Posts Tagged ‘june liu’

Testimonials

  • “The workshop helped me to feel comfortable writing about myself and to work through my ideas to see what would work. It proved to be a crucial way for me to figure out what was most important to me and how to express that to the colleges I was applying to in the most articulate way. I highly recommend it as learning experience.”
  • Sophia Toles
  • Martha’s Vineyard Workshop Attendee
  • Class of 2012, Friends Academy
  • Class of 2016, Princeton University
  • “David Dent does a great job of helping students come up with revealing topics of their very own to consider for their college essays. He takes the time that is needed to transport your child beyond the routine parameters of his/her thinking to get there.”
  • Lisa Boldt, Mother
  • Alden Boldt
  • Class of 2014, Berkshire School
  • Class of 2018, Union College
  • “When Cameron came to Write for the Future, he was at the bottom of his class in writing and literature. In about 26 sessions, he has gone from a bottom to an A. It is so exhilarating to see this work-in-action. David and Write for the Future have proven that what they say, they do. Write for the Future is a testament to itself. … Now my son can analyze things, he can write things; there are not words to express the things he has done since he has been working with Write for the Future...I would recommend Write for the Future offers to anyone. You are investing in your child’s future,… and you will see the outcome of the product. Write for the Future has done wonders for my son. On Sundays, he always looks forward to his session…. I think it’s amazing.”
  • Lynn King,
  • Mother of Cameron King,
  • Class of 2016, Elisabeth Irwin High School

The Choreography of My Dreams

By June Liu

juneAs I adjust my tutu backstage and stare down at my bare feet, the combination strikes me as odd. Doesn’t a performance of “La Esmeralda” always require ballet slippers? Can elements of ballet coexist with “Wild Dances,” a Ukrainian pop folk song––a far cry from Pugni? These unorthodox pairings are the result of a piece I choreographed in junior year that intersected ballet, jazz, and modern dance.

The creative risk-taking and the blending of disciplines exemplified in my dance mirror my versatile academic passions and how I hope to study them. I am drawn to the opportunity at Cornell’s College of Arts and Sciences to design my own curriculum so I can immerse myself in economics, film studies, and classical studies.

My career goals will require this wide breadth of knowledge. I am interested in going into film distribution and starting my own production company. I plan on partnering my limitless creativity with my strong critical thinking and quantitative skills to help film companies finance inspirational projects. I believe Cornell’s Economics program will help cultivate my entrepreneurial spirit.

Behavioral Economics as a field and class intrigues me. While perusing the “Memorable Courses” webpage, I was fascinated by a blurb written about how the class taught the student to consider human decision-making in new ways. As a filmmaker, choreographer, and journalist, I am constantly looking at what influences people’s decisions in order to portray characters and their journeys vividly. I look forward to also exploring decision-making in a quantitative manner. The education Cornell would provide me is unique because of the different contexts through which I can study economics. Not only would I gain a broad understanding in CAS by taking foundational courses, but I would also be able to explore cross-listed courses between CAS and ILR such as Labor Market Analysis, where I would benefit from hearing the perspectives of ILR students.

I recognize that to become a film distributor it is important to learn about the medium itself. I was excited to find that film courses at CAS are interdisciplinary, overlapping with departments ranging from American Studies in the class “Americans Abroad,” to Computer Science in “Computing in the Arts.” These classes would enable me to study the influence and creation of films through multiple lenses, enhancing my creativity and adaptability.

Film is exciting to me because, like dance, it is a space where I can experiment comfortably and take creative and intellectual risks such as blending genres. This past summer, I incorporated a light tone into a dramatic film I wrote and directed that explores a teenage girl’s body image issues. My portrayal of the protagonist’s transition from a quirky, happy-go-lucky student to an insecure self-harmer ended up being much more powerful than a flat depiction of her would have been. This experience reinforced the significance of fusing together different styles, such as comedy and tragedy.

