Last Updated: 7:28 am, August 27, 2010

Author Archives: Anat Gross

Published:

8/20
2010

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Does “No-Cut” policy hinder or benefit CHS athletics

By Anat Gross

As a student athlete I have both experienced and observed the effects of Clayton athletics’ “no-cut” policy. Unlike nearly all other schools in the area, all students are allowed to participate in sports without the added stress of the possibility of being cut. This unique system, which was established many years ago, has caused a divide in the community.

Those who would argue for the system would most often cite the fact that the system allows students to try new sports without the pressure of being cut. It gives students the opportunity to try new extracurricular activities and broaden their high school experience.

On the other hand, those against would argue that the “no-cut” policy eliminates the competition that results from the threat of being cut. Those more experienced and serious athletes may suffer from the inexperience of new players and lack of competition caused by the policy.

Yet, as a student athlete who has experienced this policy for the past three years it seems to me that the system falls into the gray area between these two arguments. Clearly the policy allows students to try new things while at the same time it may eliminate the competition caused by the possibility of being cut.

There is a truth to the claim that competition is weakened by the “no-cut” policy. Without the fear of being cut from the team, some players simply go through the motions in practice and lack true dedication. These actions, which may cause the player to be cut in other circumstances, affect the team in multiple ways. This player’s attitude may infect other players like a disease causing them to become lazy and unmotivated.

However, the competition is instilled by coaches who are not required to play all players, thus there is no guarantee for playing time.

There is also no guarantee that any one player will start in a game. Therefore players must compete in practice in order to earn their spots and their minutes. Coaches are able to encourage a desire for excellence and the will to win by utilizing the almighty power of the bench. If players do not meet the coach’s expectations, it is very easy for a coach to get the message across by simply not letting them play.

Although coaches have the tools to encourage players to work harder, it is far more difficult to get players to become more dedicated. This lack of dedication is part of the reason CHS athletic teams are not very successful.

This is not to say that CHS has no talented or dedicated athletes, it certainly does, but most students, fitting into the Clayton standards, are more into the academic aspects of school, which is shown through the continued success of CHS academic teams.

For many students sports are simply an extracurricular activity either for enjoyment or for the purpose of putting it on a college transcript. Thus, the “no-cut” policy gives these students the perfect opportunities to pursue such activities. It allows students to try new things simply for the fun of it without the pressure caused by a cut policy.

Ultimately, the “no-cut” policy offers benefits to all students, whether they are all-star athletes or simply playing for the enjoyment. The policy is not to blame for a team’s failure or the lack of competition and dedication. There are many reasons CHS athletics are not superior and from my experience the biggest culprits are the players on the team. A lack of drive and dedication can be found in all of Clayton athletic teams. It is the simple fact that there are not enough truly dedicated athletes to lead CHS teams to success.

So it seems, CHS athletics is not defined by its victories, but by the opportunities made available to the students to participate. And it is how they choose to participate that dictates the team’s success.

Published:

5/14
2010

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Varsity track teams hopeful for district meet

