Addison follows sophmore Alexander Watanabe’s journey toward earning the
Kayden highlights excitement surrounding Pinewood’s new boys volleyball team. READ MORE ON PAGE 3
Editorial Violet reflects on college applications and the most debilitating time of high school. READ MORE ON PAGE 5
Arts & Cultures
Esha explores the creation of a mural inspired by ‘East of Eden’ – a tribute to the literary and artistic community.
MORE ON PAGE 7
Most people in the Pinewood community know that Bill and Jennifer Bates are married, but not many know that their story began at Pinewood in 1993, where they first met and spent time together as class advisors. As they went on multiple field trips with students, a friendship and connection between them formed.
“I remember on one was to the wharf in San Francisco, and the kids would all go off, and then we’re like, together,” Jennifer said. “So we hung out and got to know each other pretty well.”
The couple had a mutual friend: Andy Gibson, who helped bring Bill out to California and to Pinewood.
“Pinewood has
the
same values that we have, so I feel like we get to live it all the time.”
“It was him that I was visiting, and ended up working at the school for about six months, and then I went back to Massachusetts,” Bill said.
Then, in March, Bill got a call from Victor Riches, who offered him a long term position at Pinewood.
“Mr. Riches gave me a call and said, ‘We’d like you to come out and start our computer science department,’ because they didn’t have one at the time,” Bill said.
After accepting Riches’ offer, Bill came back to Pinewood and that is when the friendship between Jennifer, whose maiden name is Payne, and Bill blossomed into a deeper connection.
“Because we were friends with Andy, the three of us would go out on the weekends and do fun things and hang out as friends,” Jennifer said. “We were friends first, and then…it just kind of happened.”
Once they started dating, in their 20’s, none of their students knew that the two were a couple, yet they kept
trying to get Jennifer and Bill together. After they started dating, their relationship flourished
and the pair grew closer, ultimately leading to Bill’s decision to propose to Jennifer. Charles Oliver, a close friend and teacher at Pinewood at the time, helped Bill make a plan.
“So Charles and I went around to pick an engagement ring and he helped me pick one out,” Bill said. Bill proposed to Jennifer over the intercom system at Pinewood in May 1996.
At the time, the intercom system had a cassette player, so Bill recorded his proposal and played it over the loudspeaker while he was outside of Room 1 ready to ask Jennifer to marry him.
“So, when it got to the part in my speech where I was about to say …‘would you marry me?’, I walked in the door to her classroom and I got down on one knee, and I opened the ring,” Bill said.
Everybody cheered out and congratulated the couple. They got married in June 1997.
Years later, they welcomed two children, Casey and Quinn Bates, both of whom attended Pinewood. Casey graduated in 2018 and was part of the Pinewood Performing Arts (PPA), football, and baseball teams. Quinn graduated in 2020 and was also part of the PPA, cross-country, and baseball teams at Pinewood.
“We heard so much about Pinewood growing up, like how our parents met, how our dad proposed on campus, the friends they’d made working there,” Casey Bates said. “When we eventually came to Pinewood as students, we thought it was special to not only experience the place that held such significance in our parents lives, but also to make cherished memories of our own there.”
The Bates’ relationship is a testament of the connections that are created here at Pinewood School, among our staff and members of the community alike.
“Pinewood has the same values that we have, so I feel like we get to live it all the time, all day, and our kids went here, and our kids loved it,” Jennifer said. “Our whole family benefited from it.”
ZACHARY CHOI Staff Writer
“Am I ready for life as an adult?” That is a question many seniors ask themselves as they near the end of their high school careers. This spring, Pinewood’s Adulting 101 Workshops plan to prepare seniors for adult life through addressing topics such as personal finance, cooking and nutrition, apartment skills (like reading a lease), and navigating healthcare. Between spring break and AP exam week, four of these optional workshops will be offered during office hours.
Previously, Pinewood conducted a similar program developed by current Associate Director of College Counseling and Academic Advising Carolyn Siegel named “Onward.” This year, Upper Head of School Eve Kulbieda and Alumni Relations and Events Associate Kayla Whitehouse are working to continue Siegel’s vision. Kulbieda believes that the Adulting 101 Workshops will help seniors gain the tools necessary to succeed in life.
“It’s all about confidence,” Kulbieda said. “I think not providing confidence holds them back from feeling like they can lean into all the things.”
