If These Wings Could Fly
Chapter Eighteen
by McCauley, KyrieIn Chapter Eighteen of *If These Wings Could Fly*, the protagonist, Leighton, receives her progress reports and is dismayed to find a disappointing grade in her art class, a subject she had considered a refuge from her demanding academic schedule. Despite excelling in her other classes, the C in art feels like a significant setback, stirring frustration and self-doubt as she navigates the crowded school hallways. This grade threatens her carefully balanced routine, highlighting the tension between her academic aspirations and personal interests.
Leighton’s mood shifts when Liam, a charismatic and confident classmate, approaches her offering support and teasing her about the art grade. Their interaction reveals a budding connection, as Liam suggests tutoring her to help improve her art skills. Although initially reluctant and defensive, Leighton agrees, recognizing a desire to spend time with Liam outside of school. This exchange marks a subtle but meaningful moment of vulnerability and openness in Leighton’s character, as she tentatively steps toward new social possibilities.
The chapter also explores the social dynamics and pressures of high school life. Liam invites Leighton to a football game and a subsequent party, events she hesitates to attend due to her reserved nature and fear of losing control. Her internal conflict between wanting to be social and maintaining her sense of self is palpable. The narrative captures the complexity of teenage relationships and the challenges of balancing personal identity with social expectations.
Ultimately, the chapter closes on a hopeful yet cautious note. Leighton commits to meeting Liam for art tutoring on Sunday, firmly asserting that their interaction is not a date. This boundary underscores her determination to maintain her independence while cautiously exploring new friendships. The chapter deftly portrays the nuanced emotions of adolescence, blending academic stress, social anxiety, and the tentative steps toward connection and self-discovery.
FAQs
1. How does Leighton feel about her progress report, and what does this reveal about her priorities and self-expectations?
Answer:
Leighton is clearly frustrated and disappointed with her progress report, especially her C grade in art class, which she expected to be an easy, fun break from her more demanding subjects like AP English and Honors Calculus. This reaction reveals that Leighton values academic excellence and has high self-expectations, as evidenced by her strong grades in most subjects. It also highlights that she prioritizes her college applications and newspaper work over art, which she initially saw as a low-pressure class. Her frustration with art being difficult challenges her self-image and forces her to confront an area where she feels less competent.2. Analyze the dynamic between Leighton and Liam in this chapter. How does their interaction contribute to the development of Leighton’s character?
Answer:
The interaction between Leighton and Liam serves to expose a softer, more vulnerable side of Leighton that contrasts with her typical independence and self-reliance. Liam’s teasing and offer to tutor her in art provide an opportunity for connection beyond schoolwork, and Leighton’s hesitant acceptance shows her desire for friendship and companionship despite her guarded nature. Their banter and his persistence introduce a potential new relationship that challenges her usual boundaries, suggesting growth in her willingness to accept help and social interaction. This dynamic adds complexity to her character by revealing her internal conflict between wanting connection and maintaining control.3. What role does the theme of social pressure play in Leighton’s decision-making throughout the chapter?
Answer:
Social pressure is a subtle but significant factor influencing Leighton’s decisions. She feels the weight of being watched, particularly by Campbell and the bus driver, which adds stress to her interactions with Liam. Her refusal to attend the party, despite Liam’s encouragement, reflects her discomfort with typical teenage social scenes and a desire to maintain her own identity rather than conform. Additionally, her concern about the perception of their tutoring session as a date shows her sensitivity to social labels and expectations. This theme underlines her cautious approach to relationships and highlights the tension between wanting to fit in and staying true to herself.4. How might Leighton’s attitude toward art class serve as a metaphor for her broader challenges in the chapter?
Answer:
Leighton’s struggle with art class can be seen as a metaphor for her broader challenges with vulnerability, self-acceptance, and balancing different aspects of her life. Art, which she expected to be easy and enjoyable, turns out to be difficult, reflecting how her assumptions about herself and her capabilities are being tested. This difficulty parallels her hesitance to open up socially and emotionally, especially in her interactions with Liam. Just as she can’t work ahead or control art class easily, she also struggles with the unpredictability of relationships and social dynamics. The art class symbolizes the discomfort of confronting new territories where success is not guaranteed.5. If you were advising Leighton on how to approach her art grade and her relationship with Liam, what strategies would you suggest based on the chapter?
Answer:
I would advise Leighton to embrace Liam’s offer for tutoring as both an academic and social opportunity, recognizing that accepting help is not a weakness but a strength. Improving her art grade could boost her confidence and reduce stress, which might positively affect other areas of her life. I’d also suggest she communicate openly with Liam about her boundaries and feelings to avoid misunderstandings about their relationship, helping her maintain control while exploring connection. Balancing her priorities by setting realistic goals for art and social engagement could help her manage pressure and build resilience. Ultimately, leaning into support networks and being open to new experiences could foster personal growth.
Quotes
1. “I have a C. In art class. I buzz through the crowded hallways, hell-bent on getting out of school as fast as possible. I’m a drone bee, and the honey that calls me is a book and Lorde’s new album and pulling the curtains closed and lying on the shaggy carpet in my room.”
This quote reveals the protagonist’s frustration and emotional state upon receiving an unexpectedly low grade in art, a class meant to be a break from academic pressure. It encapsulates the tension between expectations and reality, setting the emotional tone for the chapter.
2. “‘I’m terrible at art,’ I say. ‘It was meant to be fun.’”
This succinct statement captures a key insight into the protagonist’s mindset—art as a refuge rather than a challenge—and highlights the conflict between personal interests and academic performance, a central theme in the chapter.
3. “‘Seriously, Leighton. I like art. I’m good at it. Like really good.’”
