Whimsical winter wordfest

Dancing has been important to Joselyn Winslow
’26 ever since she was young. Introduced to it by her
mother, Winslow has been dancing all the way until
and throughout high school, where she continues
to practice the art. At PHS, she not only dances for
the annual Black History Month assembly, but she
also continues to explore her passion for dancing
in her free time.

**What types of dances have you done?**

I did ballet for a really long time in high school,
but throughout my whole life, I’ve done hip hop,
tap, and contemporary dances.

**What is it like dancing for the Black History
Month assembly?**

It was really good to dance for the Black History
Month assembly, because I was dancing not only
for me, but I was also dancing for everybody
that’s [a part of] my culture. It’s also nice to show
other people my culture and our dancing style. To
prepare for the assembly, I practiced a lot in order
to achieve the tricks and moves.

**What does dancing mean to you?**

[Through] dancing, I am able to express myself
[and] be able to put how I’m feeling not in words,
but into my body … and also inspire others. It makes
me feel free in a different way and [allows] me to
show my feelings without being judged.

**How do you prepare for performances? How
do you normally practice?**

I usually stretch and listen to pump up music. I
would normally practice in a room that has [lots]
of space with a mirror. I’ve been practicing in my
room and literally anywhere.

**What is your favorite memory from dancing?**

I would say when I brought my best friend into
dancing. When I was a freshman … she wasn’t
really into dancing [before]. I think that was one of
my best moments to see her learn ballet.

**What are some challenges that you have faced
before, and how did you overcome them?**

A challenge I faced was just not wanting to go to
ballet practice. But, I have to understand that, this
is something that I do love, and it’s something that I
plan to do in the future, and I want to get better at.
So if I want to, I have to keep going at it.

**What do you consider the most challenging
about dancing?**

When you can’t get the counts, miss a step, or
mess up, [especially when] you’ve done it multiple
times. And technique is not too hard, but you can
do something perfectly well and then forget to point
your toes and have to redo it.

**What are your future goals with dance? Do you
see it continuing to be a part of your life after
high school?**

I know I’m going to focus on my major, which is
nursing and education. But I think that once I actually
have a secure job and money, I will become either a
dance teacher or a dancer again and have my own
studio. In college, I plan to pursue it in college as long
as it doesn’t interfere with my major.

**How has dancing changed for you over the years?**

I feel like dancing made me who I am today. If
I didn’t dance, I wouldn’t be Joselyn. I feel like it
sculpted me, in a way.
If you could share a piece of advice for rising
dancers, what would it be?
I would say, don’t quit, even if it seems hard or
annoying, [especially if it’s] what you want to do. It
makes you who you are at the end of the day. And I
think that you should keep pushing until you can’t
push anymore.

Student artist of the month: Joselyn Winslow ’26

The Princeton University Art Museum opened its doors
to the public at 5 p.m. on October 31 for the first time since
2021. The new 146,000-square-foot building has been five
years in the making and reopened on Halloween with a
completely new facility, built on the site of the old museum
that was demolished in 2021.

“I’m incredibly excited,” said Juliana Ochs Dweck,
Chief Curator for the museum. “We’ve been working on
this building for years, and I’ve been working on it in my
capacity as the chief curator for over six years now.”

The new building, completed in the fall of 2025, features
Princeton University’s art collection in a completely new
light. Largely designed by the principal architect David
Adjaye, the new museum is almost double the size of the old
museum. Beyond space, however, Dweck shared a vision of
creating a space of belonging for all the museum’s visitors.

“I hope that when the public comes, the building as
a whole meets people where they are,” said Dweck. “I
really hope that people find themselves and find works
that speak to them.”

Given that the collection has an impressive 117,000 pieces
of art, one of the goals for the new museum was more
space to feature the art. According to Stephen Kim, Senior
Associate Director for Communication & Information,
only 2 percent of the entire collection was previously able
to be featured in the old museum’s 2,500-square-foot space.

The new building also provides more than 12,000 square
feet for educational spaces, such as creativity labs, six object
study classrooms, two seminar rooms, and an auditorium.

The old museum’s structure had an upstairs featuring
Western art and a downstairs presenting ancient and nonWestern art. While the galleries upstairs were open and
received an abundance of natural light, the downstairs
galleries lacked these qualities.

“Unconsciously, there was an implied hierarchy as if we
were elevating the art of the West and somehow denigrating
the arts of ancient and non-Western art. [The new building]
radically moves away [from] any presumption of hierarchy,
[putting] every collection… on one floor,” said Dweck.

The new museum launched with a 24-hour open house
from October 31 to November 1. The open house included
events such as a Halloween fair, a costume contest, dance
party, movie screenings, trivia, and more. Additionally, the
new museum features two new inaugural exhibits.

The first, “Princeton Collects,” highlights works from the
over 2,000 artworks donated by alumni for the museum’s
new building. Most notable among them are works from the
artists Gerhard Richter, Mark Rothko, and Hans Hofmann.

“One of the qualities that the exhibition models is the
ways that art from across times and place can be presented
in dialogue with each other,” said Dweck. “We’re… modeling
the ways that we teach and learn with collections, which is
often by comparison and juxtaposition and conversation
across time.”

“Toshiko Takaezu: Dialogues in Clay”, the other opening
exhibit, featured the ceramic pieces of the artist Toshiko
Takaezu. A professor at Princeton University for almost 30
years, Takaezu pioneered the form of closed ceramic pieces,
positioning her as one of the eminent ceramic artists of the
20th century.

“[Takaezu] was able to get away from the sort of divide
that the art world has created between … craft and art,” said
Dweck. “Whereas the ‘Princeton Collects’ is taking this vast
encyclopedic look at collections and the pedagogic work
that they can do, this is a more intimate focus on a single
artist and a celebration of one particular form of materiality”.

The museum will continue to feature new special
exhibitions and galleries, hoping to feature betweensix and
ten special exhibitions each year.

“The installation for day one is set, but it will continue to
evolve and to sort of react like an organism to the people
who use the space,” said Dweck. “The real conversation
with our publics, which includes you and your peers and
students on campus, only begins when we actually open.” 

photo: Katherine Chen

Nine interlocking pavilions make up the structure of the Princeton University Art Museum building.

Princeton University Art Museum reopens after five years

With the start of another school year, yet another group of
sophomores are looking for ways to fulfill their community
service hour requirement. Many community services
programs are offered at Princeton High School, focusing
on topics such as tutoring, health, and the environment.
However, there are also a variety of arts community service
programs at PHS.