Still, much of the program remains unknown. One remaining unknown is who will instruct the workshops.
In fact, Kulbieda said that members of the Pinewood community, other than teachers, might teach as well.
“It’s evolving,” Kulbieda said. Kayla Whitehouse is looking for alumni to run some of the workshops.”
Regardless of the decisions yet to be made, Kulbieda remains focused on supporting the needs and desires of each senior.
“Part of our discussions when I meet with the seniors next will be about these seminars and exactly what they want,” Kulbieda said.
Despite the high school graduate stereotype of needing to learn basic house chores, senior Jared Bowman hopes to familiarize himself with more difficult skills such as tax jargon and legal paperwork.
“Taxes and the legal system are really confusing,” Bowman said. “I have no idea what I need to fill out.”
Alternatively, senior Prisha Mohapatra believes that finding different ways to manage time will be even more valuable in adult life.
“In high school you’re told when to do what, but then in the adult world, you don’t really get guidance, so learning different ways to be able to do that will be helpful.” Mohapatra said.
Despite these uncertainties, seniors are ready to embrace adulthood through the workshops.
“I feel excited and ready to learn how to be prepared, but I don’t think I’m prepared yet,” Bowman said. “I don’t think anyone would really be prepared at the start.”
Thinking back to her experiences of becoming an adult, Kulbieda said that confidence and experience allowed for her to adjust to adulthood.
“It’s all about confidence. I think not providing confidence holds them back from feeling like they can lean into all the things.”
“Because I was already doing those things, that really set me up for success,” Kulbieda said. “It made me more resilient, but also more confident when I went out into the wide world.”
Kulbieda believes that the Adulting 101 Workshops are important for seniors and their growth as individuals beginning to navigate real life.
“These workshops will help build confidence and self-esteem and provide seniors with a skill set that they may not have been exposed to yet,” Kulbieda said.
There was once a time when dance asks weren’t just posters. They were productions. They were extravagant. They were full of energy. However, in recent years, the amount of dance asks on campus has decreased significantly. Why is that? Associate Head of School Kyle Riches, Associated Student Body President Leo Gray, and sophomore class president Caitlyn Kramer have some thoughts on why this tradition has shifted.
When Riches was a student at Pinewood from 1998-2011, it was tradition for students to take part in over-the-top, extravagant asks. He said that instead of solely using a poster, like most do today, students opted for more interactive asks. One of these was a balloon scavenger hunt that started in Los Altos and went all the way to Upper Campus with someone holding a sign every 300 feet. Riches believes that the biggest difference between now and then is the increasing prominence of social media.
“It’s funny just seeing the videos of dance asks now, because it's like, ‘Hey, here's a poster. Now, come take a picture,’” Riches said.
Riches hypothesized that students might feel awkward being posted on social media. While this may be one contributing factor, another might be that the norm nowadays isn’t to ask someone.
“It used to be the norm to ask people to go, and they were very much outward facing, so everyone was doing it,” Riches said.
Riches said that this created an environment where it wasn’t awkward or embarrassing to ask someone because that’s just what everyone did.
Similarly, Gray speculated that the lack of dance asks might be due to the stigma that asking someone implies romantic intent.
“People might feel nervous because they think that asking someone means that they're asking a crush out, but it could just be like asking a friend,” Gray said.
Kramer believes COVID played a large role in the decrease of spirit at Pinewood.
“COVID made these new norms; the norms now are different from what they used to be before,” Kramer said.
Kramer stressed that having good role models are crucial to keeping the spirit alive on campus.
“I think it kind of starts with your older grades, and if they're doing it you're gonna see that on Instagram, and you'd be like ‘oh as a younger grade, we should do it’, and that kind of creates a chain reaction,” Kramer said.
Even though, to some, it seems like this lack of spirit might reach a dead-end, Riches said he sees changes starting to occur and believes that the Pinewood spirit is making a comeback.
“From what I've seen over the last few years, we are totally on the way back to what I feel like it used to be around here,” Riches said.
If you were to walk into an empty classroom on campus, chances are you’d be able to guess what subjects are taught inside just by looking around the walls. And if that classroom happened to be a history classroom, you might know the human geography concept of ‘space versus place’ as well.