Liam’s confident declaration contrasts with Leighton’s self-doubt and introduces a dynamic of support and potential friendship. This moment marks a turning point in the chapter where assistance and connection become possible through shared interests.
4. “‘Stop being such a buzzkill, Leighton. Maybe you’ll actually make a second friend before you leave this school.’”
This internal thought reflects the protagonist’s self-awareness and social isolation, highlighting the emotional stakes behind her reluctance to engage socially. It underscores the chapter’s exploration of vulnerability and the desire for connection.
5. “His smile is the best thing. I feel like I could act stupid for that smile. The thought is sobering. I’m not that girl. I’m not going to forget myself over a boy.”
This passage captures the protagonist’s complex feelings of attraction, self-protection, and identity. It is a powerful conclusion to the chapter’s interpersonal tensions, emphasizing her determination to maintain self-respect amid emerging emotions.
Quotes
1. “I have a C. In art class. I buzz through the crowded hallways, hell-bent on getting out of school as fast as possible. I’m a drone bee, and the honey that calls me is a book and Lorde’s new album and pulling the curtains closed and lying on the shaggy carpet in my room.”
This quote reveals the protagonist’s frustration and emotional state upon receiving an unexpectedly low grade in art, a class meant to be a break from academic pressure. It encapsulates the tension between expectations and reality, setting the emotional tone for the chapter.
2. “‘I’m terrible at art,’ I say. ‘It was meant to be fun.’”
This succinct statement captures a key insight into the protagonist’s mindset
— art as a refuge rather than a challenge—and highlights the conflict between personal interests and academic performance, a central theme in the chapter.3. “‘Seriously, Leighton. I like art. I’m good at it. Like really good.’”
Liam’s confident declaration contrasts with Leighton’s self-doubt and introduces a dynamic of support and potential friendship. This moment marks a turning point in the chapter where assistance and connection become possible through shared interests.
4. “‘Stop being such a buzzkill, Leighton. Maybe you’ll actually make a second friend before you leave this school.’”
This internal thought reflects the protagonist’s self-awareness and social isolation, highlighting the emotional stakes behind her reluctance to engage socially. It underscores the chapter’s exploration of vulnerability and the desire for connection.
5. “His smile is the best thing. I feel like I could act stupid for that smile. The thought is sobering. I’m not that girl. I’m not going to forget myself over a boy.”
This passage captures the protagonist’s complex feelings of attraction, self-protection, and identity. It is a powerful conclusion to the chapter’s interpersonal tensions, emphasizing her determination to maintain self-respect amid emerging emotions.
FAQs
1. How does Leighton feel about her progress report, and what does this reveal about her priorities and self-expectations?
Answer:
Leighton is clearly frustrated and disappointed with her progress report, especially her C grade in art class, which she expected to be an easy, fun break from her more demanding subjects like AP English and Honors Calculus. This reaction reveals that Leighton values academic excellence and has high self-expectations, as evidenced by her strong grades in most subjects. It also highlights that she prioritizes her college applications and newspaper work over art, which she initially saw as a low-pressure class. Her frustration with art being difficult challenges her self-image and forces her to confront an area where she feels less competent.
2. Analyze the dynamic between Leighton and Liam in this chapter. How does their interaction contribute to the development of Leighton’s character?
Answer:
The interaction between Leighton and Liam serves to expose a softer, more vulnerable side of Leighton that contrasts with her typical independence and self-reliance. Liam’s teasing and offer to tutor her in art provide an opportunity for connection beyond schoolwork, and Leighton’s hesitant acceptance shows her desire for friendship and companionship despite her guarded nature. Their banter and his persistence introduce a potential new relationship that challenges her usual boundaries, suggesting growth in her willingness to accept help and social interaction. This dynamic adds complexity to her character by revealing her internal conflict between wanting connection and maintaining control.
3. What role does the theme of social pressure play in Leighton’s decision-making throughout the chapter?
Answer:
Social pressure is a subtle but significant factor influencing Leighton’s decisions. She feels the weight of being watched, particularly by Campbell and the bus driver, which adds stress to her interactions with Liam. Her refusal to attend the party, despite Liam’s encouragement, reflects her discomfort with typical teenage social scenes and a desire to maintain her own identity rather than conform. Additionally, her concern about the perception of their tutoring session as a date shows her sensitivity to social labels and expectations. This theme underlines her cautious approach to relationships and highlights the tension between wanting to fit in and staying true to herself.
4. How might Leighton’s attitude toward art class serve as a metaphor for her broader challenges in the chapter?
Answer:
Leighton’s struggle with art class can be seen as a metaphor for her broader challenges with vulnerability, self-acceptance, and balancing different aspects of her life. Art, which she expected to be easy and enjoyable, turns out to be difficult, reflecting how her assumptions about herself and her capabilities are being tested. This difficulty parallels her hesitance to open up socially and emotionally, especially in her interactions with Liam. Just as she can’t work ahead or control art class easily, she also struggles with the unpredictability of relationships and social dynamics. The art class symbolizes the discomfort of confronting new territories where success is not guaranteed.
5. If you were advising Leighton on how to approach her art grade and her relationship with Liam, what strategies would you suggest based on the chapter?
Answer:
I would advise Leighton to embrace Liam’s offer for tutoring as both an academic and social opportunity, recognizing that accepting help is not a weakness but a strength. Improving her art grade could boost her confidence and reduce stress, which might positively affect other areas of her life. I’d also suggest she communicate openly with Liam about her boundaries and feelings to avoid misunderstandings about their relationship, helping her maintain control while exploring connection. Balancing her priorities by setting realistic goals for art and social engagement could help her manage pressure and build resilience. Ultimately, leaning into support networks and being open to new experiences could foster personal growth.
0 Comments