors participate in the German exchange program. To experience another culture, German students stay here in Westford for three weeks during the fall and the Westford Academy students spend three weeks in Germany over the summer.
The school is involved with the German-American Partnership Program (GAPP) to give students who are interested in other cultures a chance to travel. This year, German teacher Kristin Gillett is taking over the exchange program at the school.
Gillett’s biggest hope is that the students will “get to know the other culture through hosting, that it will be a good experience for them, (and) that they’ll get along with their partners.” She also hopes the students will spare some time to get to know each other.
Julie Stumpf, a junior from Germany, is looking forward to gaining a lot of experience from the exchange program, classes, and “taking a lot of photos.”
Stumpf, who has been learning English since the third grade, stated that in some ways there is a major difference between Germany and America, but altogether they are similar. She finds there are a lot of American clichés, but most are not true.
She is staying with Maddy Bernard, a Westford Academy student who is also in the eleventh grade. So far, both have enjoyed the experience.
Bernard has been learning German since the seventh grade and is excited to go to Germany over the summer. She hopes to “experience a different culture” and “see everything…just traveling.”
Gillett encourages other Westford Academy students to take the time to get to know the German students while they are here for these three weeks.
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Magazine hopes to encourage creative writers
October 7th, 2011Staff Writer
Not many know of the Beyond Words Literary Magazine, but the club is determined to make the school more aware of its existence. Each of the sixteen members in the club this year will meet after school on Thursdays in room 243 to share their love of writing and creativity.
“Beyond Words is based on the concept of a magazine,” said English teacher and newly appointed advisor Brian Mahoney. “So it is based on poetry, fiction and driven by students with a flair for writing and an interest in writing. It also represents the culture of Westford Academy and the arts.”
He claims the magazine tries to represent the art and culture of the school and the name of the club refers to that.
“It really is beyond words – the thoughts the passion, the culture, and how that’s represented in the artwork of the students,” said Mahoney.
The club seems to be doing well this year, due to the interest that is displayed among the members. According to Mahoney, there is more diversity in the club.
So far, any changes in the magazine that could be made are still in discussion. Yet, there is more use of technology in the club. A marketing and technology editor are new positions of the magazine. There is a blog for the members, which is helpful to those who have missed a meeting.
In addition, there have been attempts to send work electronically. Mahoney believes this method will help the magazine to receive more submissions, since people may send in their works from “the comfort of their own homes.”
Yet another goal that is being considered is publishing literary works more often and providing WA students with a (possibly free) sample of the magazine before they buy it at the end of the year.
The club is seeking submissions from those who want to express themselves through writing.
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Welcome Miss Litchfield
September 27th, 2011
Q: You’re a new teacher at Westford Academy, right?
A: I’m a new teacher in general, this is my first year teaching.
Q: How is your teaching experience so far?
A: It’s really great; the kids are wonderful, helpful, and same goes for the staff and administration. Everyone’s been really supportive and great.
Q: Where did you go to for college?
A: I graduated from the Massachusetts College of Art and Design in Boston. I graduated with a degree in fine arts, 3-D, sculpture, and also art education.
Q: When did you start enjoying art?
A: I took classes here and there throughout high school, but not until my junior year was when I really had an inclination towards it and I really started to love it. I think my ceramics class really got me into it and in senior year, I had about five or four art classes that year and I decided to go to Mass Art.
Q: Do you have any favorite artists?
A: I like Dale Chihuly and glass-blowing pieces, I like a lot of illustration artists, a lot of drawers.
Q: Do you have a favorite type of art?
A: I do like sculpture, that’s what I make personally. I like 3-D stuff.
Q: What would you say is the most difficult part of your job?
A: I plan all these wonderful things to do and if it doesn’t go quite right, the most difficult thing is to sort of sit back and think about what went wrong and what I can fix about it next time.
Q: What do you exactly teach in your classes?
A: Up in this room, Graphic Design 1 and 2 and image editing. What we deal with mostly is image manipulation and the computers using Adobe Photoshop and Illustrator. I also teach a class downstairs in the fine art department, which is the Foundations of Art class.
Q: Do you like teaching the age group, the high schoolers?
A: Yep, I do. You guys are great. I like (the age group); lots of energy.
Q: Are any interesting class projects going on at the moment?
A: Downstairs we’re doing a collage and water color project, which is coming out really nicely. And up here the Graphic Design 2 kids are an honors class, so we have an intensive project going on and we just had a big critique about it. They’re making logos and doing branding and all sorts of market things for a big, eco-friendly company.
Q: What is your favorite thing to teach?
A: I do like the Fine Arts, so ceramics and painting is where my heart is.
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