By themselves, classrooms are simply spaces, geometric areas with nothing but gray carpet and gray walls. On the other hand, the term 'place' describes the way people modify a space to reflect who they are. In the case of empty classrooms, our teachers adorn the walls, desks, and shelves with knick knacks, making places out of spaces.
Some decorations are used for teaching purposes. For example, biology teachers Monica Ventrice and Kimberly Hudson keep an impressive glass display of animal bones and shells in their classroom for demonstrations.
more easily when playing with their hands, and flexible seating to suit all movement preferences, from adjustable desks to the highly sought-after papasan chairs. She is also eco-friendly, having made her bookshelves out of rain gutters.
“I want students to feel relaxed,” Bradley said. “When students feel relaxed, they feel like they’re ready to learn.”
For other teachers, the importance of decorating classrooms lies in how the decor can inspire students.
“It makes such a huge difference to be able to grab something that you can use to explain what would be a much less accessible scientific concept,” Hudson said.
Similarly, math teacher Stuart Hamilton uses his numerous wall posters of winged kittens and puppies to discourage students from factoring polynomials incorrectly.
“If they factor incorrectly, I tell them a kitten or puppy goes to heaven,” Hamilton said.
While Ventrice, Hudson, and Hamilton all have elaborately and eclectically decorated rooms, other teachers keep their walls relatively plain to avoid distractions, choosing other ways to best accommodate students. Spanish teacher Olivia Bradley’s classroom, Room 11, features individual lamps for students who prefer to work in brighter lighting, fidget toys for those who focus
“Decorations are the first things that communicate to students how excited teachers are about teaching,” Hudson said. “And if teachers aren’t excited about it, how are students going to be excited?”
And often, classroom decorations can spark sudden interest in students as well.
“We could not tell you how many times students have gotten excited about something because of some little thing they’ve seen in the room,” Hudson said.
Sometimes, teachers turn decorations into games for students. Hamilton’s classroom, Room 22, hosts two confounding clocks for students to ponder, one that’s rotated ninety degrees and ticks counterclockwise and another that is an amalgamation of differently colored squares and dots.
“I like to challenge students,” Hamilton said. “This clock is like a puzzle, and math is like a puzzle.”
Ventrice and Hudson have even turned Room 19 into multiple scavenger hunts by hiding dozens of camouflaged butterflies and slugs around the room.
“I call our room the ‘I Spy’ room,” Ventrice said. “I love our room.”
No matter if it has a nickname or not, every classroom has something to explore. So relax in the chairs, find the insects, solve the puzzles, and observe everything in each room that turns it from a space into a place.
Behold the Eagle Badge: the highest badge for Boy Scouts that only 4% of members earn, achieved through years of dedication, hard work, and passion. Pinewood’s very own sophomore Alexander Watanabe is well on his way to receiving his.
Boy Scouts is a youth organization that gives its members opportunities to explore nature through hiking, camping, and mountain biking while teaching life skills, character development and, most of all, leadership. Since joining the scouts in fifth grade, Watanabe has gained many new skills to add to his toolbox, from cooking to swimming.
“I have had a lot of amazing moments and played a lot of games,” Watanabe said. “And it means a lot to me that I am able to see these people and grow with them, and learn skills such as lighting fires using sharp objects.”
complete his Eagle Project, a service project that helps a school or community. For his project, Watanabe decided to partner with Grassroots Ecology, a non-profit organization based in Palo Alto that helps maintain wildlife.
Now, after five years of completing projects, attending scout meetings, and going to campouts, Watanabe is putting all his skills together to obtain the Eagle Scout rank. To achieve this, Watanabe has to earn at least 25 merit badges, take on a leadership position, and, finally,
“They said they needed help to have restoration to their birdhouses, so I am both rebuilding the bird houses and willow staking the river nearby to help restore the environment,” Watanabe said.
In conducting this project, Watanabe has learned many valuable leadership skills, which include directing members of his troop and mentoring a number of Pinewood students.
“I learned it’s very hard to manage a large number of people,” Watanabe said. “And you sometimes have to delegate to other people in order to get a large amount of tasks done.”
As Watanabe gets closer to reaching his goal, he is able to reflect on his journey and how far he’s come.
“I admire anyone who reaches such a high position because I know how much effort and dedication it takes to reach such a level,” Watanabe said. “And it’s something way in the sky that I feel is very much in reach with me now, but I did not believe that when I started.”
