News from Trinity Christian School
The TCS Drama program is proud to present Oscar Wilde's classic play:
The Importance of Being Earnest, A Trivial Comedy for Serious People
Friday and Saturday, April 20, 21, 27, 28 | Doors open at 6, the show starts at 6:15pm
Trinity Christian School Sanctuary 875 Auloa Rd, Kailua
Purchase tickets online or at the door.
Let us entertain you with The Importance of Being Earnest.
Theatre is the portrayal on stage the truths of our world’s reality—beauty, pain, laughter, fear, heroism, foolishness, tragedy, and joy. Even if that portrayal is an absurd one, plays can reflect our humanity. Students of drama learn self-discipline, teamwork, physical movement and stage presence. Family and friends are given the chance to laugh or simply be moved in a way that only theater is able to bring about.
This Victorian play gently jests at the societal mores surrounding love and marriage at the end of the nineteenth century. Our stellar cast embodies the characters with great charm, as we are taken into a story that shows just how silly people are. Add large hats, lots of muffins, and a happy ending, and you’re sure to love this play!
The Importance of Being Earnest first opened in London in 1895 and is considered the ultimate culmination of Oscar Wilde’s artistic career. The upper-class protagonist creates a fictitious alter-ego in order to escape his social obligations, but somehow ends up with more than he bargained for. Funny banter between the characters and improbable twists in the plot result in a preposterous story that is fun for the whole family. This popular work that has been continually revived and produced in movie form as well over the years.
Senior Sam Gilbert actually started his Drama career at Trinity as Algernon in The Importance of Being Earnest as an 8th grader. In this, his last high school play, Sam is Student Director and is masterfully portraying Algernon one last time. It has been truly wonderful to watch Sam hone his craft and grow into such a passionate and dedicated actor. His physical acting skills, attention to detail and ability to represent complex human emotion make him a brilliant example to the younger thespians. Sam has starred in Trinity plays for five years, and we will miss his talented portrayals once he is off to college.
Senior Lenya Goda rounds out her time on the Trinity Stage portraying the frightening Lady Bracknell. This disapproving character throws a wrench into the love-lives of the protagonist and his betrothed. She starred in Pygmalion as Eliza last Fall, and over the last few years has played a British housewife, a Matchmaker, a Shakespearian servant and a grumpy old lady. She again plays that role masterfully as wrinkles will once again adorn her face in Earnest.
Our brave Middle School cast members Luke Dart, Faith Gordon and Ben Hilpert are breaking into theatre with wide-eyed enthusiasm. It is exciting to watch the younger students learn stage craft and work on accents. Notably, four Freshmen make up a robust ensemble in the Drama program with lead roles in the Spring play. Caden Gerstenberger, Gabby Stonebraker, Laura Dart and Mariah Morgado are shooting stars on the rise and have certainly earned their time in the spotlight. These passionate actors have been in multiple productions and have a hunger for the stage. They are all growing in their acting and storytelling abilities and provide such promise to our program.
We hope you’ll join us for an evening of high farce and witty dialogue to support our actors, cast and crew. The Trinity Drama Department will once again venture onto the stage, bringing written words to life for your entertainment, having tirelessly prepared, adjusting each gesture and expression to bring out the nuances of Wilde’s most enduringly popular play.
Finding the Difference Part 4: On the Classics & the Gospel
Written by Mark Brians, 7th & 10th Grade Humanities Teacher
Where do we find our definitions?
In his masterful work on virtue, philosopher Alasdair McIntyre has explained how we “can only answer the question ‘What am I to do?’ if I can answer the prior question ‘Of what story or stories do I find myself a part?’”
In much of this discussion about the major differences which distinguish the classical Christian tradition from other modes of education (the IB Program in particular), we have highlighted how these differences come from differences of definition: what it means to be human, what the purpose of education is, and how to measure excellence. These definitions are, in some sense, like answers to the question above, “what am I to do?” The answers and definitions furnished by classical Christian pedagogy, which we have discussed, are born from a prior answer to a more fundamental question, “of what story or stories are we a part?”
To this question we offer a simple answer: we are a part of the Gospel story —God’s story. But God’s story is a large one, including within it, many smaller stories. In being a part of the Gospel story, we find ourselves inextricably inheritors of another story, the classical one (hence the term for our pedagogy, “classical Christian education”). In this final essay, we will examine what exactly we mean by this, and why this matters for school life.
What do we mean by “Classics” and “Christian”?
