Articles Featured:
Page 2-3: Hall of Honor
Page 4-6: Dawn Momohara
Page 7: Year of the Snake
Page 8-9: Media Literacy Bill
Page 10-11: Kalo
Page 12: Singing Grams
Page 13: GWK Dance Comp
Page 14-15: SHOOTS Summit
Page 16: Epic: The Musical
Page 17: Caffeine
Page 18: Boys Soccer
Page 19: Athlete Nutrition
Co-Author of “The Black Church in the African American Experience”
Scientific Study of Religion Award Recipient
Prison Education Advocate
Civil Rights Community Organizer
As Black and Gold Week concluded, Dr. Lawrence “Larry” Mamiya, a 1960 McKinley graduate, was posthumously inducted as the 2025 Hall of Honor recipient during the Hall of Honor Assembly. Mamiya passed away in 2019 and his wife of 50 years, May Lawson Mamiya, accepted the award on his behalf.
Established in 1986, the Hall of Honor celebrates alumni who have excelled in their careers and made significant contributions to the community. Held in the final week of January, this tradition honors the legacy of President William McKinley and fosters unity within the McKinley High School community. Past inductees include former Senate President Pro Tempore Daniel K. Inouye, Olympic gold medalist Duke Kahanamoku and U.S. Senator Tammy Duckworth of Illinois.
A professor of Religion and Africana Studies at Vassar College in Poughkeepsie, New York for nearly 40 years, Mamiya co-authored The Black Church in the African American Experience, a landmark study examining the role of Black churches in shaping African American identity, politics and culture. The book earned the 1990 Distinguished Book Award from the Society for the Scientific Study of Religion.
“In a time of political polarization and unrest, where issues that impact us all surround us, I believe we a ll need to learn from Larry’s example— learning how to listen to one another,” Lawson Mamiya said in her speech to the student body.
Raised in a family of five children, Mamiya lost his father during his junior year of high school. Despite emotional and financial hardships, he found guidance through Makiki Christian Church and remained dedicated to his education, graduating as an honor student. He became the first recipient of the Miles E. Carey Scholarship, which continues to support students pursuing higher education today. He
by Cheska Orias and Dominic Niyo
later attended the University of Hawai‘i at Mānoa, where his commitment to activism deepened.
In 1965, Mamiya volunteered with the Student Nonviolent Coordinating Committee (SNCC) and participated in a voter registration project in southwest Georgia. During this time, he joined an effort to integrate a segregated state park where the swimming pool was restricted to white patrons. The protest escalated into a riot, during which he was shot at and subjected to racial slurs. Despite the violence, Mamiya remained committed to advocating for civil rights.
The following year, Mamiya interned at a Methodist church in San Francisco, where he became a youth minister and organized a group for Black and Latino teens. His advocacy later expanded to LGBTQ+ rights, promoting inclusion and equality in both religious and academic spaces.
At Vassar College, Mamiya cultivated a learning environment that emphasized the exchange of perspectives. Through initiatives like the Green Haven Prerelease Program, he connected Vassar students with incarcerated individuals who were soon to be released, helping them prepare for reintegration into society. The program offered academic support and provided an opportunity for mutual learning.
In a video tribute during the assembly, one of his former students, poet and activist Karla Brundage, shared how Mamiya’s mentorship encouraged her to engage with challenging ideas and embrace diverse perspectives.
“He always demanded the best of me and all his students,” Brundage said. “He encouraged us to try and find a way to reconcile [with] different belief systems, making us read both the Bible and the Quran.”
Brundage credited Mamiya for encouraging her
creativity, maintaining contact after her graduation and even inviting her back to Vassar to present to new students after publishing her first book. “He was a groundbreaking professor, and I’ll never forget him,” she said.
Marlon Peterson, who met Mamiya while incarcerated at Otisville Prison, also shared in a virtual tribute how their connection through a transitional service center program grew into a meaningful mentorship. Peterson highlighted how Mamiya’s belief in human potential guided him through a challenging time in his life.
“He believed in the connective tissue of human possibility and capacity,” he said. “I’m happy to be part of Larry’s legendary legacy.”
Following the tributes, McKinley’s Jazz Band performed “Gospel John” composed by Maynard Ferguson.
Marion Higa (c/o 1960) Hawaii’s first female state auditor, reflected on her time as Mamiya’s peer, recalling his quiet strength and unwavering principles. A 1994 Hall of Honor inductee, Higa also shared with the student body about the importance of perseverance and breaking barriers.
“Larry was one of those quiet people who got overlooked sometimes but was always the one you could count on,” Higa said. “For the girls in the audience, strive all the time. There’s nothing to stop you. To the males in our audience, don’t get in our way.”
The assembly concluded with the student body singing “Lift Every Voice and Sing,” written by James Weldon Johnson—an anthem of the civil rights movement that honors resilience and unity.
As part of the tribute, Lawson Mamiya ended her speech reflecting on her husband’s journey, emphasizing the importance of embracing new opportunities.
“Shore up your courage, curiosity and aloha. And set out on a grand journey filled with adventure, just as Lawrence Mamiya did.” -- May Lawson Mamiya
More photos of the Hall of Honor Assembly can be found on mhspinion.com
by Dominic Niyo
Editor’s Note: This story contains details of a violent crime that some readers may find disturbing. New details have arised since this article’s publication. Reader discretion advised.
Every McKinley High School student pass through the halls of the W building as part of their daily routine, often unaware that nearly 50 years ago, it was the site of one of Hawaii’s most infamous unsolved homicides. For decades, the question remained unanswered: Who murdered Dawn Momohara? Now, with recent advancements in DNA technology, the Honolulu Police Department has identified a suspect—Gideon Belamidi Castro, a 1976 graduate of the school.
“In the weeks leading up to the arrest, our investigators worked with HPD’s Scientific Investigative Section’s DNA Lab and the Honolulu Prosecutor’s Office to develop probable cause for his arrest,” Lt. Deena Theommes said in a press conference in late January.
To those who knew her, Momohara was shy but warm, with a gentle presence. Her closest friend, Jan Koehler (c/o 1978), first met her at Washington Intermediate (now Washington Middle School) and recalled that she often wore a smile. When Momoha-
ra was quiet or unsure of what to say, Koehler would often imitate comedians just to make her giggle.
As their friendship deepened, they spent time at each other’s homes and formed a strong bond with each other’s families.
“She was always a very happy person,” Koehler said to The Pinion in a phone interview. “She had that kind of laugh, where once she started, everyone else would too.”
Koehler described Momohara as a “muumuu girl” who was studious and determined, especially when it came to math. “She was the kind of person who was always going to make something of her life,” said Koehler.
Lorna Soong (c/o 1977) first met Momohara through her older sister, Faye, and the two often walked to school together. In a text message interview with The Pinion, Soong described her as “sweet, kind, and thoughtful.”