BRAXTON KIMURA Staff Writer
As we enter February, both Pinewood’s boys and girls basketball teams are gaining momentum as they begin league games. With a combined record of 2512, as of Feb. 4. both teams have clinched CCS playoff berths and aim to finish this season better than the last.
The girls basketball team, despite having four new players in the rotation, has showcased their ability to rise to the occasion, ranking ninth in California and winning both crucial league games against No. 17 ranked Woodside Priory.
Photo by AVERY HALL
“As the season has gone on, we have all stepped into our own individual roles and figured out what those roles are,” junior captain Caitlyn Kramer said.
The team came ready on Jan. 18, when they took a 57-52 victory over No. 16 ranked San Ramon Valley High School. Senior captain Vallory Kuelker led the way with 18 points and eight rebounds while reaching a monumental milestone of 1,000 career points shortly after.
“[The win] really showed us that we are capable of a lot,” Kuelker said. “It gave us a lot of confidence, and now we know that we can make it really far in the season.”
The girls have a longstanding tradition of dominating the season, and this year is no exception. Under the guidance of Coach Doc Scheppler, who prioritiz-
es meticulous team preparation year after year, they consistently deliver winning seasons.
“We put ourselves in a position to beat the top teams,” Scheppler said. “That means defensively, not making mistakes, being cohesive, and an improved, consistent effort.”
Meanwhile, the boys basketball team is undergoing a season of transformation. With an entirely new coaching staff and only four returning players, they aim to build a strong foundation for future success by embracing a fresh team culture.
“Our team commitment has grown,” head coach Chris Jackson said. “We are all coming together and buying into what it takes to change the program for the future.”
Although the boys team lost their first league game to The King’s Academy, they are using each challenge as a learning opportunity. With every game, they demonstrate improvement and a stronger sense of unity.
“Losing to [King’s Academy] motivated us to push harder,” freshman Vihaann Satpute said. “It was a reality check for us.”
Similarly, through each loss, the team is exhibiting perseverance and a strong sense of community. The team focuses on looking forward instead of dwelling on the losses that they can’t change anymore.
“Basketball is a game that exists beyond the four corners of the court,” junior captain Dhruv Gupta said. “[The team] needs to keep our heads up even when we are facing adversity.”
NEIL KULKARNI Staff Writer
Fencing is an underappreciated sport that requires quick thinking, agility, and substantial speed. Three Pinewood fencers compete and put on a show on the national and international stages: freshman Eddie Ling, freshman Zachary Choi, and junior Sophia Mann.
Freshman Eddie Ling has been participating in competitive fencing since the age of seven and currently ranks second in the nation for 15-year-olds.
nationally in his age group. He recently won the 2025 regional championships, which currently makes him the best fencer in California, Nevada, Arizona, Utah, New Mexico, and Colorado.
Choi said that his feats would not be possible without his constant supporters.
“It’s just been a really big passion for me since a small age and that love for the game has pushed me forward,” Ling said.
Ling represented team USA at the Cadet Circuit in which he competed in tournaments in Bulgaria, Slovakia, and France. Ling then went on to win gold over other fencers from Ukraine, Italy, Hungary, and France.
“It was a great experience to represent this country,” Ling said. “I had a pleasure fencing with my team and bringing home the gold medal.”
Freshman Zachary Choi has also been making a name for himself in the fencing community.
“I’ve been fencing for six years, and it’s been very fun as I get to compete with my friends and create long lasting memories,” Choi said.
Choi has an 80% win rate and ranks 95th
“I fence for Maximum Fencing Club, and my coaches are the best; they always push me to do better and have truly helped me through this journey,” Choi said.
Choi, an A-rated fencer with 32 all-time medals, hopes to continue his fencing journey throughout his lifetime.
“I will definitely continue to fence through college, and I really hope to participate in the 2028 Olympics,” Choi said.
Sophia Mann, a junior, currently stands in the top 30 in the nation for her age.
“I started fencing when I was eight, and it’s turned from a small hobby into a really big passion where I can now compete on the national stage,” Mann said.
Mann said that Pinewood should start a fencing team.
“Most people don’t really know a lot about fencing, so people getting a chance to explore and have fun would be great,” Mann said.
Choi agrees.