By “Christian” we refer to the Person of Jesus Christ as He is faithfully revealed in scripture. By this we refer, concomitantly, to the life and witness of the people of God in history and across the globe; and to the work of the Spirit of God in and through His Church.
By “classical” we refer to the collective wisdom and experience of the human past in general, with a particular focus on those of the West and Hawaii. This includes but is not limited to the histories, and names, and songs, and genealogies, and thoughts, and stories, and scientific discoveries, and skills, and practices, and knowledge, and moral lessons, and failed attempts at glory, and great victories; the living and dying of those people who came before us and gave us the now which we inherit by nature of being alive. We are the inheritors of a world that existed before we did, in the Gospel we are commissioned to be a part of the story God gave it.
Why does this matter for school life?
This may seem strange in an era that is deeply suspicious of words like “tradition” or “authority” and where the prevailing attitude in literature, philosophy, and history studies is purely critical (as opposed to receptive, attentive, grateful).
The problem, however with our culture’s deep resentment of authority and the past, is that it creates a vacuum in which nothing is called true except for inert “fact.” Roger Lundin incisively reveals what happens to a culture in the absence of these greater common authorities: “Instead of appealing to an authority outside of ourselves, we can only seek to marshal our rhetorical abilities to wage the political battles necessary to protect our preferences and to prohibit expressions of preference that threaten or annoy us.”
The observations of Clark and Jain is that “all education takes place in a context of a mythos (story), a logos (reason), and practices. Without a commitment to a tradition that establishes these, education is a drift from its moorings… and technological solutions alone will only protect us for a time.” Rather than balk against the notion of authority beyond the myopic present, we acknowledge, in the words of Michael Polanyi, that “no human mind can function without accepting authority, custom, and tradition: it must rely on them for the mere use of language.”
The classical Christian model of education begins its course by building a “robust and poetic moral education” grounded in the Gospel of Jesus and the wisdom of the classical tradition before moving to analysis or critique. This does not only help us to “get the facts” but enables us to array them within a life-giving framework by which we can work cooperatively, creatively and rationally towards critical thinking and thoughtful exploration. Instead of seeing the witness of history or the authority of the Gospel as foreclosures on human discovery, an ugly “gulf to be bridged,” we celebrate them as “the supportive ground of process in which the present is rooted.”
So far from eschewing the analytical, or “higher order”, categories of student performance, this bedrock, laid in the richness of the human past (“the classical”) under the genius of the Gospel (the Christian), actually produce the kind of vibrant academic community so many educators and families long for.
The Gospel is light, and in that Light, we see the light. Only within the fecundity of a historical witness and the Gospel that offers an authority beyond individual urges does reason truly flourish. As Gustav Mahler said, “Tradition is not the worship of ashes, but the preservation of fire.”
Why Speech and Debate Matters: Part 4
Written by Rachel Leong, Class of 2016
Ralph Waldo Emerson once said,
“Speech is power, speech is to persuade, to convert, to compel.”
I was terrified to take Speech and Debate. My heart leapt out of my chest, my knees would shake, and my palms would perspire every time I thought about it. A required class that involved arguing competitively? No thank you. Politics? That scares me. Waltzing around in suits in Hawai’i humidity? Hello, stress sweat.
However, once I got past my first tournament in Junior Varsity (JV) Policy discussing economic engagement with Cuba and medical tourism, I realized professional arguing was not as terrifying as I thought it would be. A few laughs here and there from not understanding political terms and pretending like I did made the process not only educational, but lighthearted and fun. From that memorable first round saying, “It’s for the children” multiple times in my concluding speech, I grew and was massively pushed out of my comfort zone all the way to the state tournament in JV Policy in my sophomore year of high school. After one year in debate, I tried my hand at the speech side of the forensics world and fell in love.
I competed in Dramatic Interpretation (DI), Humorous Interpretation (HI), Duo Interpretation (DUO), and Original Oratory (OO). These categories allowed me to play writer, director, choreographer, and actress all in one, with all the creative liberties I could dream of. Speeches ranged from acting out “Bridge to Terabithia” (DUO), to a consolidated version of my senior thesis (OO), to my Nationally-successful piece discussing “Society’s Lack of Authenticity and Fear of Vulnerability” (OO). I felt like I could convey whatever message I wanted to, in the exact way I wanted to. I could curate a piece that was mine.
Needless to say, I was completely hooked for my last two years in high school.