By Anat Gross

The sound of the gun cracks the air, and they’re off! On Sat. May 15, 2010 the boys’ and girls’ track and field teams will be competing at districts at 9 a.m. at MICDs. The season will end there for some, but it will just begin for others. This year’s teams present some very hopeful outlooks for the district competition.
Boys’ Track coach Kurtis Werner has high expectations for many of his athletes including both distance runners and sprinters.
“Our hope for districts for the distance team is to have one finisher make it to state this year,” Werner said. “We’re so young; we’re kind of inexperienced in running the District level. I had Derrick Stone actually qualify for cross country for the state meet so that’s what the distance team is. Now, sprinting we’re a little bit different. We’re a little more experienced with Don and Kameron Stewart in charge along with Alo Onwumere who was all state last year, 8th in the 400. We’re looking to get several relay teams to state this year primarily the 4 X 200 meter and 4 X 100 meter teams.”
Girl’s’ Track coach Barry Ford shares Werner’s hopes for districts, expecting at least a couple of their relay teams qualifying.
“My hope for the day is that we will be able to qualify at least three out of our four relay teams for the state meet,” Ford said.
Freshman Oji Onwumere runs for the 4 X 100 meter, 4 X 200 meter, and 4 X 400 meter relay teams along with the open 400 meter race. She believes that the teams will definitely qualify at the district meet and in order to prepare for these intense races Oji Onwumere has a fairly simply routine.
“I’m kind of nervous because I want to do my best, but I get over it and I just try and get through my race,” Oji Onwumere said. “I usually try to listen to music, I warm up with it, and it just relaxes me.”
Junior Kameron Stewart is a member of the boys’ 4 X 100, 4 X 200, and 4 X 400 relay teams and has been running for the team for three years. He believes that the team “can compete in the 4 X 200, 4 X 400 and possibly the 4 X 100.” He, along with Oji Onwumere, has his own routine to prepare for his races.
“I like to stretch out, stride, and just relax and get in my competing mode,” Stewart said. “I’m just trying to stay relaxed as possible and to move as fast as possible.”
The atmosphere of the day certainly adds to the pressure and excitement many of the runners feel. A vast number of schools from all over the area attend the competition.
“The meet and the atmosphere of the day are incredible,” Werner said. “This year the meet is going to be held at MICDs. They have great resources so the meet is very sophisticated and if you make it in districts, you know you’re on the line with the best runners in the region.”
Werner is very confident in Senior Alo Onwumere’s abilities and is certain he will make it past districts.
“Alo Onuwerme will definitely go in the 400 meter race,” Werner said. “He probably would in any other district go for the 200, but ours is absolutely stacked with Mcluer South Berkley, Jennings, and North County Tech. Those schools have some very fast runners so he probably won’t get out in 200 but he has another chance in a relay team.”
Ford is optimistic for the day and encourages athletes to “come mentally prepared as well as physically.”
As a competitor and a coach Werner offers up his words of wisdom for aspiring runners and athletes:
“Track is not a very glamorous sport,” Werner said. “It’s a lot of hard work, but when you step up to that line mostly you know in your head you’ve done the right thing and it does pay off and when you go out and compete there’s nothing like it.”

Published:

3/12
2010

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Complaints over Center of Clayton ID system shouldn’t focus on employee

By Anat Gross

Over the past year getting into the Center of Clayton has become quite a hassle. And I have heard many students attributing this difficulty to one of the center’s employees who sits by the door and requests to see IDs. However, is it right to blame this man, when in fact he is simply doing his job?

This is the typical scenario: A student, whether he or she is going to class, to workout, or to eat, enters the double doors. He attempts to walk by unnoticed, but then the dreadful “Excuse me” rings in his ears. He is asked to show his ID.

Now this is where the situation may take many different paths: The student may dig through his backpack, present the card, and continue towards his destination. Or the student reveals that he does not have his ID with him, which is where things may get ugly.

I have seen students without their IDs understandingly turn around and walk around to the front entrance of the Center, but then there are those who choose to argue. Some continue walking despite the man’s request; others attempt persuasion, but worst of all some curse, complain, and become hostile to the man who in turn may be hostile back.

I have heard students curse and complain about him when he tells them they must go through the front desk of the Center as opposed to the convenient entrance connecting to the school. I too have had this experience, grudgingly making the trek from Stuber Gym to the Center’s front entrance.

From my experience and what I have witnessed, the man is simply doing his job, yet students still believe they are in the right when they complain about him. It is not the man we should be complaining about, but the system.

What is the likelihood that a student coming through those doors in the middle of the day does not attend the high school? How often do you see Ladue, MICDs, or Burroughs students coming through those doors? Probably never.

If I am wearing a CHS shirt, with a CHS gym bag around my shoulder is it really necessary to question my school attendance? And in most cases I am not questioned. I have been to the Center so many times that the man knows me, even has conversations with me. This I found true with many other students who simply show kindness to a man enforcing the rules which he did not create. We may hate the rules, but we should not hate and complain about a man who is simply doing his job.