“I would definitely be interested in getting a fencing team up at Pinewood,” Choi said. “I think we would have a really strong team and win some serious competitions.”
KAYDEN GE Staff Writer
For the first time in decades, the Pinewood athletics program is spiking up excitement with the addition of a boys volleyball team that will be competing this spring sports season. The team offers students a unique opportunity to compete and connect with this brand new sport at Pinewood.
Working closely with Upper Campus Athletic Director Matt Stimson, sophomore Sean Sirhan, junior Jerry Yan, and junior Mailey Wang worked together in a long, collective effort to make their vision of a Pinewood boys volleyball team a reality.
For Sirhan, his vision for the formation of this team has been brewing in his mind for a long time, and he’s excited that it’s finally coming to fruition.
“It’s been my dream since seventh grade,” Sirhan said. “I haven’t played a Pinewood sport in all 11 years that I’ve been here, so I’m excited to finally be able to represent the school.”
At the beginning of the school year, Sirhan, Yan, and Wang co-founded the Pinewood Volleyball Club. The purpose of the club was not only for students to have fun playing volleyball at lunch every week, but also to test the waters in terms of the level of interest there was for a boys volleyball team. The club was a whopping success, garnering a total of 80 signups.
“I needed to prove to Mr. Stimson that there was enough interest to make a team,” Sirhan said. “[Volleyball Club] is the biggest reason why we can get a team because it showed everyone how fun volleyball can be and just overall helped us get the word out.”
Stimson was happy to see the level of interest increase for a potential boys volleyball team, and he was eager to give the green light for the creation of the team.
“The team has been something that some of the students have been pushing for a while, and I think we finally have generated enough interest to make it a go this year,” Stimson said.
Practices will begin this spring season. In order to accommodate students who have an interest in playing volleyball but don’t want to miss out on the other spring sports, volleyball practices will be held twice a week with a regular starting time of 4:45 p.m.
Stimson hopes this setup increases participation and avoids conflicting practice times for anyone participating in baseball, tennis, or track and field.
Yan, who has also been wanting to form a team for quite some time, is thrilled to hit the ground running this spring.
“I’m really looking forward to seeing this new team grow together,” Yan said. “I hope that by the end of the season, we can feel like a legitimate team and be proud to represent Pinewood.”
Sirhan is optimistic about what the future can hold for this new program.
“Hopefully, the boys volleyball team will be a team that continues to thrive even after Jerry and I graduate,” Sirhan said. “I hope we’ll be able to hang up a banner in the gym one day.”
YICHEN WANG Staff Writer
Mesmerizing like a kaleidoscope, celebrities capture our attention as we twist the dial, endlessly marveling at every angle of their life. We dedicate our time, energy, and money to these ever-shifting figures. We willingly situate ourselves into parasocial relationships with them, unbothered by the unnatural complacency. Is there any value to gain, or are we blindly stuck in one-sided admiration?
Don’t be entranced — celebrities aren’t the picturesque and glimmering mosaic you see through the lens of a kaleidoscope. They are fallible human beings. Using the lives of celebrities as a reference to “perfect” your own life results in feelings of dissatisfaction when you inevitably fall short.
From body dysmorphia to the endorsement of detrimental financial decisions, celebrities have contributed to many societal issues. The Kardashian family, for instance, has created harmful beauty standards and misled people into investing in a deceptive crypto token. Yet, earnestly chanting in the shadows of a public figure will make you tune out valid criticisms of their behavior and opinions.
Relying on celebrities as a roadmap for success is equally problematic. While their stardom is encapsulated in the beautiful view of a kaleidoscope, we can’t see the shifting pieces inside — much like how we cannot visualize the steps and decisions that built their careers. Success relies on many factors,
DERRICK HARRIS Staff Writer
Imagine if Romeo and Juliet, Sabrina Carpenter, Albert Einstein, and Convenience Store Woman had a baby. I bet you’re wondering, ‘Why would anyone ever think of that?’ Luckily for me, I do not have to imagine. I have witnessed the nativity — the birth of my perfect love story.