At McKinley, the high school junior’s circle of friends primarily included members of the McKinley Theater Group. One of them was Tam Anderson (c/o 1979), who was a sophomore when she first met Momohara. Anderson remembered how the group would quickly eat lunch in the cafeteria before heading to W123, the drama classroom in what was then known as the English building.
“We’d just have fun, running little improvisation games, you know, just doing skits,” Anderson said in a phone call interview with The Pinion. “It was fun and carefree. Everyone was laughing.”
Although Momohara wasn’t a member of the organization, she became close friends with many of its members and had hoped to get involved in their productions. Koehler, who was also the vice president of the theater group, recalled how much fun they all had together.
“We thought we were a mini SNL cast,” she said.
On Sunday, Mar. 20, 1977, Momohara received a phone call from an unknown number. The details of the conversation remain unclear, but before leaving home that afternoon, she told her mother, Mabel, that she was meeting friends at Ala Moana Shopping Center, according to the HPD press conference. When Momohara didn’t return home, her mother grew increasingly worried. Unsure of who she might
have been with, she called several of her daughter’s friends, asking if they had seen her.
“She had called my sister, Laura Mollring Sturges (c/o 1978), but we didn’t have plans to see her that weekend,” Anderson said.
Later that night, around 10:30 p.m., Mabel called the police to report her daughter missing. HPD classified Momohara as a runaway juvenile, which was standard procedure for missing teenagers at that time.
Soong arrived at Momohara’s home early the next morning, Monday, Mar. 21, 1977, expecting to walk to school together. However, when she arrived, Mabel said nothing about her daughter being missing.
“I was only told that she would not be at school that day,” Soong said.
By 7:30 a.m., just before classes started, a teacher found a lifeless body in the second-floor hallway of the W building. Police arrived soon after, sealing off the area with yellow tape and preventing students from entering as they began their investigation.
Koehler, who had arrived late to English class that morning, was stopped by police at the entrance. As she stood outside, she overheard whispers from other students—rumors that a girl had been found dead upstairs.
“We didn’t know what was going on,” she said. “We were standing in the grass, not knowing what to do.”
One by one, the students outside the building were pulled aside by the police and questioned about a girl named Dawn Momohara.
“I told the police I knew her, that she was my friend,” Koehler said.
Momohara’s body was found lying on the floor, directly above the drama classroom where she and her friends often spent their lunch breaks. Her muumuu dress was in disarray, and an orange cloth was tightly wrapped around her neck.
The medical examiner later determined that she had died from asphyxia due to strangulation, as indicated by the marks on her neck. Injuries consistent with sexual assault were also found, along with several of her belongings, including her blue shorts and underwear that contained seminal fluid.
Later reports from the Honolulu Star-Advertiser stated that her body was found eight to twelve hours after her death.
Koehler burst into tears when she heard about Momohara’s death but was also determined to help in any way she could. She was among the first to speak with both detectives and the press, offering crucial details about Momohara’s life, personality, and the events leading up to her disappearance.
“Knowing [Dawn], she wasn’t supposed to go. It wasn’t her time.” Koehler said. “And if she was in a compromised situation … when she was struggling to stay alive, I think she would’ve probably just screamed really loud. She had a lot of life to give.”
The school’s campus is made up of multiple buildings, each designated for different subjects. While classes remained in session that day, students scheduled to be in the W building were kept out by police. Word quickly spread across campus that a girl’s body had been discovered in one of the buildings.
“I heard some teachers say that a girl had died and it was a rape and murder,” Soong said. “I was scared but didn’t talk about it the rest of the day.”
It was not until later, when Soong got home from school, that she heard on the radio that the girl they had found was Momohara.
“I was in shock and crying,” she said. “I couldn’t call her [family] and express my condolences. I was shaking so much.”
The Pinion has reached out to possible relatives of Momohara, though no response has been received.
Anderson was devastated when she received a phone call from the police on Monday night, asking if she had been with Momohara recently. Having been sick over the weekend, Anderson didn’t know where her friend had been. The next day, she returned to school to find a community engulfed in grief.
“It was very solemn,” Anderson said. “You could feel the sadness, even from those who didn’t know her personally.”
Teachers instructed students to stay in pairs
and avoid walking alone on campus, especially female students, as the identity of the person responsible for Momohara’s death remained unknown. The uncertainty led to heightened caution throughout the school.
“I was unable to sleep at night for a few days after Dawn was found,” Soong said. “I had to go to the doctor to get Valium pills.”
As investigators pieced together the days leading up to Momohara’s death, the HPD questioned numerous individuals who may have had any connection to the high school junior. Among those interviewed were Gideon Castro and his brother, William, who both claimed they barely knew Momohara.
HPD stated that on the Sunday night of Momohara’s murder, between 9:00 and 10:00 PM, a witness and his girlfriend drove into the front of the campus and passed through the W building. They provided a detailed sketch of the suspect, who they claim was walking down the front steps toward his car on the grassy lawn. By the time they circled around, both he and his vehicle had disappeared.
Through an examination of past publications, The Pinion discovered that on the night of Momohara’s disappearance, the Neal Blaisdell Concert Hall—located next to the building where her body was found—hosted a music festival.
Advertised in the school’s newspaper, The Daily Pinion, the event, featuring local comedians including Booga Booga, was scheduled to begin at 7:30 p.m. The school’s campus was used for overflow parking.
Despite the interviews with Gideon Castro and his brother William, detectives had no evidence linking them to the crime at the time. The investigation continued, but the case would remain unsolved for decades, with few leads and little evidence pointing to a potential suspect.
“Her death has always haunted me for years,” Anderson said. “These things don’t happen to people you know.”
After Momohara’s death, gates were installed on all buildings with open staircases and are now closed after school hours.
In 2019, cold case detectives reopened the investigation into Momohara’s murder, bringing it back into the news and to the attention of the school community. By 2020, a DNA profile was
developed from evidence found at the scene, but progress was delayed by the pandemic. In 2023, new leads pointed to the Castro brothers, who had been interviewed in 1977.
DNA samples from one brother’s adult child ruled him out, but a match was found with samples from Gideon Castro’s adult son and later from Castro himself. This breakthrough led to Castro’s arrest in Jan. 2025 at a Utah nursing home. He was 66 years old at the time.
Second floor hallway of the W Building, where Dawn Momohara’s body was found. Photo by Dominic Niyo.
School librarian Sandy Domion first learned about Momohara’s death when a detective from the HPD visited the campus a few years ago. “He mentioned that he was working on a cold case and wanted to look at the school yearbooks,” Domion said. “I believe he didn’t find what he was looking for.”
The Pinion searched the Black and Gold yearbooks but found no record of Castro. The Honolulu Police Media Liaison Department declined to comment, citing his pending trial.
