The beginning of the school year means plenty of schedule changes. Whether it is students not liking classes or a small mix-up, there is usually an easy fix.
But this year, due to the new scheduling program, the Art Department is in disarray. Between mixed classes and unwanted scheduling, teachers and students had to make adjustments to accommodate the new schedule, which was done entirely by the new computer program.
“When computers are in charge of scheduling without any human oversight it is not always error-free,” Data manager Shera Spangler said.
Due to this, at the start of the school year, no matter what theatre level you took, all students were combined into one class.
“I feel like it is difficult for students because they are all at different levels, causing lessons to be slower to make sure everyone is on the same page,” Drama Department director Renae Hubbard said.
Hubbard has tried to move as many Theatre I students as possible to keep them separate from the upper-level classes. With these changes, she feels like there are aspects that can leave a positive impact.
“The pro of having everyone in the same class means that everyone can learn from each other. When the older kids come up to present scenes, the younger kids are watching and learning,” Hubbard said.
Some students feel like it is a good learning environment where they can get fresh ideas.
“I like seeing different people with different skill levels with each other. When I was younger, watching people was inspiring. I like that I get to work with younger kids now,” senior Morgan Spaulding said.
With many students needing to learn at different paces, some feel as though it is negatively impacting their learning.
“I think this should not be a thing. You would not put someone who is in Math I in Math III classes. I feel it puts stress on students to feel like they need to learn things outside of class to catch up,” junior Daryion Lee said.
When it comes to combined classes, underclassmen feel indifferent.
“I feel like I learn more and get advice, but it is kind of intimidating. I feel like I have to match them on stage, even though they are not pressuring me to,” sophomore Mille Caldwell said. Visual art classes, unlike last year when you had an option for a year-long class, all classes have changed to block.
“The biggest issue we faced was not being able to consistently see students if we went on break. Another was with year long we had 187 students at a time, and now we have 90. We learn more about students as well as why and how they do art,” art teacher Elizabeth Betson said.
She feels like this could also have a more positive impact on learning overall.
“I feel like the work now is stronger. We are able to individually help students accomplish more in a short amount of time,” Betson said.
She has tried communicating with students, and the main issue is that most students miss having art all year.
“Last year when art year-long art was like a stress reliever, and now I only get to take it for half a year, I will miss that,” sophomore Yasmeen Quzah said
There is now only one beginning band and all the other classes are concert bands with mixed students. Students now do honors requirements outside of school if they choose honors.
“I feel like it is important to have the option for honors. People might want to take honors credit but do not feel like they are ready for a higher band,” said band teacher Tom Shoemaker.
He feels this is something that has to happen because lots of students can play the same level of music but can not meet out-of-school requirements.
Students feel like having classes with people with higher skill levels could be helpful.
“I feel being with higher level students can help learn music that is hard to understand,” sophomore Bella Jiang said.
The orchestra’s most significant issue was miscommunication with scheduling. The classes are usually separated by skill level, but this year, all of the students were mixed into two classes.
“Whether you are just starting orchestra or you are ready to go onto western regions, all of the students have been put into two classes that are equally mixed up,” Orchestra teacher Gavin Hunter said.
He feels this will negatively affect the learning of students.
“Students feel less willing to continue, especially when you have someone in class who is way behind. When they are in classes with people who are way ahead, they start to think they are not good enough and just drop the class,” Hunter said.
A challenge students are facing is balance between kids who are ahead and others who are behind in classes.
“As an advanced student, I feel bored because I don’t want to have to sit through class and relearn everything,” senior Jay Yun said.
For chorus, instead of having four different courses to choose from, it is going to be only three courses.
“I think it has benefits for scheduling. That way, students can take chorus at the level they want in the class period they want without having to worry about conflicts,” Chorus teacher Jacob Cook said.
If you take preparatory at intermediate or higher or mixed and concert choir at proficient or higher, you have a certain amount of solo requirements you have to meet for that class. Cook feels it would be better for students because he can prioritize individual needs and open opportunities for peer learning.
“If students can demonstrate they know the material and they are moving at a quicker pace then the rest of their ensemble. I might ask them to work by themselves on solo repertoire,” Cook said.
Students’ main concern is concert choir. Students liked that they would prove themselves through auditioning, making them feel like concert choir was something they had to work for.
“I liked the fact that you used to have to audition for concert choir, and it made it special. I feel like it was a good system that Mr. Cook had, and this takes away the meaning,” sophomore Ana York said.
With students expressing how they feel, despite the mix-ups and frustrations teachers are working hard to meet the students’ needs.