Published:

2/24
2010

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Extra attention lends sense of hope to children stuck in summer school

By Anat Gross

As is typical in high school, I spent my summer in summer school. However, I did not spend three to six hours a day listening to a teacher lecture at me while I sit writing so fast my hand hurts in an attempt to capture the words verbatim. Instead I did the teaching, or at least aided in the teaching.

Two summers ago I entered Lexington Elementary School along with six Duke University students, one of whom was my brother. I decided to volunteer for the first year of his non-profit program, Education Exchange Corps, sponsored by Duke University through their program Duke Engage. It took place in St. Louis for six-weeks from June to July.

The first day I went to Lexington no students were around, we were to be given a tour and meet the summer staff. First, we entered the teacher’s lounge, greeted by a group of women who were preparing a going away party for one of their co-workers. This co-worker happened to be a volunteer for Teach for America. She was young, close in age to the other volunteers who hovered in the lounge, but she looked dead tired. She only seemed to represent the fatigue we would feel once our six-week program was up.

And we did experience such fatigue accompanied by frustration, helplessness, and few glimmers of hope. From 8 a.m. until 2 p.m. we acted as teacher assistants in the classrooms we were assigned. I was placed in the third grade room (for students entering fourth grade in the fall), which turned out to be one of the largest classes. It was difficult, and it never got any easier.

Discipline, discipline, discipline. It seemed to be the main part of my day. The amount of time taken out in the day for discipline was tremendous. Two of my students were even suspended from the program because they were play fighting. And since “play fighting leads to real fighting”, according to the main rules of the school, those caught were to be sent home.

I was reluctant to reveal what I saw to the third grade teacher, who furiously glared at the boys almost eager to send them home. Both boys needed to be there; they needed the extra time to work on academics. Yet, the teacher often yelled or spoke angrily that she was not there to babysit, and thus she sent them home. This was one of the low points during the program.

Frustration, helplessness, and fatigue are all results from a long day monitoring 9 and 10-year-olds who cannot sit still for over five minutes. But the overwhelming feelings occurred when I began to question the effectiveness of my presence. I thought, coming into the program that I would be useful and would be able to change the lives of those students attending Lexington.

But, as each day progressed and the weeks began to pass, I, along with five of the Duke volunteers piled into my brother’s minivan, exhausted and wondering how I have made an impact. And each day I had no answer; nothing came to mind. I felt like the students were not learning anything new, spending most of the day playing games, attempting to write sentences in their journals for two hours of the day, and listening to their teacher lecture at them through a math lesson.

And then there were the few glimmers of hope. The first occurred early in the program. In the morning the students were assigned a drawing which showed the things they like to do and then write a sentence about it.

A discipline problem occurred; one student would not share his markers with another. This boy, Quentin, who was not being given the red marker to color in his picture got upset and began to cry. He said he hated summer school and did not want to be there. I spoke with him to calm him down and then told them to share and sat down to color with them.

Things turned around quickly and the boys began to share and enjoy the activity a little bit more once I started to participate. I made pictures for the boys and they made some for me. Then, Quentin asked to go to the bathroom and we exited the classroom making our way down the long hallway of empty rooms and school chairs. Quentin smiled and skipped excitedly exclaiming, “I think I’m going to like summer school this year.”

Being able to turn his hatred around so that he might enjoy his time in school was reason enough for spending six weeks frustrated, helpless, and fatigued.

Then there was Sam. Sam was the trouble maker found in most classrooms, testing and pushing the limits each chance he was given. Thankfully, he was not sent home, though many phone calls were made. Sam was smart and eager to learn more, particularly in math. Since he caused so much trouble in the class, he sat in a desk separated from his classmates. Because of this, during breaks in a few lessons Sam and I spoke and eventually I felt like I was teaching. He surpassed the other students in math, and I taught him long division, giving him worksheets to do outside of class if he could.