School records indicate that Momohara was a junior at the time of her death, contrary to the HPD’s earlier statement during the press conference, which mistakenly identified her as a sophomore.
Neither Anderson nor Soong knew who Castro was. Koehler didn’t know him personally either, but she remembered Momohara mentioning him a few times.
“I was shocked and relieved when I found out. I never thought it would’ve been one of us,” Koehler said. “I thank the police department for never giving up on this case.”
She said she hopes the truth will come out.
“Because that’s all we want to know,” she said.
Castro’s court-appointed lawyer, Marlene Mohn, stated in court that her client has agreed to be extradited to Hawaii and plans to fight the charges. The Pinion reached out to her but has not received a response.
by Rose Ganotisi
Lunar New Year, also known as Chinese New Year, is a time of celebration and reflection in many cultures. In 2025, the holiday fell on Jan. 29, marking the start of the Year of the Snake, the sixth animal in the Chinese Zodiac.
The sign of the snake is associated with the personality traits of being wise, sympathetic, determined and mysterious according to Times of India. At McKinley, there are a couple of teachers who were born in the year of the snake. They both told The Pinion they fit with all the personality traits of being a snake except for being mysterious.
Cynthia Reves, English and Newswriting teacher, was born in 1965, making her a snake. “I don’t even know what that means to be mysterious. Wise…I guess I’ve always been a good student,” she said.
Reves also said in her career as a teacher, she has to be a mentor for students, providing guidance while still being sympathetic and understanding of them. “It seems like a good job for a snake,” she said.
Snakes are also known to have a good sense of intuition. When asked about her intuition, Reves said, “Well, I made good decisions all along…so I tell myself, I can trust myself.”
Reves grew up in Arkansas so she wasn’t introduced to the Chinese Zodiac until she went to Japan to teach English. When she moved to Hawaii, however, she saw how big of a celebration it is here.
Reves said she doesn’t do anything particularly special for Lunar New Years, but she is planning to get a Year of the Snake shirt this year since it is her year after all.
Another teacher born in the Year of the Snake is the Photography teacher, Chasity Reid. She recently moved to the island last year, so she didn’t know much about Lunar New Year but seemed eager to learn more.
Although this is Reid’s first time learning about the Chinese Zodiac, she is familiar with the Western Zodiac made up of 12 constellations. Reid lived in Louisiana for her whole life so she has always known of those Zodiac Signs and the fact she is a Cancer.
Reid said it’s great she learned about the Chinese Zodiac because she feels like it fits her better than the Western Zodiac. “I do
think I have some characteristics of a Cancer, but I also think there are a lot of things that I don’t necessarily align with.” Reid said.
Like Reves, Reid agreed she fits with all of the characteristics of being a snake except for mysterious. “I’m definitely not mysterious. I think I may be too like ‘what you see is what you get’ basically,” Reid said.
Factors of being a teacher include being sympathetic and wise. This aligns well with the characteristics of a snake. On top of being sympathetic as a teacher to understand the students better, being able to understand them on an emotional level is also a part of it. Reid said, “I definitely lean towards being very emotional and emotionally drawn to people.”
Wisdom is something that comes with having experiences in life helping to contribute to your overall consciousness and knowledge. Reid said, “I think the older I get, the more wisdom I have.”
Even though this year will be honoring the Snake, the Lunar New Year is still celebrated by many different people. One of the traditions of the Lunar New Year that is a favorite among the children, is the giving of red envelopes called Li Xi (pronounced: ly-see) by the elders. Li Xi are filled with money as a wish for good luck in the new year. When asked if this is a highlight of the holiday, Baixuan Hu (c/o 2028) said, “For me for sure, for my mom no, because she has to pass [Li Xi] out.”
by Nhi Nguyen
This quarter, The Pinion conducted a survey with 192 responses from McKinley High School students and staff. 40.4% of respondents said they did not know what “media literacy” means, while 35.2% said they only somewhat knew. Only 6.2% of respondents rated their own media literacy as very high. These results suggest that a considerable amount of McKinley students are not very confident in their media literacy skills. At other schools around the state, these numbers are likely not much different.
One of District 46 representative Amy Perruso’s latest proposals, senate bill SB772 relating to media literacy, aims to help students at McKinley and other schools around the state become more media literate. The measure, which was introduced on Jan. 17, 2025, would allow for media literacy to be incorporated into the standardsbased curriculums of elementary through high school classes throughout the state.
Perruso’s involvement in student media has early roots, and it started long before she ever became a representative. As a high schooler, she was involved in underground student journalism, and her work in an underground high school newspaper would end up becoming landmark law for the California Supreme Court.
Perruso spent her high school years in a trailer park on a racetrack in a small agricultural town in the late 1980s during the Reagan presidency. During this time period, many immigration raids were launched in California where Perruso lived. Undocumented migrants made up a large proportion of her town’s population, and so many of Perruso’s friends were undocumented as well.
“There were a lot of raids on farms and ranches and orchards, and also on the racetrack where I spent most of my time,” Perruso said. “So those raids kind of affected me personally.”
Although Perruso was never officially on her school’s student newspaper, freedom of expression was important to her. Noticing the racism going on in her school, Perruso and her peers tried to use underground journalism to resist it.
“The son of this KKK leader was trying to set up a student KKK club at our high school, and they were explicitly and overtly going after students who may have come from
different countries,” Perruso said. “So for me, [those particular beginnings in journalism] were really personal.”
Today, Perruso still believes student journalism plays a potent role in high schoolers’ media literacy and critical thinking skills. She described school newspapers as a powerful vehicle for young journalists to use to communicate with other students in their school.
“I’ve seen amazing journalism come from young students who have already developed the kind of literacy that helps them think critically, and I think that is now more than ever really important,” said Perruso.
Perruso’s interest in student media didn’t end there. After that, Perruso was a civics teacher for twenty years. She said she feels instruction on civic reasoning and historical literacy has a strong connection to student media literacy in general. She described media literacy as “one of the cornerstones of civics education.”
Perruso said she hoped the bill would help students be taught from early in their education how to break down the sources, messaging and validity of different forms of media if it was passed.
“Young people are exposed to media in a very pervasive way. It’s everywhere,” Perruso said.
McKinley science teacher Zoe Smith said she has noticed that many students struggle with grasping key concepts in media and distinguishing between credible and noncredible sources.
“It’s definitely something that could use improvement, especially because there is just so much media that is consumable nowadays,” said Smith.
Smith said she believes media literacy is important for her students to be able to filter out misinformation while also being able to learn about real discoveries being made every day. She shared Perruso’s sentiment that school instruction on media literacy should start early. Smith said she thought Perruso’s bill would be great for students.
“It’s not something that comes inherently to a lot of people, and it doesn’t get focused on enough in the classroom,” Smith said.
This quarter, the focus for Junior language arts classes at McKinley is “The Marketplace of Ideas and Role of Media in a Democracy.” English teacher Keonaona Mahi said she thinks many students know how to access media, but they may not be able to analyze the messages behind it.