The Arts Council club provides an opportunity for
students to work together on projects such as decorations
for the school and cards for senior centers or hospitals. For
example, during the winter, the club puts up snowflakes to
heighten the festivities.

In addition, the club also collaborates with the Arts
Council of Princeton by volunteering at events and camps
that the council hosts.

“During camps ... we assist with cleaning, with [art] skills,
and just talking with the children. Children as young as
kindergarten all the way through middle school [come to the camp], and our goal is just to spread
art [to them]. A lot of the people that are
in the club are interested in art, and we
want to give back to the community,”
said Vanessa He ’27, one of the leaders
of the Arts Council club.

While the Arts Council club focuses
on giving back to the community, it also
brings together community at PHS.

“While we [work together], people
are also talking. And I think that’s also
another way for people to connect with
peers, not just the whole community
itself,” said He.

Another arts community service at
PHS is School Beautification. A newly-
formed club, their goal is to improve
the appearance of
PHS in order to create a more welcoming
environment for both students and teachers.“Art creates a welcoming environment
because ... abstract shapes and colors
usually inspire creativity among people
and individuals. Seeing art every day
makes the space look less monotone
and [industrial-like]. Instead, the more
creative, welcoming environment would
help students be more productive,” said
co-leader Lucy Wang ’27.

The club also hopes to expand the scope
of their projects in the future.

“I also hope that in the spring we are able
to collaborate with some other community
service organizations to hopefully plant
flowers, or [install] plant pots inside the
school,” said Wang.

The service project Make Your Mark
has a different approach to helping the community. Focusing on creating crafts such as jewelry
and clay keychains, the program donates all the handmade
crafts back to the Rise organization.

Rise, a nonprofit social support project based in central
New Jersey, helps the community through food pantries,
thrift stores, and educational programs. In addition to
making crafts, the club also organizes volunteering and
crafts events for the community.

“We plan to bring arts and crafts opportunities to our
community through hosting crafting events at Princeton
Public Library,” said Jessica Zhang ’26, a co-leader of Make
Your Mark. “We [also] organize volunteering opportunities
at [Rise’s thrift store], helping to work and manage the store.”

Overall, while the main purpose of each community
service project is to give back to the community, members
also find themselves connecting and bonding with each
other and the community.

photo: Katherine Chen

Vanessa He ’27 and Kenzie Miller ’27 talk to a student about the Arts Council club.

A guide to arts-related community service programs

On June 5, PHS hosted its annual End of Year Art
Exhibition. This exhibition has been a tradition for 25
years, with every art student receiving the chance to display
their best work. It is a large collaborative effort between art
teachers, students, and art clubs, who work throughout the
year to prepare pieces that showcase their artistry.

At the gallery, students showcased artwork media
including watercolor paintings, ceramics, printmaking,
installations, and sculptures. For students taking 2D art
classes, they mostly worked on illustrations and paintings.
Students on the 3D art track focused on artwork with
ceramics, plaster, wood, and textiles.

One of the biggest sections in the Numina Gallery
featured Studio Art 3D III students’ collection installations,
which involve creating art from a collection of various items,
such as aluminum cans and receipts. Another installation
in the exhibition displayed books made by students taking
the Art of Craft elective.

In recent years, the gallery has expanded to include not
only the Numina Gallery, but the art classrooms as well.
The 3D art program has expanded to triple its former size,
so opening the gallery to include the art classrooms helped
ensure that each student’s work was highlighted.

“Adding that extra room has helped house a lot of the
sculptures. And that evolution of actually taking a gallery
walk from one classroom to the next and then down to
Numina or the other way ... transforms the whole scope
of the exhibition,” said 3D art teacher Bridget Schmidt.

Aside from getting to see their work on display,
participating in the exhibition teaches students the value in
curating pieces for the collection, reflecting on the process,
and critiquing their work.

“Being able to critique your own work and decide what’s
most important to actually display and put out there to
a bigger audience is really an important life skill,” said
Schmidt.

For some students, the process of creating these pieces of
art for the exhibition was a way to express their emotions
and past experiences, even delving into parts of themselves
that they had previously forgotten.

“When it was COVID, I had a really bad depression. [My
installation is] just a bunch of random things that I kind of
fell in love with again [after the pandemic. But] then there’s
still some black fragments throughout the piece. And to
me, that kind of symbolizes [that] there’s always gonna be
dark times in life, but it’s the rest of the things around it
that really makes life worth living,” said Anya Haeberli ’25,
an artist who worked on a personal installation.

Some students used the exhibition as a place to connect
their favorite stories and hobbies, which helped to bring
their passion to life.

“My installation was very much inspired by one of the
classic science fiction movies. Sci-fi has meant a lot to me
since I was very young; I think it represents this certain
kind of optimism. So I wanted to sort of pay homage to this
genre that has meant so much to me, and all these classics,”
said Ann King ’25, an art student with an installation in the
show. “I feel like I’ve uncovered something really wonderful
from my childhood that I wouldn’t have otherwise without
this installment.”

However, one of the main challenges that students faced
was the time constraint. Though students may have had
numerous ideas about what to include in their art pieces,
there simply was not enough time to incorporate it all.

“I think, for all of us, the installations are something that
we really want to put our everything into. So ... I want it
to be fully realized in my vision. And I know I don’t have
the time for that, especially with everything else going on
right now. So it’s like even though you present something,
it’s not fully finished,” said Haeberli.

Through the exhibition, the teachers hoped to not only
showcase their art students’ talent, but also to celebrate
their hard work.

“The biggest part [of the exhibition] is that [the artists]
get to see their work on display, which is a big part of the
art process ... Having your art displayed and performed is
kind of the end of the creative process. So it’s really good
for them to celebrate their hard work,” said 2D art teacher
Matthew Pembleton. “[The exhibition] is another example
of the diversity of our school and [the different] ways of
celebrating student achievement beyond academics, beyond
athletics, beyond other clubs and accomplishments.



Charlotte Regnault ’27 looks at the Numina Gallery
exhibit with her mom.

PHS artists showcase their talents with end-of-year art show

As spring unfolded across Princeton, the halls of PHS
choir classes were alive with the sound of preparation.
Singers found their harmony as the choir groups performed
their annual Spring Concert at the Performing Arts Center
on April 24. A total of nine groups participated in the event,
including five choral ensembles and four student-run a
cappella groups.