I then decided to gather those few students who were not being challenged mathematically and to set up a sort of enrichment program. We got a few worksheets done together, but we were only able to come together a few days in the six weeks. I was only able to begin what could have been a great opportunity to teach and challenge the students.

The days were difficult and the rewards were few. But I wondered how would the students’ summer school experience have been different had I not been there. Despite questioning the impact of my presence I decided to volunteer again the next summer, 2009. The answer to the question was much clearer after those six weeks.

I spent the summer in Stix Early Childhood Center, a much more well off inner-city school in comparison to Lexington. This time I was assigned to one of the first grade classes.

The days were exhausting, possibly more so than those at Lexington. Instead of finding many times in the day where the students were occupied without the need of my aid or supervision, I was constantly being called from one table of students to the next. I could hear my name coming from four different voices at a time, asking me to help them sound out a word or explain the assignment. I was thankful for the times the teacher gathered the students for a lesson, it meant a break from the questions for a few moments. Yet, it was for those many voices that I came to Stix.

By the time their summer school was over the students were sounding out words on their own, attempting and coming close to, if not, the right spelling of the words. They were able to write in their daily journal with fewer questions.

Many students were able to make those small steps in summer school and had I not been there, how could their teacher have maneuvered between the 15 students all requesting her help without breaking down and getting nothing done? I’m not sure if it could have happened. Perhaps, many of their questions would have been ignored. Perhaps, because of the size of the class, some of the children would not have been able to make the progress they had. This held true even when I was there to assist. Certain students needed more help than others, one not even knowing the sounds each of the letters of the alphabet made, but because of his resistance and because of the five other voices calling my name I could not sit down and take the time to help him. So, I recognized my impact, but I also realized how much more needs to be done than just a six-week summer school program.

More time needs to be spent on the individuals, to identify the students’ needs and not allow them to slip even farther behind. The only way a first grader can move on without knowing the alphabet is if he is overlooked and this can be done easily when there are 19 other students to attend to.

The students in both programs, at Lexington and Stix, came from a variety of schools. Thus, the spectrum of abilities was immense, from students who could not identify the sounds of the letters to those who could write sentences and sound out words on their own.

I do not know what the school year is like for the students, but either way more attention needs to be put on the summer programs. Although I may have disagreed with some of Lexington’s third grade teachers methods, I do agree that summer school is not meant for babysitting.

If more people volunteer then those children who struggle can receive more help, so that they may not continue to fall behind even more. One person can make a small impact, but a group of volunteers can make one even larger.

Published:

2/23
2010

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Latin class plans trip to Italy

By Anat Gross

Italiam venerint. They will venture through the streets of Ancient Rome, the very streets that men like Julius Caesar and Cicero walked through. Latin students have studied about Rome, reading ancient texts, viewing photographs, and watching videos, but now these students have the opportunity to view these places in person.

Junior Charlie Beard has been taking Latin for the past four years and is excited for this great opportunity.

MCT

The CHS Latin class is taking a trip to Italy during spring break. The group will gain an appreciation of their studies and Roman culture over the eight-day trip. They plan on visiting Venice, Florence and Rome.

“Getting to see all of the places we learned about in the classroom will be a real blast.”

The students will explore Italy on an eight day tour during spring break. They will be traveling to Italy with both CHS Latin teachers Stephen Meier and Pamela Skinner. Meier teaches Latin at Wydown along with the beginning levels at CHS, while Skinner teaches Latin II, III, and IV/V at CHS.

Meier was the main organizer of the trip, beginning the process last year when he stumbled across a great deal and found that many of his students would be interested. Now, a year after planning the trip, 12 students will embark on a once in a lifetime trip to Italy.

Junior Tyler Markham, a Latin IV student, hopes to expand his Latin knowledge through this firsthand experience.

“I hope to learn how awesome Italy is,” Markham said. “In other words, I hope to learn its history, particularly that pertaining to Roman times, to learn its customs, and to learn its essence.”