“Especially in English language arts, anything that you read or look at, you’re trying to find the message behind what is being said,” said Mahi. “If students can’t identify the purpose and audiences of the text, it’s hard for them to figure out where to go next.”
Mahi said she liked Perruso’s proposal, but felt it was important that, if implemented in the future, the bill would be applied in a broad range of classes and that
media literacy instruction would be accessible to all students. Mahi also suggested that if schools are able to add media literacy to their curriculum, teacher training should be done in a way that would help their instruction be consistent so that students can better benefit from it.
“I think the biggest part will be training teachers so that they all have the same understanding, and they’re delivering the same message to students,” said Mahi.
Viktor Cambe (c/o 2026) defined media literacy as being able to tell the difference between satirical or subjective media and media that is objective and factual. Cambe said that although he already considered himself fairly media literate before being instructed on media literacy this quarter, having a unit on media literacy helped him be able to instantly differentiate between objective and subjective writing. He said he felt very positively about Perruso’s proposal to allow schools to add media literacy to their curriculum. Cambe said one of the things his Language arts class did to learn about media literacy is reading an objective text and comparing it to a subjective text, then trying to determine whether an article was subjective or objective in an activity.
“Now that I know a little bit more, I can finally just … look at something and immediately recognize if it’s … objective or subjective, which is something that we need in today’s modern society,” Cambe said. “How are we going to keep on going if we just fall for traps over and over again, you know?”
Billy Rasmy (c/o 2026) said he also felt he was better at differentiating between objective and subjective texts because of the Junior English unit. Rasmy said he thought Perruso’s bill was a good idea.
“Everybody should know what’s going on,” said Rasmy.
While Perruso’s bill would have the potential to improve media literacy for many students in Hawaii, Perruso said that the majority of her colleagues are unaware of the lack of instruction in schools on media literacy skills. Because of this, Perruso said although she did not expect hostile opposition, she could face opposition of a more passive kind. Because Perruso’s bill never got a hearing, it was not passed; however, it will come back next year in the same legislative position due to the Hawaii legislature’s biennial system.
Perruso also said she thinks another cause of the absence of media literacy education in schools is the state education system’s excessive focus on standardized testing.
“My fear is that this kind of work around media literacy is not happening… simply because so much of the time, especially in the elementary grades, is dedicated to testing,” said Perruso. “And [so] I just think that we are not then fulfilling our obligation to prepare people to be informed citizens.”
by Dominic Niyo
by Alex Azhari
by Jacky Oasay
by Leif Allgood
by Malia Manuel
by Malia Manuel
Hawaii’s Kalo plants stand proudly with their heart-shaped leaves, emerging lush and vibrant from the damp soil. They thrive in the Lo‘i or Mala fields, their jagged edges framing the smooth, indented faces of each leaf. In the soft morning light, iridescent rivulets trace the veins of these plants, with rain droplets clinging to the tips before they fall back into the earth. Kalo, not just a plant, but a living symbol of Hawaii’s heritage, stands quietly, exuding a presence that feels as though it has grown intentionally, thoughtfully— just as the culture itself has evolved over generations.
The history of kalo is rich and ongoing, with its cultural significance upheld by McKinley High School at the center of Oahu. Students and staff work together in a community effort that blends education with agricultural tradition, cultivating several kalo gardens across the campus.
Kalo or Taro (Colocasia esculenta), originated in India between 500 and 1000 B.C. and was brought to Hawaii
by Polynesian settlers. Prior to 1850, there were over 400 varieties of kalo. Today, there are only about 80 native varieties left. There are 5 main kalo families; lehua, mana, piko, lauloa, and ‘ele’ele. According to the College of Tropical Agriculture Resources, kalo may be the most important of all the plants that Polynesian settlers brought to Hawai‘i.
One key group involved to promote and cultivate the Kalo is the Alternative Learning Programs, Services, and Supports (ALPSS) EO (Empowerment Opportunity) program in McKinley, which are designed to help students get back on track towards graduation with smaller class sizes and targeted instruction to improve academics and meet state standards.
Lisa Kaneshiro, a teacher at MHS, focuses on her EO science classes and is a driving force within this Kalo project on campus.
Taking on this responsibility for Kaneshiro includes getting students involved to prepare the area, proper handling and researching of the kalo, food safety, and the continuous care of the kalo.
The planting of kalo gardens for
McKinley started in the 23-24 school year, emerging from an ALPSS initiative called the Kalo Challenge that began in the 22-23 school year.
Kristy Nishimura, the Director of the Alternative Learning Branch, envisioned the Kalo Challenge as a way to bring together education, culture, and community.
In Nishimura’s summary of the program, she explains that the ideal of ‘mālama’ or ‘take care’ was born from kalo and continues to be inextricably intertwined within modern Hawaii and the aloha we live in today.
“The ALPSS Kalo Challenge was an opportunity for students across the state to share their learning, cultivation, and culinary presentations for a year-long project,” according to the Kalo Challenge website.
“We have 11 programs participating in the Kalo Challenge this year, and schools participating state wide,” Kaneshiro said.
The 11 programs participating in the Kalo Challenge this year are from the Central, Honolulu, Leeward, and the Windward districts, and KauKeaau-Pahoa Complex Area.
This year marks the third Kalo
Challenge, an event that continues to grow and evolve with each passing year.
“There are a lot of areas on campus where it was dry and barren so we took advantage of the area and turned it into an opportunity to cultivate our Kalo,” Kaneshiro said.
The first mala started between E and D building in close vicinity to Kaneshiro’s classroom.
“It made a perfect lab for our science classes,” she said.
The Kalo Challenge involves growing a Kalo variety organically, preparing poi and developing a Kalo culinary dish.
“The challenge has the participants facilitate a student-led Project Based Learning (PBL) experience to address the cultural and scientific significance of kalo to Hawaii, past to present,” Kaneshiro said.
“Last year, we elevated the Kulolo to a Kulolo Coconut cream dessert and this year we are planning to prepare the kalo into Kalo flour and experiment with baked products. We also are integrating our learning process by working with the CBI students.”
Community Based Instruction focuses on the skills that students need in order to transition successfully from high school into work and life in the community. Students in this program learn functional life skills that will be used throughout their lives, and are prepared to become contributing participants in their communities.
“It is a good partnership, it gives the CBI students more opportunities and it helps with their sense of responsibility,” Kaneshiro said.
Shunya Ku’ulei Arakaki, a social studies teacher at MHS, first started her CBI students working on the Kalo Gardens with Kaneshiro back in August of 2024.
“The integration of my students with hers helps a lot with their socialization skills around the Gen-Ed students,” Arakaki said.
“They need to be around other kids, because when they get out into the real world, they need to know how to communicate with others, have manners, etc.”
