Student Articles

The third grade went to the High Line to see what it is like. The High Line is a park that goes from Gansevoort St. to 30th St. Soon it will go all the way to 34th St. The High Line used to be a railroad and then it was turned into a park. The railroad tracks are still there.

When the third grade was there we saw some things that are not normally in parks. Under the railings are strips of lights. The lights are put there because the park architects wanted the people to see the city lights from above and they didn’t want tall lights to distract them.

We saw some unique benches and paths that had interesting shapes such as x’s, squiggly lines and curved lines. We also noticed there were lots of different materials used such as metal, rock and wood.

Our staff guide was Emily Pinkowitz. I asked her why she wanted to work at the High Line and she said “I like to teach and be outside and this job combined both those things.” I liked learning and being outside and that’s why I liked my trip to the High Line.

By Sonia Sergeant, 3-303

There is a difference between watching a play, and being behind the scenes. As a first time stage manager for PS 8’s The Tempest, I got to see exactly how a play is made. I also got to learn the answers to some questions you might wonder about while watching a play.

The process of making the play went something like this: The first 2 rehearsals were devoted to giving the actors voice tests to see which part they should be given. As it turns out, our director (Ms. Long, the teacher of class 1- 207) chose well, because every actor did an excellent job in his or her part. After parts were chosen, we beat around the bush a little, letting the actors memorize their parts. After that, we dove headfirst into the play, practicing scenes, making changes, and preparing ourselves for a performance. Ms. Provenzano and Mr. Mikos (the assistant directors) were helping me make stage maps and get props, as well as helping some of the actors get practice performing their scenes. We never knew what to expect. Sometimes Ms. Jenny Bevill (the PS 8 Guggenheim teacher) and the costume crew came down to watch a rehearsal, and sometimes we’d put on a performance for them. We worked our way into December, and came upon January. We labored through January and came to February. By now everyone was getting excited about the dress rehearsals that were soon to come. The lighting crew had arrived (at last!) and Ms. Kendrick (the producer, teacher of class 1-208) was investing all her time in teaching the lighting crew the play, including what colors they should use at certain times. Meanwhile, I was not sitting down and twiddling my thumbs. I was running around, getting props, carrying messages, running to the costume crew and marketing/ publicity group, and basically doing whatever was needed. Finally, it was dress rehearsal time!

Dress rehearsals were here! No more nonsense about what line to say. No questions about what side to be on. And I was running around like a maniac, sending even more messages, fixing things like broken and unplugged fuses, and (most importantly) telling the actors when to come onstage. 1/4 of the messages I was carrying were notes from actor to actor, or lighting crew to lighting crew, or occasionally actor to lighting crew. The first dress rehearsal was good, but the second dress rehearsal had a surprise: the whole after school kids program was coming to watch!!! The after school kids loved it!!!! Everyone felt we were ready for tomorrow’s performance.

Opening Night!!!!! The actors were running around for a change, and I was either running around feeling excited, or feeling dizzy and sick from all the running around I did (mostly the first one). I took a couple of actors aside, and practiced telling them when to come in. Then every actor either practiced their lines (about 1/3 of them did that), talked to their friends (about 1/2 of them did that) or practiced a scene (1/6 of them did that). When the first people spilled in (including my dad, for whom I saved a front row seat) the actors went to get makeup on. Every actor at least got eye shadow to make their eyes pop out.

Spirits and Narrators got extra blue makeup on their faces, and went to put costumes on. Then they grabbed their swords, knives, and staffs, and got in place. The show was amazing! People watched as Ferdinand and Miranda married, laughed as the drunks (Stephano, Trinculo, and Caliban) met, and cheered as Prospero made his final speech. The second performance was much the same, but the third. . . ah yes, the third was much different. It is a lot different performing for a bunch of parents than an audience full of your classmates. A ton of actors were worried the kids wouldn’t enjoy the play as much as the adults did, but we were wrong. The kids LOVED the play, which made me feel really happy and proud. After the final performance, Ms. Long had a word with the actors, and I have never seen a sadder time. We all complimented each other on a job well done, and then our play, The Tempest, was completed.

This was my experience being a part of the making of The Tempest, and how PS 8’s The Tempest was made, and performed. May your charms never be o’erthroned!

By Zachary Larson, 4-310

Click any of the photos below for larger images or view the entire collection.

Thanks to Nathalie Schueller for all the photos.

Over the course of ten weeks in the late fall and early winter, NDI (the National Dance Institute) worked with the entire fifth grade creating amazing dances to songs by Stevie Wonder. In total there were four songs. Each of the three classes danced to their own song and we all sang one together.

My class, Ms. Schultz’s class, danced to “I Wish.” “I Wish” is about remembering your childhood. Remembering Christmas morning and when you got in trouble for sneaking out with your friends or writing something on the wall. About growing up and learning what’s right. But thinking of how much fun wrong can be.

The other two classes, Ms. Tina and Ms. Melissa’s, and Mr. Ellison’s classes, danced to “Signed Sealed Delivered” and “Higher Ground.” Then all three of the classes danced to and sang “Sir Duke” for the finale.

The four teachers were all involved in one way or another, but while the other three teachers went on stage to read a poem or a quote, Ms. Schultz was up there dancing with us. It felt amazing to show so many people the dances we had been working on for so long. I still remember the first day, wondering how everything would turn out. After the show we were all so proud. Thank you NDI.

By Nora Draper, 5-304