Using the company Explorica (explorica.com), Meier discovered the eight day tour of Venice, Florence, and Rome. Through this tour the students will gain a newfound appreciation of their studies and Roman culture.

“We are going to visit multiple sites such as Pompeii and the Roman Forum to see first-hand what the students have been studying and what the Romans have left behind for us,” Meier said.  “We are also going to see pieces of Medieval and Renaissance Italy.”

Specifically, the students will visit the Basillica, St. Mark’s Square and Doges’ Palace in Venice. While in Florence they will see such landmarks as the Palazzo Vecchio, Piazza della Signoria  Giotto’s Bell Towe. Lastly, the group will venture to Rome, experiencing the wonders they have seen in their books, including the Coliseum, Roman Forum and the Sistine Chapel.

The students will certainly visit many places they have read about, but their skills involving the language may not be as exhausted during the trip.

“If I can ever translate some writing on a building then I would consider that my Latin skills had been put to good use,” Beard said. “Latin also helps with learning Italian, so we will have an easier time communicating with locals than the average tourist.”

Although the trip may not involve much of the language itself, Meier hopes that the students will return with “a greater appreciation for Italian culture and the legacy of the Roman empire.”

Published:

12/16
2009

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Varsity girls’ basketball tournament

By Anat Gross

It’s that time of the year again.

Stuber Gym is full of sweaty faces hustling down the court, shoes screeching across the wooden floor, and cheers from the sideline as great plays are made.

The Clayton girls’ varsity basketball team played its first three home games Nov. 30, Dec. 2 and 3 in the annual CHS tournament.

The CHS girls’ varsity basketball team kicked off their first home game against Vashon. The then 0-1 Hounds began with a rocky start, struggling to play their game in the first half.

Starting the second half, the Hounds were on top 37 to 14, but had over 10 fouls and 16 turnovers. Despite the mistakes of the first two quarters, the girls came together in the second half with just five team fouls and nearly 30 more points on the board.

The defense dominated, switching between an aggressive man-to-man in the first half and a two-three zone in the third, letting up just 11 points in the second half.

Senior Maggie Lanter led with nine rebounds out of the team total of 38. Offensively, the team was led by senior Chelsea Granberry with 18 points to win the game 65-25

The Hounds faced off against Principia in their next game. Clayton struggled the whole game, trying to take on the great defense of the Principia Panthers. Unable to run through their offense, the Greyhounds were defeated 7-45.

Principia went on to beat Vashon on the third night of the tournament taking second place with a 2-1 record.

On Thursday night the Hounds played Saint Clair, 2-0 in the CHS tournament. The Lady Hounds started out well, taking the lead early in the first quarter. Things were looking good as the Hounds were able to run through their offense and stop St. Clair on defense.

The Greyhounds’ deficit at the half was a surprise to both coaches and players. The team’s inability to get the rebound on defense allowed St. Clair to put the ball back up for an easy two points repetitively.

As a team, the Hounds had 11 assists and five steals. Even so, St. Clair went on to win the game, taking first place and going home with a record of 3-0.

The undefeated St. Clair had much to celebrate. Along with the first place trophy, one of St. Clair’s top senior players took home the game ball as a momentum to the game in which she scored her career total of over 1,000 points.

Despite the tough losses during the second half of the tournament, the Hounds were able to take a lot from their games so they can make adjustments for later in the season. Senior captain Maggie Lanter learned a lot about the team and what changes need to be made for the team to be successful.

“I learned that we don’t have one strong offensive player anymore like we had last year with Mary Barber,” Lanter said. “So we are going to need multiple people to step up offensively and defensively. We just need to try new things and find what will make our team successful.”

The team has many challenges to overcome in order to meet its goals for the season.

“We all want to beat Ladue again, like we did last year,” Lanter said. “I just want to overcome our challenges and finish the season with a winning record.”