Arakaki highlighted how well grow-
ing Kalo blends with the academics of both the CBI and ALPSS students.
“Things like science and math come in with growing and cooking the plants, seasoning them when the dishes are made, etc,” she said.
“I think that for students who cannot sit in a classroom and learn traditionally or truly absorb the knowledge, this project-based instruction is perfect for them.”
Kalo has long been a vital food source in Hawaii, and McKinley High School continues its commitment to sustainability by cultivating and caring for Kalo gardens, promoting environmental stewardship.
Esther Shibata, the head custodian, supported the project by allowing areas under different custodians’ responsibility to be used for Kalo growth.
“The extra workload was welcomed because what we are heading for is our students being able to take care of themselves,” she said.
Shibata noted that if it were possible, it would be better if we were able to grow all over campus because students would see more of them.
“Anything students see on campus, if they are alert enough, will inspire their interest and make them ask questions,” Shibata said.
Arakaki recognized the importance of teaching students self-sufficiency.
“Teaching them to grow something they know and all eat, especially considering the diversity of the students that attend McKinley, is self-sustaining and that is something they need,” Arakaki said.
Kalo has many diverse plants and there are two methods to cultivate the Kalo; Wetland and dryland. MHS students focus on growing dryland Kalo or Mala while simultaneously learning the Hawaiian terms for the process.
“Kalo is important in Hawaiian culture as is the Hawaiian language. This project allows our students to expand their knowledge in Hawaiian culture,” Kaneshiro pointed out in an ALPSS program document.
“We teach them the different terms for the stages of the plants. For example, the Mohala is the middle leaf or the leaf emerging and ‘ohā/keiki are the shoots that grow from the Kalo.”
Arakaki, being from Papakōlea, brings extensive experience in growing Kalo and shares that many Hawaiian terms are derived from the plant itself.
“Makua is the Hawaiian term for parents and that stems from the parent kalo plant,” Arakaki said.
From the makua grows the ‘ohā or its offspring and keiki. The makua and ‘ohā together form the ‘ohana, which is the Hawaiian word for family.
“When we first started, we had 6 kalo and when we harvested them, they produced 6-10 ‘ohā,” Kaneshiro said.
Kaneshiro likened the McKinley campus to a lab because of the experimentation with different methods of growing kalo.
“We built a raised garden, another plot that we prepared with just 4 inches of soil, purchased a fabric raised garden bed with 8 grids, and the cafeteria mala that the custodians initiated,” she said.
The Kalo Plant for the Hawaiian people has a rich history spiritually, symbolizing both life and ancestry. In Hawaiian culture, Kalo is considered a sacred plant and is tied to the creation of the myth of Hāloa, the first human being born from the earth. It is believed to be the elder brother or sibling of the people, according to the Manoa Heritage Center.
“Students relate more to this project when they know where things come from,” Arakaki said.
“They see something with a culture, not just Hawaiian culture but the local culture as well.”
Beyond the spiritual aspect of this project and teaching sustainability, the Kalo project positively impacts the general feel of MHS itself. Arakaki considered some stigmas surrounding MHS regarding things like being a Title 1 school and how this project helps us relate to others around the community.
“People view McKinley with a lot of negative stereotypes, so integrating culture will open up outside views of us as well as increase how prideful students are about coming here,” Arakaki said.
by Jacky Oasay
In collaboration with the Choir and Art Club, the Junior Council set up a Valentine’s Singing Gram event taking place in 20/20 classes during the week of Valentines.
The Junior Council President, Jayden Juan (c/o 2026), said his council started planning this event back in December. The Junior Council collaborated with the Choir Group to sing the chorus of “Can’t Help Falling in Love” by Elvis Presley. Along with the singing, the Art Club sold handmade roses.
Students had three options: three dollars for a singing gram, five for a singing gram with a rose and nine dollars for three roses.
In Evon Le’s class, Ome Bilimon (c/o 2028) was sung to by Chorus students Shai Simbahon (c/o 2025), Dannah Rafaelle (c/o 2025) and Amber Suh (c/o 2026). The teacher was also given a rose.
The classroom was filled with laughter as the Chorus members sang in perfect harmony.
After the event, Bilimon said she felt “Amazing!”
The success of this event involved lots of planning and organization.
The Junior Council started this event only including a singing gram, but eventually evolving the idea to include roses created by the art club due to the council’s connections with both groups.
“We never really have these grams where people sing or do a different activity than just giving treats,” Juan
said. This unique event attracted participation from a diverse group of people, as staff members and upperclassmen were the majority of their customers.
A struggle the Council faced were technical difficulties with the Daily Bulletin. Juan said only two people signed up in the beginning due to the QR code not working. The council fixed this issue by creating a new bulletin with updated information and a working QR code.
Juan said the Junior Council was hoping to focus on the school at large rather than the Junior class. Juan said over text, “We’ve had more participants in general and even had greater memories with groups like the Special Ed community during our Snow Day event in December, which was absolutely fantastic to see!”
The Junior Council received support from their advisor as well.
Jennifer Nakamoto, the Junior Council advisor and freshman math teacher, has given the council advice regarding cost of the grams and profit that would be split among the groups. The Council has adjusted prices to account for the time used to make the roses, which are made out of construction paper.
Nakamoto said she would want the council to learn from this are skills to negotiate and coordinate planning for big events.
“The ability to plan their own event, to figure out cost for things, being able to coordinate planning…
it takes a lot of work with their own schedules,” Nakamoto said.
Sean Willem Giron (c/o 2026), was invited to be a singer for the event, but could not participate due to being on a trip the week of. However, Giron witnessed the planning.
Giron said that the selected singers, despite their busy schedules, would meet during lunch to practice. An initial challenge for this group was trouble scheduling practices due to the weeks prior being Black and Gold Week (Hall of Honor).
Although he was not able to participate, Giron found that this event was interesting and fun for all groups, including students and staff, involved.
“This is just a fun event to just have love for everyone,” Giron said. “For family and friends. February 14th is a good day to be reminded of that.”
As the annual Honozulu Dance Competition approaches, members of the dance club at McKinley High School are excited for the upcoming performance on March 15, 5pm-9pm at Farrington High School.
The dance club president, Shania McArthur (c/o 2025) said that their next performance is for their annual Honozulu dance competition and she hopes that both of their teams place in the varsity and mega.
“We put a lot of work into our pieces, and I want everyone to have fun performing on stage and feel a sense of teamwork,” she said.
Madelyn Vo (c/o 2028) said, “We should definitely have the best time of our lives making the most out of it!”
She also mentioned her dreams of reaching high within the dance club, like becoming one of the club officers one day.
The club has established a consistent practice schedule to ensure that all members are prepared.
“We practice every Wednesday and Thursday after school,” McArthur said. “Our club is super consistent when it comes to schedules and member retention.”