This year, the program featured a variety of genres and
styles, including pop, folk songs, and musical theater. The
five choir classes performed folk songs in different languages
while each ensemble and a cappella groups presented two
selections. The concert also included international music,
such as an Indian raga, an American spiritual, a Japanese
folk song, an Italian pop, and a British song.

“We do a lot of
experimenting with
different styles, and
that’s what makes it
really interesting,” said
Mia Dunlap ’26.

The singers started
preparing for the
concert around two
months before the
concert. The choir
classes rehearsed for
their performances
during class or solo
work with choir
teachers Vincent
Metallo and Sarah
Pelletier while the
student-run a cappella
groups selected their
own repertoire and
rehearsed outside of
school.

“We started preparing for the concert in mid to late
February, choosing selections for all the groups and
immediately diving into breaking them down and working
on all the components,” said choir director Vincent Metallo.

The diversity among the songs excited the singers as they
rehearsed and performed their musical journey through
their songs.

“Through the preparation for this concert, I’ve learned
variations in singing style that are included in [the] different
signs that we are singing, [and] the different styles that
we’re singing. It [has] expanded my skills in being able to
sing,” said Benjamin Caswell Klein ’27.

The tight schedule and the lack of enough time had
sometimes put the groups into challenges that they had
to overcome.

“Consistency is key,” said Metallo. “Some days they sound
great, and others, their voices are a little raspy or they’re
not as focused. But we encourage them to always strive to
take their performances to the next level.”

With much dedication and hard work, the PHS choir
groups hoped that their audience came away from the
concerte feeling uplifted.

“I’m hoping that they feel inspired to learn more about
the musical traditions that we [sang] for them [and] I hope
they derive some joy from hearing our beautiful singers,”
said Klein.

Besides highlighting the musical range of the PHS choir
program, the concert also offered a space for students across
grade levels and experience levels to perform, collaborate,
and connect through music.

Photo: Julia Li

PHS Choir performs at the Choir Spring Concert in the Performing Arts Center,
accompanied by pianist and choir teacher Sarah Pelletier and conducted by Vincent Metallo.

Musical variety at the spring choir concert

A day of spreading music and bonding with your band
and vocals members: that’s exactly what the National Jazz
Festival (NJF) is about. Every year, the PHS Studio Band
and PHS Studio Vocals compete with high school musicians
from across the country in the NJF in Philadelphia. This year
on March 22, Studio Band and Studio Vocals musicians took
part in a full day of jazz performance at the Pennsylvania
Convention Center in Philadelphia.

This year, Studio Band played three songs: “It Don’t Mean
a Thing” by Ella Fitzgerald, a fast swing song; “Decoupage”
by Stan Kenton and His Orchestra, a slow ballad; and “Heat
of the Day” by Pat Metheny Group, a song with many time
signature changes. By choosing a combination of diverse
genres, Studio Band showed off their range as musicians. The
bands and Studio Vocals began preparations for NJF as far
back as January. After deciding on three songs to play, they
moved on to finalizing and rearranging solos throughout the
song, ensuring that they were able to fit within 20 minutes,
the time alloted to them by the competition.

Joseph Bongiovi, the Studio Band director, led the band
in weekly rehearsals on Wednesdays from 6:30 to 9:30. In
addition to rehearsals each week, Studio Band practiced
by recording hour-long sectionals, where they practice
together to build for coherence and collaboration as a
group. Though the preparation was demanding, it helped
the students grow as musicians.

“The competition kind of forces you to put your best
self forward [and] shows you what [you’re] capable [of]
and what you can actually do if put under pressure,” said
Naomi Carroll ’26, a singer in Studio Vocals.

Aside from providing a platform for competition and
music, NJF also promoted bonds between musicians from
across different schools and between band members.
Competitions like NJF radiate a sense of camaraderie,
creating an atmosphere where band members can enjoy
playing music and pursuing their passions together,
regardless of their preceding relationships.

“There have been times when I’ve seen people [from
other schools] just get into a group and start jamming out
in the instrument storage room. Even though they are from
completely different places, [and] none of them know each
other, they’re just there to have fun,” said Thomas Basso
’27, a clarinet player in Studio Band.

“To me, band is like a big family. I feel like [it’s] a lot more
like a tight knit community, so you see recurring faces at
festivals, and you know certain judges who you’ve seen
over and over again, and certain teachers in certain high
schools. There is a sense of [family and] a big community.”
said Carroll.

Photo: Katherine Chen

Jazz Ensemble members Emil Kapur ’27, Stella Wolsk ’26, Sean Wilton ’25, Shawn Elwood ’26, Adam Greenberg ’26, Donovan Vaccaro ’25, Isaac Son ’27, Mia Abrams-Sartor ’28, Avyaya Srivastava ’28, Blake Kearney ’28, Lucas Martinetti ’28, Nicholas Kopaliani ’26, Ian Lee ’28, Florencia Curchitser ’25, and Michael Chorba ’27 practice “The Gathering Sky” by Pat Metheny Group


Studio Band and Studio Vocals compete in the National Jazz Festival

Fasting is the main tradition observed during the month of Ramadan. During the daylight, Muslims refrain from food and drink while going about their normal activities. Before dawn they eat light breakfast called suhur, and at sunset they break their fast with a special meal called iftar that traditionally consists of just a few dates and water. Finally, after performing the sunset prayers, the
family sits down to eat dinner, the first substantial amount of food they’ve had for the entire day. However, not everyone is expected to fast. Young children, pregnant women, the sick, and the elderly are all exempt from taking part in fasting.

Although forgoing food and water for an entire month seems counterintuitive, fasting has many spiritual meanings for Muslims. Ramadan, the ninth month of the Muslim calendar, is considered the holiest month of the year for Muslims because it is believed that the Holy Quran (the central religious text of Islam) was sent down from heaven as a guidance for all. Therefore, Muslims fast
during Ramadan as a form of spiritual discipline, bringing themselves closer to God, as well as empathizing with the less fortunate. Since Ramadan is a time for charity, mosques also hold food drives and or fundraisers for the less fortunate. During Ramadan, Muslims gather for five daily prayers to God. In addition to these, they also gather in mosques for a special nightly prayer
called Taraweeh, in which the Quran is recited.