I am also passionate about classical languages and civilization because these areas of study help me make interesting connections to present literature and current events; they provide wisdom on how to approach the future. While reading the play A Streetcar Named Desire in English this fall, I was one of few students who understood that the street called Elysian Fields was an allusion to a section of the underworld in Greek mythology. My seven years studying Latin allowed me to gain a more stimulating reading of the play. Due to the interdisciplinary nature of CAS courses, I know I will be able to apply what I learn in my classics studies to film and economic theories. Pursuing the broad and personalized course load that Cornell encourages would serve me well as my passions and career goals require many different skill sets and types of knowledge.

June, a 2014 graduate of the Nightingale-Bamford School, is currently a freshman at Cornell.

Challenging the Uneasy in Real Life and Fiction

Challenging the Uneasy in Real Life and Fiction

By June Liu

juneI stroll toward Phillip sitting alone on a sofa, and his red and puffy eyes startle me.

“He called me a faggot,” Phillip mutters.

“Who is ‘he’?”

“Ken.”

I first met Ken and Phillip the night before at a gathering in the Leopard Lounge of the Norwegian Gem Christmas cruise. The gathering seemed almost too good to be true. Eight teenagers began the evening as strangers and, within minutes, we were talking comfortably.

Phillip and I discovered we both love dance, and he invited me to ice cream in the dining hall. I was perfecting the swirl on my cone when Phillip tapped my shoulder.

“Can I tell you something kinda personal?” he asked.

My ice cream cone wobbled in my hand as I nodded.

“I’m bisexual,” he said.

“Cool!” I replied.

Yes, so cool to a New Yorker like me — a screenwriter and journalist in search of intriguing stories and characters. Yet, this story evolved beyond “cool” in complicated ways as my morals and values forced me to challenge Ken, who had also become a friend. It was easy for me to play the role of comforter to Phillip. However, confronting Ken, who attended a conservative Christian school in rural Pennsylvania, was emotionally demanding.

My heart raced as I approached Ken. I didn’t know what to expect when I entered Phillip and Ken’s story as a new character. I didn’t have lines prepared or any idea how the scene would unfold. I acted on my values of tolerance, sharing them with Ken. I also listened to him: “There aren’t any gay people where I come from.” Ultimately, I convinced him to apologize to Phillip. However on the cruise’s final night, Ken calls Phillip a faggot again. Phillip smashes Ken’s face into the elevator, telling me with a disturbing satisfaction: “He got what he deserved.”

I was saddened that my impact on Ken was so minimal, but learned that confronting controversy often produces complicated and unsatisfying results. A few months later, I volunteered to write a spoof about Mr. Smith, a controversial biology teacher, for the humor issue of the school newspaper. Some Nightingale girls objectified Mr. Smith, saying, “Oooh, his pants are so tight.” There was also a video on Facebook of him dancing at a school party. My piece touched on his clothing and dancing in a satirical way. The faculty advisors cut my article for “sexualizing a teacher.” The censorship outraged me since I did not find the article offensive. However, it occurred to me that my innocent joke was inappropriate to the advisors, due partially to generational differences. Likewise, I found Ken’s description of Phillip offensive, while those in Ken’s world may have found it harmless because of cultural differences. Through both experiences, I discovered I am one to consummately question and analyze, refusing to allow my frustrations to paralyze my explorations of what drives people to act.

Journalism and writing have grown to become my platforms for those explorations. Phillip and Ken emerged in my conscience when I penned a script in my screenwriting class a year later. My script follows a girl playing soccer on a boys’ team. Her teammate Gabe opposes her presence and humiliates her on the field. Although Gabe is the “villain,” I delve into the insecurities driving his actions. Ken partially inspired Gabe’s character. The two may seem despicable, but I tried to understand them by digging into the forces that motivate their actions. Similarly, a victim or “good guy,” like Phillip, can be motivated to do “bad things,” like smashing Ken’s face.

There are few easy rights and wrongs. Regardless, I still consider Ken’s comments to be troubling, think Mr. Smith would have enjoyed my article, and believe Gabe should welcome his new teammate. Moreover, I am driven by a passion to address the “uneasy” in real life or fictional universes.

June is a graduate of The Nightingale Bamford School and a freshman at Cornell.