When I became immersed in speech, my aim was to put my entire heart into every single tournament and get that trophy. As the tournaments progressed, I was met with a different reason than success. My coach discussed with me how I was representing not just the school, but the morals and values of a Christian in a secular league. The way I was competing was not the traditional way to succeed in the NSDA, but regardless, I was doing well. I chose to refine skill, content, and wit rather than falling prey to the flash, crass, and cliché that was so easy to win with. I refrained from using any profanity or crude language in a category that thrives on that for success. This shocked multitudes of people who knew that Humorous Interpretation was not a category for many who proclaimed to be Christians. And through God’s will, I won the State title and competed in Nationals with a completely clean piece. Getting that far did not make logical sense. This was when I knew I was a part of something that was out of my control. I began to understand that my skills and abilities brought me to a platform where my role was larger than just little ole’ me.
While my knees still shook and my palms still sweat, I knew that the Lord would speak through however I performed. Terror became a trust in an understanding that this was what I was supposed to say, to this audience, at this moment. Junior year, I won 1st place in Humorous Interpretation, qualified for Nationals and 4th in Dramatic Interpretation. My senior year, I won 2nd in Original Oratory, qualified for Nationals, 3rd in Duo Interpretation and the District Student of the Year Award. While these titles can seem impressive, from the beginning I had learned that nothing I achieved was due to my own abilities. God was using my achievements as a platform for His light and His love.
"I began to understand that my skills and abilities brought me to a platform where my role was larger than just little ole’ me."
It was all for one goal. To embody, speak, and live out the values of Jesus in an otherwise obsessive, achievement-driven world—to speak truth in love (Eph. 4:15). Specifically, in Original Oratory, I found the Lord using me as a vessel for His truth. I worked hard, yes, but I knew that I had to do what He was leading me to do. I made it to the Top 60 in the nation in Oratory. Why? I wholeheartedly believe it is because the people in each of my rounds, leading up to that final room, needed to hear the words the Lord spoke through my mouth.
Fast forward to being a college sophomore, and I am no longer competing in Speech and Debate. Currently I am studying Organizational Communication, minoring in Sociology, and working as an Educational Programs Intern in the Intercultural Life Department, advocating for justice in faith, specifically in areas of racial reconciliation. I invested myself in these areas after seeing the empowerment of young leaders in the NSDA. These were world changers, 16- and 17- year olds, who were starting organizations advocating for women of color, those differently-abled, women in STEM fields, men not fitting the societal masculine mold, the hurt, the oppressed, the poor, the people God calls Christians to intentionally work on loving well. I garnered a heart for the marginalized and oppressed after the Lord “broke my heart for what broke His,” to speak out and remind followers of Christ that loving others does not mean avoidance of the hard and uncomfortable.
"I wholeheartedly believe it is because the people in each of my rounds,
leading up to that final room, needed to hear the words
the Lord spoke through my mouth."
On a daily basis, I use the skills I learned during my time in speech and debate for almost everything. Every speech I give with ease, every controversial conversation I think through cautiously and have the confidence to discuss it came from the long nights of drilling facts into my head, memorization and after-school meetings. Debate gave me the mindset and critical thinking to thoroughly examine life issues, instead of blindly believing everything I hear. Speech gave me a voice to speak out and stand for what I believe in. I would not, I repeat, would not be in this position if I did not have the confidence and tools Speech and Debate gave me.
Just like the characters in The Wizard of Oz, I feel like I gained a heart, brain, courage, and a home. Speech and Debate was by far one of my most favorite memories in high school, and equipped me best for taking on the world.
I will always be an advocate for the values and experience that speech and debate cultivates in students, and I believe that every high schooler will reap more than they realize. Everything that I have accomplished, every plaque, every trophy, every ballot—I attribute it all the Creator who has formed me exactly in this way for the purposes of furthering His Kingdom. His instilling of passions and abilities is only using me as a vessel and testament to His goodness.
“Now to him who is able to do immeasurably more than all we ask or imagine, according to his power that is at work within us, to him be glory in the church and in Christ Jesus throughout all generations, for ever and ever! Amen.” —Ephesians 3:20-21
A Class of 2016 alumna, Rachel Leong attended Trinity starting in 2008. Now in her second year at George Fox University, Rachel is an Organizational Communications major and Sociology minor. In the future, she hopes to possibly start a Christian non-profit or get her PhD in anticipation of being a Professor in Intercultural Studies (and own a dachshund).