This year, Ramadan begins on February 28 and ends on March 29. After Ramadan ends, Muslims celebrate with a day of festivities, known as Eid al-Fitr. During Eid, children traditionally receive many gifts, including new clothes or money from parents and relatives. On the morning of Eid, a special prayer and sermon is held, followed by a large community celebration. Families spend the day socializing, reuniting with old acquaintances, not to mention eating. Though Ramadan is the month of fasting, Eid is the day of celebrations and eating. Many different types of dishes are served during the community gathering, ending the month with a huge feast.

 After a long day, many often look forward to the delicious and traditional Pakistani dish chaat: a dish that consists of a mix of chickpeas, tangy tomatoes, onions, and tamarind, and a variety of spices to add flavor. It’s nourishing, full of protein, warm, just a little spicy, and really hits the spot when you’re hungry. 

Ingredients:  
1 tablespoon of ghee (clarified butter)  
4 cans of chickpeas (drain out preservatives before using)   
1 can of tomato sauce  
2 raw tomatoes, diced  
2 green chilies, diced  
10 fresh curry leaves  
4 cloves of garlic, finely chopped  
1 chopped onion  
1 ½ teaspoon turmeric  
1 teaspoon red chili powder  
1 ½ teaspoon salt  
1 ½ teaspoon ground cumin powder  
1 ½ garam masala powder  
¼ cup tamarind paste, dissolved in water  
1 bunch of cilantro, chopped  
½ onion, finely chopped  
2 green chilies, chopped   

Instructions:  
1.Take a medium sized pot or deep frying pan and let it sit over a medium-heat
flame.  
2. Add in the ghee and let it simmer for 30 seconds.  
3. Add in the onions and curry leaves, and let simmer for three to four minutes.  
4. Add raw tomatoes and fresh garlic, and stir for two minutes.  
5. Add all the spices.  
6. Sautee everything for one minute.  
7. Add tomato sauce and chickpeas, stirring until evenly mixed with the sauce.  
8. Close the lid and let it simmer for around 20 minutes, or until the chickpeas are soft and the sauce is darker.  
9. Garnish with fresh cilantro, onions, and green chilies.  

Ramadan recipe: chickpea chaat

PHS Choir performed this year’s holiday POPS! concert.
In collaboration with Broadway singer Andrea Ross and
the Princeton Symphony Orchestra, allowing audiences
to enjoy repertoire from various ensembles.

Since 2003, PHS Choir has been performing at the annual
POPS! concert with the Princeton Symphony Orchestra,
giving generations of choir students the opportunity to
perform with a professional orchestra. Previous vocalists
included Morgan James, Janet Dacal, and Laquita Mitchell,
as well as the New Jersey Tap Ensemble, a non-profit
professional tap dance group.

“[The concert was] so popular that it was sold out
with standing room only. So now they’ve added a second
performance in the last three years,” said Sarah Pelletier,
a choir teacher at PHS.

Assembled by Princeton Symphony Orchestra, this year’s
program deviates from their usual classical repertoire,
featuring lighter, longtime holiday favorites such as “Santa
Claus is Coming to Town.”

 “[The program] is a combination of holiday songs, festive
songs, mostly pop and jazz and traditional carols with
cool arrangements,” said PHS Choir director
Vincent Metallo.

In addition to classic holiday tunes, the
song selection featured iconic Christmas
soundtracks, such as “Believe” from “The Polar
Express” and “Somewhere in My Memory”
from “Home Alone”.

“I really like “Somewhere in My Memory,”
said Raima Srivastava ’25, a member of the
PHS Choir. “In the movie [there are] a bunch
of children singing, and it’s kind of like us. It
sounds really cute [and] beautiful, and I really like the way
the conductor conducts it.”

A tradition of the concert is for the audience to singalong at the end. Not only do the choir students get the opportunity to lead, the audience is also able to feel truly
engaged.

“I hope that the audience enjoys the music, and [that]
it’s an experience,” said Marcus Strum ’27, who’s a member
of PHS Choir.

The event joined the singers together in holiday spirit,
and provided learning experiences for the choir students.

“[It’s an] absolutely great experience for our kids to sing
with a professional orchestra. Most schools don’t ever. [It’s]
been really great [and it] teaches them a little bit more
about performance etiquette, what it’s like to collaborate
with professionals,” said Metallo.

The different interpretations of the music between the
choir and orchestra allowed them to collaborate, building
off of each other.

“It’s really cool to just kind of go off of the
orchestra because they do the pieces a little
differently than how we rehearse them in
choir,” said Srivastava. “Sometimes I watch the
orchestra perform and I’m so encapsulated by
how they perform that I just forget to actually
try when I sing, but they’re really good every
year that we perform with them.”

In coming together with Princeton
Symphony Orchestra and Andrea Ross, the performance
allowed for a blending of various vocal ranges and
instruments.

“We’ve worked really hard on it,” said Jenna Stucky ’25,
a member of PHS Choir. “We often rehearse [as just]
sopranos [and] altos. More recently, we’ve been coming
together … and it’s just super cool to see all those voices
coming together and [the] people in choir this year. So I
love hearing everyone’s voices together.”

PHS Choir performs Holiday POPS! concert with Broadway singer Andrea Ross

From colored pencils to acrylics, Cynthia Zhou ’25 creates art using various mediums.
Since seventh grade, she has learned to translate her personality into her art style. Besides
drawing as a hobby and gifting paintings, Zhou is a member of the art studio Keke Studio,
and co-president of the Numina Gallery. Over the course of her artistic journey, Zhou’s
former art teacher and younger sister have become her inspirations.

**What made you interested in creating art?**

I was always self-taught when I was younger. I really liked to doodle in class [and] I
think that’s really my biggest thing. I liked comics a lot, so I read a lot of Webtoons and
stuff like that growing up. I think the main reason why I
started learning was because originally I wanted to draw
web comics ... Later on, I realized that, honestly, [art is] just
really calming, and a [way for me to] express myself.

**What is your artistic process?**

I think it depends for the most part. I have a bank of ideas
[that I think] about. Usually, I [use] the best idea and then
pick a color scheme [for the piece]. I’m into really random
colors mixed together to create really vibrant pieces ... My
idea, and then the colors that I want to incorporate ... are
the [two] things that I always decide before drawing and
then I usually sketch it out. Right now, I’m doing a lot of
acrylic. I start with the base colors [and] the face first. I get
very excited to do certain parts, so I skip around, and focus
on one specific part, really in detail, [then I] skip over to the
next part. I don’t do the full thing all at once.