Coach Steve Lanter believes the girls can reach this goal if they continue to work hard and stick to the basic fundamentals.

“The team needs to consistently play hard with both mental and physical toughness,” Steve Lanter said. “What we learned from the tourney is that basic fundamentals will keep us competitive and in games. Every possession counts and we need to get a quality shot every time down the floor.”

The Hounds will take on Lutheran South on Monday Dec. 14 at 7 pm in Stuber.

“Our girls have great attitudes and are working hard, so come and check us out!!” Steve Lanter said.

Published:

11/18
2009

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Youth leadership group explores St. Louis neighborhoods beyond Clayton

By Anat Gross

If you’ve been to the bathroom lately you have probably seen the interesting “toilet talk” signs posted on the stall doors. As a part of the Youth Leaders St. Louis program, participants are encouraged to spread the knowledge they have gained.

Sponsor Anthony Henderson poses with St. Louis youth leadership members Alex Lipisey, Greg Dallas, Melina DeBona, Sarah O’Brien, Marin Klostermeir. Youth Leadership members explore neighborhoods of St. Louis to gain a greater understanding of their community.

Sponsor Anthony Henderson poses with St. Louis youth leadership members Alex Lipisey, Greg Dallas, Melina DeBona, Sarah O’Brien, Marin Klostermeir. Youth Leadership members explore neighborhoods of St. Louis to gain a greater understanding of their community. (Justin Elliot)

A select group of

Clayton High School juniors are taking part in this prestigious program, teaming up with juniors from other high schools in the area to gain new skills and train to become the leaders of tomorrow.

The participants are chosen through a somewhat lengthy process, including selection based on criteria and interviews. First, students are selected by their teachers. This group of students is then reviewed by Mr. Henderson and the class counselor, a new group is formed and this group of students is interviewed and selected by Focus St. Louis.

According to the YLSL website, “the program provides high school juniors with a firsthand opportunity to gain problem-solving skills and strategies, develop awareness of issues in our region, and learn how they can make a positive difference.”

Students meet for two-day retreats each month, starting in September and ending in May. According to the website, these two-day workshops are a “combination of team-building exercises, conflict resolution models, experiential learning, and dialogue with community leaders who serve as role models.”

CHS counselor, Anthony Henderson, is one of the YLSL organizer. He feels that the experience is very important in that it allows students to get a better idea of the community around them.

“It allows students from Clayton High School to get a very good view of the issues that surround our region,” Henderson said.

For the October retreat students split up into groups and visited different areas of the St. Louis area, including Downtown, Old North, Grand Center, and South St. Louis. Students observed each location, learning new things to disprove prior misconceptions. They identified the strengths of each of the communities, the defining characteristics, and what may be hindering the area’s success.

Greg Dallas, one of the CHS students partaking in the program, traveled to downtown St. Louis. He observed the location’s growth, but also some of the economic problems along with what steps are being taken to help the area.

“Housing is a very large part of downtown’s economy, but a problem that it is facing is retail,” Dallas said. “The mayor is currently attempting to make downtown and surrounding areas more connected to increase popularity of the downtown area.”

Juniors Alexis Atkinson and Sarah O’Brien were among the group which traveled to Old North. They learned about the town’s history, along with lessons about resiliency, team work, dedication, perseverance, and patience from the community struggles.

O’Brien took note of the history behind Old North St. Louis and what is being done to preserve the neighborhood.

“Old North was cut in half decades ago by highway 70 and its once vibrant air is now gone,” O’Brien said. “On one side of the highway is a prison and industrial areas. The other side is home to the famous crown candy kitchen and vacant buildings. To rebuild this neighborhood a local nonprofit organization is working to refurbish this area and attract permanent residents.”

Atkinson was inspired by the community’s team work and unity.

“When I went to Old North I learned a lot about resiliency and how the neighbors came together to rebuild their community,” Atkinson said. “I also learned how although some things may seem impossible, they actually can happen with time and hard work.”