Vo stressed the importance of keeping everyone on track. “We keep in contact if we have unexpected plans or issues ahead of time. We also make sure to come to every practice.”
Francis Vilar is a secondary teacher who educates in the foundations of business marketing and also the dance director of the MHS dance club. He said the importance of communication and
practice for success.
“The only advice I can give to the members is to practice consistently,” Vilar said. “That’s the key to keeping up with your stamina and choreography.”
He also said that the dance club members would sometimes go on runs as part of their routine.
Vilar’s vision for the club’s performance is a departure from last year’s
Flyer promoting GWK for the Honozulu Dance Competition. Standard tickets are $10 while VIP tickets are $20.
Art courtesy of the GWK Hooligans.
Super Bowl theme. “This year, we wanted to go for something darker and more unique,” he said. “We’re incorporating street styles, which are the focuses of this competition.”
The challenges that the club face has to do with communication, but Vilar and
the members have found that meeting in person helps resolve issues effectively.
“We’ve had some miscommunication issues in the past,” Vilar said. “But talking in person has been really helpful since we can’t really communicate properly through Text or Instagram.”
McArthur said that the sense of community it provides is the most rewarding aspect of the club.
"Dance has strengthened me, given me confidence and allowed me to make a lot of great friends and connections since we all share the same passion," she said. “When I’m on stage, I can hear everyone cheering and feel the rush of adrenaline. All the leg injuries, back pain and months of preparation becomes worth it at that moment. I truly get to enjoy how it feels.”
Vo said that after a while of being at the club, she was able to become a better version of herself by striving to do her best in dance and giving it her all.
“I learned a lot, physically and mentally.”
Vilar said, "I hope that the club will win the competition at least once in their lifetime," he said. "We've placed before, but we've never won." Vilar also aspires for the club to win the competition at least once. He said this is because he won dance awards before, and he wishes for his students to feel that same satisfaction and confidence.
“Every day is going to be different, so being open-minded and being prepared to make adjustments is crucial,” he said as advice to aspiring dance advisors.
by Nhi Nguyen and Cheska Orias
During January 2025, McKinley’s High School Tiger Media Learning Center students participated in the SHOOTS Summit, a three day event held at Moanalua High School. There were over 687 total participants at the event including 12 students from McKinley High School, nine from Tiger Media Productions (TMP) pathway and three from Graphic Tech. MHS entered in the Personal Vlog, Silent Film, Music Video, Weather Report, Double Spread Layout and Marketing Design Team and got 2nd place for Silent Film and 1st Place in Weather Report.
The SHOOTS Summit is a media contest and conference organized by Hawaii Creative Media, a group of video production teachers, in collaboration with the Hawaii State Department of Education, as well as HIKI NŌ on PBS Hawai'i and Olelo Community Television. This year marks the third year McKinley High School has participated in the SHOOTS Summit. Mara Kaizawa,
the adviser of Tiger Media Productions, said this year’s SHOOTS Summit was larger than last year’s, and Moanalua High School Performing Arts Center maxed out its capacity when the event was held. A school from Texas also joined this year’s SHOOTS Summit, turning it into a national competition for the first time.
In the competition, teachers and advisers are not allowed to assist students in any way except for answering technical questions and acting in videos for students from other schools. Kaizawa said watching her students was both exciting and nerve-wracking, because they got a chance to showcase the design skills they acquired, Kaizawa said one of the groups she was watching submitted their work with only 15 seconds left on the clock.
“That was also very nerve-wracking,” Kaizawa said. “I didn’t know if they would make it in time or not but they were able to submit it, so that was
good.”
The day of the event consisted of an introduction ceremony for the schools. The first day and following day students were given a set amount of times to complete their category, using their given prompt. The categories TMP students competed in were Music Video, Personal Vlog, Silent Film and Weather Report. Graphic Tech students competed in the Double Spread Layout and Marketing Design Team categories. For students not competing in their category at the time, they got to participate in guest lectures and learn from professionals in different fields relating to film or graphic design.
Devan Coloma and Cheska Orias (both c/o 2026) competed in the Double Spread Layout category. Coloma was in charge of designing the layout and making graphics for it, while Orias took the photos and wrote the captions. Both of their first times competing in the SHOOTS Summit.
“[Lacy Solis, graphic art teacher] said we would be getting there for free, as the original cost is around $70 dollars to enter,” Coloma said. “Since it was free I could gain more experience in graphic design, overcome challenges and work with other people.”
Coloma said they took the theme which was “SHOOTS Summit” and put different components of film and design into the layout, making it look like it would be part of a yearbook. It was formatted like a storyboard, as on the right side had pictures of participating TMLC students with their experiences, and next it was various pictures of activities happening during the event. Despite not placing, Coloma was still happy.
“There could be a lot more changes, but I’m happy we submitted it.”
Coloma said if given the chance, he would participate again, also adding that if there is an opportunity to do something people should
do it.
“Despite the stress it was really fun,” Coloma said. “There’s just something about stressing out with friends that makes it enjoyable.”
Jacqueline Gaoteote, Lily Vanairsdale and Vaimoana Langi (all c/o 2025) competed in the Silent Film category placing 2nd place. Gaoteote said it was a great opportunity to add to her portfolio before she graduates and time to make some memories.
“I’m grateful for the opportunity, so I would take any category [if I competed again,]” she said.
Gaoteote said since she and her team competed at a different high school, it was a foreign setting for them as they had to come up with things on the spot. The theme for the Silent Film category being “So Ono,” Gaoteote and her team had to use the food brought by Kaizawa. Needing more props her team went to the concession stand to get a tray, while also making a sign and faking
a mustache with paper and markers.
“We tried to see if we could film in the kitchen, but it was off limits, so we had to improvise,” Gaotetoe said. “We just opened the door to show her [the actor] exit the kitchen.”
Gaoteote said she felt really good about the event overall and grateful for Bob Morikuni, athletic director at MHS, for driving them to and back from the competition and enjoyed going as a group to the competition.
“This was a good opportunity to set a tone for later because I do want to grow in this career,” Gaoteote said.
Elven “Nev” Truong and Carissa Anne Ulep (both c/o 2025) competed in the Weather Report category placing 1st place during the awards ceremony.
“The moment the [announcer] said ‘Home of the Tigers’, we knew we won,” Truong said.
Truong said Ulep was mainly in front of the camera as the actor, with himself as the editor working the graphics. He said he only had to do one take of Ulep talking about the weather, and he relied heavily on the graphics during the editing.
“It was difficult trying to figure out how to make some of the graphics,” Truong said. “We had a time limit and it made it [harder] to try to figure it out.”
Throughout the entire process Truong enjoyed working with Ulep, along with the awards ceremony being a welcoming experience where everyone got along; despite it being in the morning there was a lot of energy going around.
“If you have opportunity to [do the SHOOTS Summit] you should use it to your full potential,” Truong said.