**Have you ever felt like quitting art because of challenges that you faced?**

Yeah, I think in eighth grade, I went through a really hard time with my life during
COVID. I would rip up my drawings and stuff like that because I just would take my anger
out on art. I really wanted to just stop [doing] art, because I didn’t feel like myself. Because
art was such a big part of myself, I thought that was the issue, and I just wanted to quit.

**What made you continue art?**

My sister was especially [helpful]. She taped all my drawings back up together, which
was really thoughtful. And I think I eventually just got over it. I came to the realization
that I really love drawing and I can’t stop.

**What were some goals that you had when you
started and how have they changed over the
course of your journey?**

I think my original goal was ... to do something
big, like draw a Webtoon or enter a competition and
win something massive. But I think because I wanted
that, I had to follow this very structured art type. But
honestly, I think throughout the years, I realized that
I don’t want to draw this very standard type of art. I’ve
been exploring with a ton of different crazy ideas that
I get from my head. I really love writing with art too.
I think originally I did not want to write at all with
my art, but now I just like to tie those two together.
But I don’t really have a huge goal. [I] just like to do
[art] for fun.

Cynthia Zhou ’25 finds strength through art

The PHS Numina Gallery celebrated Hispanic Heritage
Month between October 9 and 17 with an exhibition
that showcased a diverse display of Hispanic cultures.
The exhibition featured many artifacts from different
Spanish-speaking regions, including Central America,
South America, and the Caribbean.

Hispanic Heritage Month is a national celebration
observed from September 15 to October 15 to celebrate
the diverse contributions of Hispanic-American citizens
to the United States.

“[The Numina Gallery exhibit] provides a vital platform
for Latino students to express their voices and pride in their
culture,” said Martha Hayden, a Spanish teacher at PHS.

In addition to displaying student’s culture, the event
also brings together people from across the community.

“[In the other months] we usually do art showcases …
this exhibition, [however], is a more [broad] and cultural
exhibition, which makes it special because we are not
showcasing specific artworks of art students … [instead]
we are bringing in projects and cultures from Spanish
students and from different clubs,” said Cindy Zhou ’25,
co-president of the Numina Gallery.

The centerpiece of the exhibition, the Día de los Muertos
(Day of the Dead) ofrenda, displayed traditional offerings
given during a reunion with the dead, such as candles,
flowers, and photos of deceased loved ones. The exhibition
also presented poems related to immigration, traditional
clothing from several regions, and güiro frog instruments.
Camila Del Castillo, a Spanish teacher at PHS and the
main organizer of the Numina exhibit, was pleased to see
the reactions of parents and students on the opening night
of the exhibition.

“The Hispanic kids that came and saw things from
their country loved it. They saw the altar or the Día de los
Muertos ofrenda, and they connected with things they
have learned,” said Del Castillo. “People visiting and being
happy to be there [is] when I feel the proudest.”

The preparation process lasted two weeks and involved
the collaboration of many different people, including
students, teachers, and even supervisors.
Spanish teachers and students did most of the work,
while Numina Gallery members mostly assisted in putting
up pieces, podiums, and lighting.

“The Spanish classes would come and help, and during
our free time we would listen to their ideas and help
incorporate our knowledge about the gallery to help with
the setup,” said Zhou.

The Latinos Unidos club was a significant part of the
exhibition, sharing Hispanic traditions through music and
visuals. Brian Donis ’25, the club’s vice president, helped
plan and set up the event, along with other students.

“The students helped us carry out the projects and events,
but all in all, there is no difference from being a student
leader and being a student in the club [because] we all
came together as one community,” said Donis.

Students and teachers each had different roles in the
preparations for the exhibit. The Spanish teachers, created
themes such as geographical and cultural regions for each
of their respective classes to focus on. The students then
researched these regions and designed posters to display
on the walls of the gallery.

While preparing the exhibition, students and teachers
faced many challenges, such as planning and coordination.
“Finding the time is the most challenging. It’s hard
because you’re still teaching, [and the Numina exhibit] is
not your only job,” said Del Castillo. “Kids are in school,
so I can’t pull them out of class to [help], and after school
everybody has things to do.”

The preparation process is different every year, as
although the Hispanic Heritage exhibition is designed
to display Hispanic culture, its theme changes from year
to year.

Last year’s focus was more on celebrations, while this
year the exhibition focused on spotlighting specific people
and countries. However, while the focus of the exhibition
changes annually, the goal remains the same: to celebrate
Hispanic Heritage Month and showcase the diverse cultures
spread across Latin America.

“We even [had] the Chinese teacher bringing in her
kids and the Italian teacher bringing her kids and making
comparisons between things that we have, like the fans and
different artifacts,” said Del Castillo. “We compare, but to
highlight our similarities."

The Numina Gallery exhibition showcases Hispanic traditions

This year, on September 27, Spectacle Theatre’s Cabaret Night at Princeton High School kicked off the academic year with a variety of performances. Held at the Black Box Theater, this annual event serves as a creative showcase for students to express their artistic talents. The event is not only a set of performances, but also a celebration of artistic expression and the PHS community spirit.

“[Cabaret Night] is just a way for us to start the year with a performance that gathers everyone together. The ticket sales will be a fundraiser for Spectacle Theatre,” said Julianna Krawiecki, PHS’s drama teacher. “[The fundraiser will] go towards the expenses throughout the year, [such as] helping pay for costumes, buying paint and lumber to build set pieces, or the rights to the shows that we do throughout the year.”

Luke Gitterman ’25, the House Manager and co-emcee for Cabaret Night, expressed his excitement for the evening.

“We do this opening Cabaret Night every year, usually at the end of September. It’s a fantastic way for everyone to come back and show off their talents, whether they’re returning students or newcomers,” Gitterman said.

Gitterman, along with Noa Zacks ’25, the President of Spectacle Theatre, introduced each act during Cabaret Night, while keeping the audience engaged. Additionally, Gitterman’s responsibilities included managing tickets and organizing the theater, while Zacks helped to coordinate the performance schedule to make the event transition smoothly.

Cabaret Night has become a cherished tradition at PHS, evolving over the years and becoming a highlight of PHS’s arts calendar. This year’s event featured a variety of performances, including scenes, songs, and monologues, that highlight the hard work of the Spectacle Theatre.

Preparation for Cabaret Night began early in the school year. The performers started by choosing what they were going to present to the audience.

“The cabaret night is nice, because you get to pick your own material and really do what you want. If there’s a song you’ve been yearning to sing or a monologue you’ve been learning to yearning to perform, Cabaret is your time to just do what you want, because you don’t always get those opportunities,” Zacks said.