Visiting the Grand Center, “the intersection of art and life” as described all over the benches in the area, was Melina DeBona and Marin Klostermeier.

Despite its appeal to the creative mind, the Grand Center is struggling. DeBona and Klostermeier explained certain issues the area is facing and what can be done to help the struggling location.

“They [the Grand Center community] need “more stable customers” instead of people who come to watch a show from out of town, and then leave,” DeBona said. “There are non profit associations working on this, who for example are now building a building that offers housing to artists.“ De Bona said students can help the community by taking classes at the art centers or visiting the theaters.

“More people need to live there so that more businesses can move in and do well outside of the Powell Hall, Fox Theater or Black Rep Theater seasons,” Klostermeier said.

Visiting the fourth and final area, South St. Louis, was Cooper Minnis. He learned about the history behind the town and the diversity the area has to offer.

“Currently it offers countless locally owned businesses and Victorian inspired architecture,” said Minnis. “The neighborhoods here are very safe, and are populated by many different people. This area has its own art district, Mexican district, Asian district, and has a significant gay population as well. It is truly the perfect neighborhood.”

Through this experience the students learned about the local areas and what changes can be made to better the society around them.

Looking back upon their experiences thus far, students are glad to be a part of YLSL. The program gives students a great opportunity to develop skills for the future and to learn valuable life lessons. So far all participants have agreed that the program is a worthy experience and they are glad to be a part of it.

“I can safely say that YLSL has broadened my vision of my community, and I look forward to supporting and contributing to it,” Minnis said.

Ultimately, the purpose of the program is to teach students the leadership skills which will lead to the future betterment of the community.

“Our primary goal is to bring the information we learn from participating in the YLSL program back to Clayton high and currently we are working on a community service project.” O’Brien said.

Among their future projects is a Television show which will be aired on Public Broadcasting Service (PBS) channel 9.

Published:

11/9
2009

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Local Haunted House Thrills Spectators

By Anat Gross

If you’re looking to test your fortitude or simply for an activity to get into the Halloween spirit visiting local haunted house, “The Darkness”, is the perfect plan for your weekend. If you wish to fend off zombies, evil clowns, and scary characters beyond imagination you need to act quick, “The Darkness” will only be open for one more night this year, Nov. 13.

As written on Scarefest.com, the house “features amazing set design, incredible special effects, live actors, and sophisticated animations, all spread out over 27,000 square feet of terror.” These features are some of the many reasons why the Saint Louis Post Dispatch has consistently rated “The Darkness” as the number one haunted house since its opening in 1994.

“The Darkness” has a variety of sets, including a new 3D section. The set work is so great you may just stop and admire it as crazy clowns encircle you. The costume designs and makeup are fantastic leading you to believe that such creatures such as vampires and zombies truly exist.

While inside you are constantly on your toes, looking for the next actor to pop out from just around the corner. The experience gets your adrenaline rushing as you fend off mysterious creatures, killer clowns, and characters from all the horror stories. Your courage will be tested, but you will be left wanting more at the end of the scream filled journey.

There is only one downside and that is the wait. Unless you buy a speed pass, which I highly recommend, you could be waiting in line for hours. The speed pass is only ten dollars more, but you save yourself two hours of waiting. However, even if you don’t want to purchase the speed pass while you wait in line actors roam around adding to the anticipation of what lays ahead. Refreshments are sold and bathrooms are located outside of the house, to help keep you comfortable during the wait.

So, if you are looking for a thrilling experience this upcoming Friday to celebrate Friday the 13th, “The Darkness” is a great activity. But, I would not venture into the warehouse alone; a friend to clutch on to or use as a shield is key in surviving the hour long experience.