Kaizawa said most students were competing in the SHOOTS Summit for the first time, and said participating made students reexamine the way that they created and executed their designs. Kaizawa also said she noticed that her students who placed in the competition approached their work in a new perspective afterwards, and their victories encouraged them to strive higher.
“To know that you made something that took first, second or third in the entire state, that’s a confidence booster,” said Kaizawa.
division
by Cheska Orias
Editor’s Note: Includes minor spoilers for “Epic: The Musical.”
With “Wicked” being adapted into a movie, more people are being introduced to the art form of musicals and the long-winded dialogue with singing and music.
People wanting to get into musicals may be a bit intimidated by the many different musicals out there, not knowing where to start. While others may suggest classics such as “Hamilton,” “Heathers,” and “The Phantom of the Opera” but why not a different newer and up-and-coming musical? I would like to introduce the concept album, “Epic: The Musical.”
“Epic: The Musical” is based on Homer’s epic poem, “The Odyssey,”which follows the story of Odysseus’ journey home to Ithaca. It consists of nine sagas, each saga having three to five songs that go through major plot points of Odysseus’ story. The creator, Jorge RiveraHerrans, released the “Troy Saga” on Dec. 25, 2022, with the last saga, the “Ithaca Saga,” being released on Dec.
25 exactly two years later.
You could listen to each song over and over and still find something new. Musical details hidden within the song provide an enjoyable listen. With the diverse cast of characters within “Epic,” each character has a musical instrument that represents them. For example, Odysseus’ instrument is a guitar, while his wife, Penelope, is the viola. This creates an interesting dynamic in songs such as “Suffering.” In this song Odysseus is singing a duet with his wife, but her instrument isn’t playing in the song. This gives the listeners a clue that it isn’t really her singing with him.
Another detail that makes the musical worth relistening to is the intricacy of each song seen through the motifs and choirs. One of my favorite early examples is the song “Warrior of the Mind.” The song is a duet between Odysseus and his patron goddess, Athena, as she reminds him who he is. When Athena sings the word “mind,” she sings it with a single straightforward note. Odysseus, on the other hand, harmonizes with her while adding his riff. Later
in the song, Athena joins Odysseus in singing the riff, showing their connection with one another.
To accompany the songs “Epic” also have official drawings in the live streams on Rivera-Herrans youtube channel debuting each new saga. Rivera-Herrans’ is known to commission artists to make animations or animatics [animated storyboards] for certain parts of a song, and in the drawings, the characters look like the people they are voicing. A favorite early animatic of mine is “Open Arms” by El_crafts depicting Odysseus with one of his men, Polites, interacting with the lotus-eaters. When Odysseus is drawn, he looks like Rivera-Herrans and the same for Polites, who look like his singer, Steven Dookie.
Besides the amazing songs, the community is filled with with the animatics made to each song, cosplays, edits [the process of manipulating video clips, photos and visual affects to an audio] and discussions that are just amazing. It brought artists, Greek mythology fans, music lovers and people from other communities
together. The best example I’ve seen of this happening is edits using the final song “Would You Fall In Love with Me Again.” People with different interests and fandoms play this song over two lovers from their favorite show/book/movie changing over time but still loving who they are, and this song alone got people into Epic: The Musical.
While you can listen to the album by itself, I recommend listening to the musical with the official live stream on Rivera-Herran’s youtube channel which is his full name, on a first listen. That way you can see all the animations/art created to go with each song, while also getting a better understanding of what’s going on in each song. Then check out anima-
tions created by different artists to see their interpretation of the various songs.
As it tops the charts of Apple Music each time a saga is released and with over 2.9 million monthly listeners on Spotify, it’s clear that “Epic: The Musical” left a mark in people’s hearts.
by Loraine Tambalo
On Jan 30 at McKinley High School, a survey conducted by The Pinion that got data with over 193 respondents, both students and staff, revealed the interesting statistics about caffeine consumption among teens. 49.2% of the respondents say they drink caffeine, while 50.8% say they do not. 78% of the students said they do not feel addicted to caffeine, while 22% admitted they are.
In today’s busy life, many people depend on caffeine to get through the day, as it helps them concentrate. Ariana Ash (c/o 2025), shared her experience with caffeine, especially her choice of Reign Total Body Fuel in the morning. She said she’s haunted by her insomnia, but finds peace in the embrace of caffeine as it helps her concentrate.
Amara Brylle Auro (c/o 2026) said, “I think it’s beneficial, especially for people with a lot of activities. I feel more motivated doing things.” Auro also advised to drink caffeine in moderation, “I think combinations of different types of caffeinated
drinks, like drinking coffee in the morning and then an energy drink after school is too much.” She also agreed that caffeine has as many disadvantages as benefits.
Yuuka Yamagishi (c/o 2025) and Ash find the concentration effect from caffeine is helpful.
Ash said, “I can focus better in school,” while Auro supported this by saying, “It makes me feel more energized when I do physical activities after school.”
However, there is also a downside of caffeine. Ash talked about the negative effects from drinking caffeine, like her getting a heart condition where her heart has an unnatural or irregular rhythm.
“I have developed heart arrhythmia and I have withdrawals after three days off of caffeine,” Ash said. She believes that caffeine is helpful, but too much of it can be harmful.
Knowing how much caffeine is okay to consume is very important. Ash believes that drinking more than one energy drink is too much,
as according to the USDA, one can of energy drink usually contains 80mg of caffeine. While she mentioned that her limit is about nine-hundred milligrams, also according to the U.S Food and Drug Administration (FDA), the maximum amount should be 400 milligrams. Auro also stressed the importance of awareness, saying, “There are a bunch of health-related side effects like headaches and rapid heart rates.” and according to UCDavis, this is true.
Ash said, “I feel like all things are a double-edged sword because too much of anything is bad for you.” And Yamagishi agreed with Ash’s view that caffeine can both be good and bad. She believes that caffeine, if used wisely, empowers, but can also cause problems if misused.
When asked about safer ways to get the benefits of caffeine without its risks, MHS students suggested making healthier lifestyle choices like getting more sleep and eating regularly. Yamagishi suggested talking to students who either always consume caffeine or never ingest it to get a better understanding of the topic. Auro then advised moderation once more.
I love caffeine. I love the Starbucks coffee you can buy from 7-Eleven to drink every day. It’s nice to know that students agree with my view about how caffeine is a tool that can be beneficial if you want it to be. But I believe developing a dependence on it is when you should start to limit your intake.
Overall, caffeine can help with focus and energy, but it’s important to be aware of the risks. As all three students pointed out, caffeine is a double-edged sword; it’s essential to use caffeine wisely and understand how it affects health. Finding a balance between benefits and the risks can help create a healthier relationship with this well-loved elixir of energy.
by Kena Anien
The McKinley boys soccer team made it to the playoffs once again. Their goal this year was to make a strong run and reach the championship. However, they fell short in the semifinals, bringing their season to an end.