“There were monologues and scenes and songs, and unlike the productions we do at the school, it’s kind of like everybody brought their own little thing to the table,” added Anna Kaufman ’26.

After pieces were chosen, there was a long process of rehearsing and working with Krawiecki on refining their performances.

“I work with my voice teacher and my acting coach on choices both vocally and physically to really try to embody the character and immerse myself in the world because we don’t have a set or costumes so we just need to make the world around us,” Kaufman said.

Spectacle Theatre officers have the most work to do, because they handle all the logistics, while also running the lights and sound during the event.

“The officers advertise it to the community and offer the opportunity to more students. They help put together the repertoire, the accompaniment list, [they] schedule when people are going to come in and do a rehearsal, and design a poster and a program,” Krawiecki said.

While the Spectacle Theatre’s routine school productions have a lengthy audition process, Cabaret Night allows any student to perform, as long as it’s related to theater.

“I really wanted to do a duet with my close friend It’s our junior year we only have one more chance after this cabaret,” said Kaufman, who sang “In a Crowd of Thousands” from “Anastasia” with Konrad Hedges ’26.

“A lot of it is just you do it with your friends, and it’s a great way to build community and get to know people that you don’t,” added Zacks.

“It’s a lot more laid back, and it really bridges this connection between the community, people that love theater, and the actors. All of the other shows [are] very organized; there’s not a lot of connection with the audience other than the story that’s being told. The audience gets to know you. You get to know your audience based [on] how they react,” Zacks said.

During Cabaret Night, students also have more opportunities to demonstrate their leadership skills, instead of simply following a teacher’s directions.

“For [other Spectacle Theatre productions], they’re teacher-led. [However], for Cabaret Night, the club leaders lead the whole event,” said Krawiecki. “I’m there to help them get from point A to the finish line, but it’s overseen by the Spectacle Theater officers.”

Konrad Hedges ’26, a performer at Cabaret Night has expressed his appreciation for the event. “[Cabaret Night] is nothing but support and love, and you get to share your talent and really just have fun in a group of people that will support and nurture the talent that you bring to the Cabaret,” Hedges said.

Spectacle Theatre's Cabaret Night: a chance for student expression

Even before the school year begins,
frustration abounds over scheduling. Emails
and students fly into the counseling office
during the first few weeks of school, all
scrambling to switch in and out of classes.

Student scheduling ensures that students
have access to the courses they need for
graduation, while maintaining balanced
class sizes. An effective system helps in
optimizing the use of school resources,
aligning teacher availability with student
needs, and accommodating individual
student requests.

At PHS, it involves a wide range of staff,
including the administrative team, which
consists of the principal, assistant principals,
and the counseling department.

The process begins with reviewing and
modifying the previous year’s Program of
Studies. The curriculum office, the School
Board, Principal Cecilia Birge, and John
McMichael, supervisor of the counseling
department, collaborate on this task starting
as early as October of the previous year.

“October is the time when we begin
to review every single course and say: Is
this outdated? Is there a new thing that
we can add in? Do we need to hire a new
teacher? Do we have the expertise? Maybe
some teachers have a certain passion that
they want to develop in a certain course.
So there’s a lot of reshuffling, refining and
redesigning,” Birge said.

Afterward, beginning in February and
March of the previous year, students and
families submit their course requests. This
data is collected and analyzed to determine
the number of course sections needed.

At the end of April, the supervisors send
the data to Birge and the assistant principals,
who work to create all the students’
schedules. After students and parents
finalize their requests in June, the counseling
team enters the data into Powerschool’s
scheduling algorithm throughout the
summer, fitting students’ requests into the
master schedule. For this year’s scheduling
cycle, Assistant Principal Lauren Freedman
served as the “master scheduler,” managing
staff scheduling and assigning teachers to
courses and classrooms.

Throughout these few months, while
administrators work more on building a
master schedule, counselors meet with
students to help them make course requests
for the next school year.

“We want to make sure that every kid
makes informed decisions. We’re also
tracking each student’s graduation progress
and helping them think about post-high
school as well,” said counselor Meghan
Brennan.

After schedules are finalized and released
to students and families towards the end of
August, the counselors revise any errors or
course changes, beginning in the first week
of school.

“We collect all the schedule change
requests on a Google Form. We do that to
address all requests in a fair and equitable
manner,” Brennan said.

In the time between when schedules
are released and the first day of school,
scheduling changes are restricted exclusively
to freshmen with scheduling errors. Then,
in the first week of school, all other grade
levels are also permitted to schedule changes
in the case of errors.

“For the first few days of school, we don’t
allow schedule changes unless there is an
error. And there’s a few reasons for that,
one of which is so that students will try out
the class. A lot of times, students request a
class change, they spend three days in the
class, and then they realize they want to
stick with it,” Brennan said.

Finally, during the second week of school,
elective, course level, and free period change
requests are granted. These are often more
complex than finding a simple swap between
periods through friends or scheduling tools
such as Saturn, an application that allows
students to visualize their schedules.

“What Saturn doesn’t know is [there are
class] caps. You might say, I just want to flip
and move in, but what if they’re all filled to
the brim?” McMichael said.

In addition, some course requests might
be irreconcilable.

“You might request eight classes, but two
of them are [what] we call singletons. There’s
only one period of each and they’re at the
same time. You can’t be in two places at
once, so you’ll have a hole in your schedule
and end up with a free,” McMichael said.
In order to allow for more scheduling
flexibility this year, P.E. and science classes
were uncoupled. Previously, the two classes
were linked to allow for the P.E. class to be
replaced by a free period and lab period
once every schedule cycle.

“There were less issues this year because
there [were] more variations that the
computer could utilize,” Brennan said.
Brennan emphasizes the importance of
prioritizing mental health, maintaining
balance, and planning ahead while
navigating this process.

“We also want to think about what
[students] want to do post high school, so
that they’re setting themselves up for success
in taking classes that will help them reach
those goals,” Brennan said. 

Tower Investigates: How does PHS schedule classes?

On May 23, the Princeton High School Orchestra embarked on their 2024 European tour led by PHS Orchestra conductor Robert Loughran. They landed in Milan, Italy after a long flight, and traveled to Venice over the next few days. There, they performed in a music festival at Riva del Garda.

After the music festival, they ventured into Verbier, Switzerland, where they played in two concerts for primary school students. The orchestra finished the tour in Paris, France, where they performed at Lycée International Saint-Germain-en-Laye school and Église de la Madeleine.