Published:

10/20
2009

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Second release provides flashback

By Anat Gross

“Toy Story” and “Toy Story 2” delights audiences young and old. The second release of the beloved 1995 Disney movies gives the most recent generation an opportunity to view the films in theaters. Older audience members have the chance to revisit their favorite film of their childhood, but this time in 3D. The Disney Pixar classic does not disappoint.
The animated feature is about the fantastical world of toys, which come to life when people are not watching. The movie specifically focuses on a group of toys dealing with the possibility of new arrivals during their owner, Andy’s, sixth birthday party. Woody, a pull string cowboy toy handed down through generations, is threatened by the arrival of Buzz Lightyear, the new space action figure every kid wants. Woody plots to get rid of his competition, but the two end up lost together and forced to work together so that they may find their way home before it’s too late.
Although the film was originally released in 1995, the wonderful story is still a hit with current audiences. The animation that was released again in 3D is still amazing, despite being over a decade old. The movie features the voice of many well-known actors including Tom Hanks as Woody and Tim Allen as Buzz Lightyear. However, it is not the talent, which makes the movie so successful; it is the simple, yet creative, storyline, which keeps the viewer intrigued.
Despite the overall appeal of the animated movie, the teen audience may be wishing they had not delved into the memories of their childhood. Even having seen the movie multiple times and wanting to watch it over and over again as a kid, the length of the combined movies was almost unbearable. Yes, the storyline and the animation are great, but the movie is being released again in order to promote Toy Story 3. Those who watched the tape over and over as children, who have memorized the plot may not enjoy the two films as much as those 7-year-olds and their parents giggling in the audience.
Overall, ‘Toy Story’ and ‘Toy Story 2’ are great movies and can be enjoyed by all audience members, but it may be a painful showing for those attempting to connect to their childhood. Wonderful animation, even without the 3D, coupled with magnificent storyline filled with humor makes the double feature a great way to spend the evening if you haven’t seen it once too often already.

Published:

10/20
2009

Posted In:

A&E

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Children’s classic sparks comedy for all

By Anat Gross

Yummy! “Cloudy with a Chance of Meatballs” leaves the viewers hungry not only for some hot dogs topped with donuts and ice cream, but also for more of the adorable and humorous animated film. The Columbia Pictures and Sony Pictures movie is inspired by the popular 1978 children’s book written by Judi Barrett and illustrated by Ron Barrett.
The film is about Flint Lockwood (voice of Bill Hader) a young and failing inventor who continuously attempts to find his big break. His big break comes when he invents a machine that converts water to food in order to save his town plagued by sardines. However, Lockwood’s plans soon go awry as the town must be saved from giant pancakes, hot dogs, and a variety of other foods. cloudywithchanceofmeatballs
The animated movie features the voices of many well known actors including Anna Faris as Sam Sparks, Flint Lockwood’s love, James Caan as Tim Lockwood, Flint’s father, and Mr. T as Earl Devereaux, the town security guard. However, the cutest and funniest character is one of few words, but hilarious animation, Flint’s sidekick monkey Steve, voiced by Neil Patrick Harris.
Although the movie is inspired by a children’s book, teenagers and adult audiences can find as much enjoyment as the 10-year-olds filling up the theater seats. Sony strategically includes some adult humor for those parents accompanying their children or for those high school kids who secretly miss the Disney movies of their past and wish to hold on to the memories of their childhood.
Despite its storybook inspiration, directors Phil Lord and Chris Miller had very little to work with. Thus, if you go see the movie, do not expect to see the exact replication of the 1978 book’s plot. In fact, the two are quite different.
The movie centers around Flint who invents this machine, which converts water into food, while the book focuses on two children listening to their grandfather tell the tale of the town of Chewandswallow where food falls from the sky. In the book, storms force the people to leave the town and adapt to the new world without food falling from the sky.
It may be because of these major plot changes that some parts of the movie fell short. If it were not for the random, yet adorable remarks of the gummy bear obsessed monkey Steve and the great animation of Sony Pictures, viewed in 3D for the first few weeks of the film’s release, these plot holes may have been more imposing on the viewer.
Overall, the cute and quirky animated film is great for all types of audiences. The movie is perfect for the younger audiences and adults seeking a relaxing and comedic 81 minutes.