Tanner Hiromasa (c/o 2025) is the captain of the boys soccer team. He has been a four-year starter and a two-year captain, playing as a defensive player. As captain, Hiromasa aimed to inspire younger players, not just in soccer but also by encouraging positive attitudes and strong character, hoping it would help them in life and beyond high school.
Hiromasa said he was satisfied with how he played in his last game as a McKinley Tiger and was grateful to walk off the field with his teammates and coaches.
“My highlight this season was the semifinal game against Kahuku because I knew I had to leave everything on the field, no matter the score. And that’s what I did, so I was satisfied with how I played because I gave my absolute best effort.”
Hiromasa felt a great sense of responsibility as captain and was happy to support and encourage his teammates through practices and games. He was honored to be chosen as captain and thankful to his coach for the opportunity to lead the team over the past two years. He also felt privileged to lead and finish his time as captain of the McKinley soccer team.
A key motivator for Hiromasa was his family and friends.
“They were always there for me at
the games, and I’m forever grateful for this, as I know some kids don’t have the luxury of having their parents there. My teammates were also a big reason why I stayed motivated because I knew how badly they wanted to win. I knew how badly they wanted to improve, and that inspired me to do the same.”
Gregory Givens (c/o 2027) is the team’s goalie, and this is his second year on the boys soccer team. During his freshman year, Givens played as a central defensive midfielder and as a striker. However, when the senior goalie left, Givens stepped up to fill the role of goalkeeper in his sophomore year. His goal this season was to do his best for the team.
When asked about making it to the playoffs, Givens said, “It felt good to make it to the playoffs, but I didn’t play this season due to an injury.”
Givens had been substituted out of goal and came in as a striker. After scoring his first goal, he tried to score again but was side-tackled, losing his balance and suffering a medial and lateral ankle sprain, which kept him out of the playoffs.
Givens was disappointed that he couldn’t help his team in the playoffs. He felt like he had let the team down, knowing there were goals he could have saved and plays he could have made if not for the injury. Despite this, Givens attended all the playoff games to cheer on his team and wish them the best.
When discussing his goals and highlights from the season, Givens said, “I wanted to work hard as a goalie so I could do my best on the field, whether as a striker or keeper.”
His highlight of the season was “our game against Kalaheo. I played really well in that game, and I was able to keep the score tied at 0-0.”
John Mai (c/o 2003) has been the head coach since 2008. Before becoming head coach, he served as an assistant coach in 2004. The head coach at that time was a former teammate of his from high school. When the head coach left, Mai took over the role. He said, “I can’t believe it’s been this long!”
Like the players, Coach John had the same goal: “To win the games we needed to make the playoffs and compete for a run in the OIA playoffs toward another championship game appearance. We did make the playoffs and reached the semifinals, but unfortunately, we fell short. Our other goal was to ensure everyone kept their grades up to participate because being a student comes first.”
Coach John was impressed with the team’s turnout at the start of the season. He shared that it shows soccer has come a long way at McKinley, and he hopes to continue growing the soccer program. With a good mix of young players contributing right away and veteran upperclassmen leading the team, Coach John was satisfied with this year’s team and is excited to see more boys try out next year.
Reflecting on his season highlights, Coach John said, “For me, this year’s highlight was experiencing a playoff win and playing in the semifinals of the OIA Playoffs. Those are moments I think will be remembered forever. But also, seeing the boys grow as players and as people throughout the season—that’s always a highlight for me every year.”
by Rose Ganotisi
As an athlete, nutrition is important to keep the body fueled throughout games, practices, school days and everyday life in general. Trying to find time to eat between practices and school can be difficult. Meal planning is also tough because you have to decide whether or not to eat a full meal or to just have a snack, knowing that you have practice soon. Personally, as an athlete who plays volleyball and basketball, granola and trail mix have been my go-to snack. These snacks are a lightweight pick me up, that are nutritious and delicious. The JV girls basketball team agreed that trail mix is a good snack before practices and games. They also said they like to eat protein bars to give them energy while playing sports.
Granola and trail mix are both excellent fuel sources because they have slow digesting carbohydrates, protein and healthy fat. Carbs are important because they are your body’s main source of energy.
Additionally, fruits are always a great option to eat before practices and games because they have natural sugars that give you energy. On top of that, fruits also contain healthy fats, which keep you full for longer periods of time, making them a good snack before sport activities.
I like to be fueled throughout the entire day. In order to do this, I eat
a hearty breakfast consisting of something like oatmeal with honey and fruits. This way, I feel good from the start of the day. For lunch, I eat a sandwich or salad so it’s not too heavy but still fills me up. Before practices, I like to eat carbs and sugars so it keeps me fueled throughout the whole practice. For me, this looks like eating a chocolate chip granola bar along with a fruit bar. My favorite fruit bars are from Trader Joes, but there is also a brand on Amazon that has good fruit bars called “Pure Organic.” The brand of
granola that I usually eat is Made Good and their chocolate chip granola packs are the best in my opinion. These types of sugary snacks are full of carbs keep me fueled throughout practices and games.
Remember athletes, it’s important to fuel your body every day so that you can continue playing the sports you love. Japanese teacher and swim coach, Ky Wong said, “[Nutrition is] extremely important. It’s 33% of being an athlete. The other 33% is sleep and then 33% is actual performance.”
Editors
Dominic Niyo
Cheska Orias
Malia Manuel
Nhi Nguyen
Jacky Oasay
Newswriting I
Leif Allgood
Kena Anien
Donald Ayon Youm
Alex Azhari
Rose Ganotisi
Shyleiah Hanawahine
Loraine Tambalo
Copy Editing
Darryl Tang
Adviser
Cynthia Reves
Dominic Niyo - Pgs. 2, 3, 4, 5, 6, 7, 8 and 9
Nhi Nguyen - Pgs. 18 and 19
Jacky Oasay - Pgs. 12 and 13
Cheska Orias - Pgs. 1, 2, 3, 9, 14, 15, 16, 17, and 20
Cynthia Reves - Pages. 10 and 11
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Are you able to solve it?
1. The club that helped create the roses for the singing grams.
6. The high school TMLC students competed at for SHOOTS Summit.
8. Red envelopes filled with money that is passed out to kids during the Lunar New Year.
10. The college where Lawrence Mamiya was a professor.
11. The instrument associated with Odysseus in Epic: The Musical. DOWN
2. How many years did Rep. Amy Perruso teach as a civics teacher?
3. The high school McKinley’s boy’s soccer team faced in the semi-finals.
4. One of the advantages of caffeine.
5. The name of McKinley’s dance club.
7. The body’s main source of energy.
9. The Kalo that MHS CBI students focus on growing.
Visit W123 or a Pinion reporter to see if you got the right answers!