Loughran’s goal for the tour was to reach a variety of audiences with the contrasting repertoire the orchestra prepared, bringing together audiences from different cultures and backgrounds.

“[We played] a lot of pieces ... close to twenty ... I [was] definitely most excited about the movie theme songs,” said flutist Emily Leng ’27.

Other soloists in the orchestra, along with two vocalists, Reva Doshi ’24 and Nicole Lee ’26, played significant roles in uniting individuals through music.

“[We featured] some soloists, like Audrey Kang [’24], and Sunjun Jo [’24],” said Loughran. “[They also did a piece together] called ‘Schindler’s List’ from John Williams.”

To successfully execute the iconic melody from the film, the orchestra had to focus on conveying the beauty of the sorrowful sound.

Another soloist featured in the repertoire is oboist Amanda Sun ’24, who performed the main melody in “Gabriel’s Oboe.”

“It’s from a movie called ‘The Mission’,” said Sun. “It’s very lyrical and I [liked] the orchestra’s parts as well.”

This lyrical style [contrasted] with the music from “Schindler’s List,” reflecting the orchestra’s variety of compositions.

The orchestra’s trip to Europe was not only a musical experience, but also a memorable opportunity for the musicians to bond, meet new people all over the world, and explore various cultures.

“The cuisine ... between all those three different regions [was extraordinary],” said Loughran. “[As well as being] able to maximize the potential of trying new things and savoring new tastes.”

The European tour was a chance for members to venture into newfound attractions and places, exploring various cultures.

“[I was] just super excited to be in Europe because [I had] never been [to] Europe,” said Leng. “[We saw] Moulin Blanc [in Switzerland].”

In addition, the orchestra had the opportunity to explore multiple historical sites, such as the West Bank of Paris where Ernest Hemingway lived, and a French chateau.

“It was so interesting to explore places with such rich cultures and histories,” said violinist Meghna Myneni ’25. “The trip really opened my eyes to different ways of life.”

PHS Orchestra brings unity through music in European tour

   Around 63,000 B.C., Neanderthals began exploring the technique of wall art. The shapes of bison and other animals were inscribed deep onto the stone walls in the Cave of Altamira, Spain; these inscriptions are often regarded as some of the most famous Paleolithic art pieces in existence. One purpose of these depictions was to bring a sense of understanding and appreciation to nature and the environment. 
Several cultures in Asia similarly embraced nature through art. China’s Shan Shui paintings, mainly depicting mountains, were drawn against a wall of fabrics. They eventually became a means for educated men to seek consolation from nature and to escape the chaos of the world. India regarded plants and trees as sacred beings to be protected. Along the walls of buildings, tribal Gond paintings depicted the Indians’ respect for the flora and fauna, which ruled the Earth before humans. 
The 1900s introduced street art and murals. Murals could not only express the complexity of a vast range of themes in a simple way, but they could also be used to speak out regarding the current environmental crisis. Although wall art throughout the centuries has vastly changed in meaning and expression, it has gravitated to environmental art since the 1960s. Differing from depictions of nature, environmental art’s purpose is to raise awareness of climate change and appeal to an audience unfamiliar with the crisis that the Earth is facing.
Environmental damage often feels abstract, meaning most individuals feel detached from its consequences. However, artists bridge this gap by creating powerful pieces to evoke emotions in viewers, sparking introspection and forming a deep sense of connection to the Earth. 
 Artists directly pose uncomfortable questions to viewers by creating pieces that showcase the beauty of nature, juxtaposed with the negative impact of human activities. They challenge the viewers to confront the consequences of environmental damage and consider the long-term effects of their choices. 
	For example, an anonymous graffiti artist and environmental activist in the United Kingdom, known as Banksy, uses his talents to advocate for the environment. He paints graffiti on ruins and areas filled with trash which contrasts with the environmental images and messages in his art, to criticize the consequences of disregarding the environment. 
One of Banksy’s murals depicts a boy holding a can of paint. The message “I remember when all this was trees,” seemingly painted by the boy, is pasted onto the wall beside him. The message, referring to the surroundings of the mural, is extremely powerful because it contrasts with the decrepit and run-down buildings. 
	Examples of environmental artwork can also be found right here in Princeton. One example is the Nature's Nation: American Art and Environment exhibit, from 2019 at the Princeton University Art Museum. Featuring more than 120 paintings, sculptures, drawings, photographs, and videos, the exhibit expresses an ecocritical view of American art from the past three centuries. It displays the development of the country, including how industrial development has destroyed the land and its natural environment. 
The exhibit begins with an idealistic walkthrough of the pristine landscape before the arrival of humans, then turns to much darker works displaying the destruction of the environment. For example, one work titled “Crucified Land,” by Alexandre Hogue, showcases the eroded terrain that was sacrificed for agricultural practices. Another work by Edward Burtynsky, “Oil Spill #10,” simultaneously presents the majestic biosphere, as well as its degradation caused by the extraction of oil from the earth. 
In addition, environmental art can also be found inside Princeton High School. More specifically, the most prominent spaces coated in environmental murals are the science halls. In the 170s, 180s, 270s, and 280s hallways, paintings of animals and one huge tree flourish on the wall as a clear representation of student’s appreciation for wildlife. Furthermore, students recently hung up a life-size diagram of different animals, including a whale, in the 280s hall. Not only does this art brighten up PHS’s appearance, but it also provides other students with a quick refresher on their knowledge of environmental diversity, which is accessible to them by simply glancing up at the wall.
Every year, the murals at PHS seem to just keep growing, a true testament of students’ freedom of expression. Not only do these murals allow every art student to make an eternal mark on PHS, but they also showcase how the environment is highly appreciated in the community.


Impactful environmental activism through visual art

The PHS Research Team, who were announced NJ State Winners in January, have advanced to the next stage of the Samsung Solve for Tomorrow Competition. They now represent New Jersey as one of the ten national finalists, competing for the chance to win $100,000 worth of Samsung products for PHS.
“I mean, [qualifying for nationals] is a really good feeling. We worked really hard. And I think if you track our growth since September, it’s been amazing,” said Hayah Mian ’25, the lead psychologist of the team.
Between winning states and qualifying for nationals, the team has expanded the capabilities of their first prototype, a stuffed armadillo called Che’w that can teach the endangered Guatemalan language of Mam. At nationals, the team will be presenting at Samsung’s headquarters in Washington D.C. on April 29. 
“Our focus back then was just trying to make a prototype work, and I feel like now it’s trying to get the presentation [for nationals] together by working on the script and the video,” said Sofia Son ’25, one of the programmers on the team. “We [also] want to improve on the current prototype we’re going to present with.”
One of these improvements is the development of movement through motors. With the motors, the robot will be able to hug and wave, allowing for more animal-like movements and a more friendly appearance so that a user does not feel stressed or anxious when interacting with the robot. On the programming side, the team has focused on gathering enough language data so that the robot can maintain complex communications with users and vary its answers with AI and machine learning.
“At the moment, the robot is not intelligent. It doesn’t use machine learning or AI because we don’t have enough data,” said Debdeep Sen ’26, another programmer on the team. “Eventually we’ll have neural networks for the language once we have enough data, so it’ll actually understand what you’re saying.”
 In order to get this data, the team has partnered with indigenous Mam-speaking communities in Cajola, Guatemala; Oakland, California; and Morristown, New Jersey, as well as university professors from the University of Kansas and Princeton University.
As the team works on improving the functionality of the robots, they are also increasing the sustainability of their designs, which is one of the main goals of the project. Previously, they had created a stuffed armadillo, Chico, which was scrapped due to issues surrounding the ethics of the manufacturing process and sustainability of their material sourcing. Now, they are collaborating with Fluffmonger, a company that designs environmentally friendly plushies, which are then assembled in local Mam-speaking communities, including in Guatemala.
“We wanted to move towards a locally and more ethically soproduced solution ... and [Fluffmonger] just [sends] us these blueprints for making stuffed animals, and then we stitch [them together],” Son said.
The team uses cloth made from recycled materials and clothes that are hand-sewn by local communities. Post-competition, the team hopes to transform their project into an ethical and sustainable business.
“The plan is for [the project] to become a business model after the competition. Our goal is to teach younger research students and middle schoolers how to build the robots because we want to be able to teach our students digital literacy along with the different languages ... A lot of us in the project are juniors, so [after] next year we leave. We want to keep [the project] going at PHS,” Mian said. 

PHS research team moves on to nationals

In a Board of Education meeting on March 15, the board announced its decision to extend Dr. Kathleen Foster’s employment as interim superintendent to June 30, 2025. 
However, because Foster is retired, she can only be employed by PPS, Princeton Public Schools, for a limited period of time as per New Jersey state law. Therefore, before the decision can be implemented, the district must receive permission from the New Jersey Department of Education in order to allow Foster’s extension of contract.
Regardless, despite Foster’s relatively recent appointment as interim superintendent since November of last year, she has seemingly brought her past experience as both a teacher and administrator in order to fulfill her role as superintendent. 
“[Foster] has really spent many years [in the educational field]. She led [the Robbinsville school] district with a lot of healing power when they went through traumatic events,” said Princeton High School principal Ceclia Birge. “Now post-pandemic, our district and the whole world has experienced so much trauma, and I really don’t think we could’ve found a better leader than she is.”  		In addition, Foster’s approaches and viewpoints as an educator also help her work with the Board of Education when making decisions.
“Foster has the student first approach ... [Foster and the Board] are all aligned and that’s what’s important,” said Dafna Kendal, President of the Board of Education. “She’s decisive when making decisions but she always considers all viewpoints ... I think that’s an excellent quality for a leader to have.”
Even when basing her decisions on the benefits of the students and the district in general, Dr. Foster keeps everyone who constitutes the greater Princeton community in mind. 
“I think a strength of any leader is the ability to listen and learn ... I learned beside many other people. And certainly, I also really want to make sure that we engage the full community of stakeholders ... listening to staff members, listening to administrators, listening to community members, and most importantly, listening to students,” Foster said. 
However, even with  Foster’s experience, she still faces challenges with her job.
“One of the most difficult pieces is looking at making sure that we keep on track with our strategic planning goals and the long term planning ... There are things that get in the way ... and we have to make sure that whatever decision we’re making [is] for the best interest of our students,” Foster said. 
Despite the challenges, Foster loves what she does and is excited to continue her work until the end of next year.
“I’m thrilled to be [a superintendent]. I love this community,” said Foster. “I love the internal community [of] administrators, the Board of Education, staff, and parents who all care so much about our students. And so I’m really excited ... to be [to be employed for] the next year.”

PPS Superintendent Kathleen Foster to stay an additional year

   For the second time in Princeton High School band history, the Studio Band traveled to London, where they performed and recorded five pieces written by jazz composer Randy Brecker at Abbey Road Studios from December 7 to December 16.
   In preparation for their upcoming trip, Studio Band members worked with the band directors, David Pollack and Joseph Bongiovi, to rehearse pieces and plan the details of the trip. They had to coordinate with airlines for flights, find hotels to stay at, contact tour companies, and collect fees.
   It was especially difficult to prepare in time for this trip due to multiple factors. Not only was the music difficult, the Studio Band members also had very little time to prepare. 
   “We had other concerts and performances to do before we really got to dig into this music. In October, we had a Concert Band concert and then we also [performed at] homecoming. So we had a bunch of other [performances]. We really only spent about a month and a half preparing for this.” Bongiovi said. 
    
    The Studio Band has performed internationally and participated in many competitions. However, the band directors decided to go to London a second time because of the city’s history. Additionally, they were also able to record again at Abbey Road Studios, where popular bands like the Beatles were recorded. They also got the chance to record and play alongside Randy Brecker and his wife, Ada Rovatti. Brecker has won six Grammys over the years, and his wife plays the tenor saxophone. The Studio Band was especially excited to be recording their music. 
   Furthermore, the trip was an excellent opportunity to explore England’s culture and history.
  
   David Pollack explained that trips out of Princeton High School are such an important part of band members’ musical career. They give students many opportunities that they would not otherwise have just performing in the United States. 
    “It was a great opportunity to record [at Abbey Road Studios]. I think it's incredibly important, not only to just explore new locations… and see different cultures, … but also [because] it's important to be able to… take your music that you do every day [at Princeton High School] somewhere else so that other people can experience the music and be a part of it,”  Pollack said. 
   This trip was not only an incredible opportunity to travel and explore, but also an introduction to the world of music that many Studio Band musicians will cherish for the rest of their lives. 
   “This is a real life experience. This is something they'll have to document their entire lives…and they'll always be able to stream it at some point and tell their children and grandchildren ‘This is what I did when I was in high school.’” Bongiovi said.

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