I was in F period Chemistry the day that we met. I read your name on the board and stopped for a second. I thought to myself, “Who’s Avogadro and his cool number? I’ve never heard of the name ‘mole’, how unique!” You remind me of green gardens, satin pillowcases, espresso, and 70s synth music. I tucked my nonexistent hair behind
my ear and tried to solve for you; however, I ended up with more questions than answers. What’s your favorite color? What’s your Spotify account? What’s your mass at room temperature? Are you and Avogadro just friends? The most pressing question of all: could we ever work? You’re not in my other classes, but I know you want to be. Since I also failed eighth grade algebra, I would have a hard time figuring you out. All of these questions led me to question myself, “Why do I want this so badly?” You are such a significant figure in my life, so I have to make it work.
You give me everything my ex (eighth grade algebra) could not. You make math fun, you make my life easy, and I actually understand you. I am Queen Elizabeth, and you are the Shakespeare of my academic Renaissance.
Illustration by SOPHIA LEE
However, every relationship has their obstacles. I learned about your past, empirical formula, and percent composition. It was hard to understand them, but I did. There are more units we must face in the future, but I know we can make it past them. Forget about the past; we are the future. You are my future. I know we’d have really good molar chemistry.
including unpredictable chance, which makes replicating it nearly impossible.
A healthier way to celebrate celebrities would be to focus on their achievements or great qualities — traits they persistently exemplify as we rotate the kaleidoscopic panorama of their public image. By doing so, we can find inspiration in their success and use it to fuel our own goals. However, celebrities don’t have to be your only source of motivation. Connecting with people in your community is a great alternative. Unlike those distant public personalities, these people are human beings you can interact and build real connections with.
Idolizing celebrities is a significant problem, but I’m not advocating for the extreme contrary of celebrity toxicity and cancel culture. When we see celebrities as nothing more than someone who deserves to be scrutinized and eradicated for tiny mistakes, we often forget they’re human too. Chappell Roan demanding basic respect by shouting at a photographer at the VMAs is a perfect example: just because she’s on the red carpet doesn’t mean she’s forfeited her right to set boundaries.
To realize the right amount of celebrity worship suitable for you, it’s helpful to put down the kaleidoscope every once in a while and reconnect with the world around you. And who knows? Noticing and loving the glamorous imperfections and mundane moments in your life could be more fulfilling than watching someone else’s story unfold.
MARIE REDONDO Staff Writer
Schoology has been sneakily praying on our downfalls, strategically laying down traps for Pinewood teachers to fall into. As someone with a last name that starts with the letter “R”, I’ve often wondered if this gives me a disadvantage in the grading process. If your last name also falls toward the end of the alphabet, you can blame your ancestry for any seemingly undeserved bad grades you’ve received.
In what can only be described as a gut-wrenching revelation, it turns out that students’ struggle for academic success may not come down to only intelligence, but rather also the order of the alphabet — with the help of Schoology. This shocking phenomenon, which I refer to as the “Last Name Supremacy,” has infiltrated Pinewood Upper Campus, subconsciously influencing Pinewood teachers.
English teacher Ellie Pojarska, who has broken free from Schoology’s grip and realized its sinister influence, speaks on the matter.
“If you’re grading assignments in Schoology, things pop up in alphabetical order,” Pojarska said.
Although this feature of Schoology may appear innocent and practical for teachers, it is in fact a diabolical ploy designed to favor the “Andersons” and “Barnes” of the world, while leaving the “Wilsons” and “Zieglers” in the dust.
You may not believe me, but studies have shown that students with last
names appearing later in the alphabet consistently receive lower grades, due to unavoidable factors such as fatigue from teachers.
In an interview with the Hechinger Report, Helen Wang — the lead author of such study and a doctoral student at the University of Michigan’s business school — summarizes her findings.
“There is such a tendency of graders to give lower grades as they grade more,” Wang said.
“Surnames starting with U to Z were docked a little more than half a point on a 100-point scale compared with A to E surnames,” Wang said.
Although the conclusion of these findings may seem rather insignificant, this docking can add up and translate into the difference between an A minus and a B plus on a final grade.
I’ve come to believe that Schoology is manipulating the grading process, with Pinewood teachers subconsciously falling victim to its traps by grading in the oh-so-convenient alphabetical order.
“Now that I’m aware of it, I’m trying to mix [the way I grade] up,” Pojarska said.
But is it too late? Schoology’s damage has already been done through its reinforcement of grading alphabetically, and awareness must be spread before more students suffer from accidental bias.
So, the next time you look at your grades, ask yourself: am I the problem? I can assure you — you are not. Stay vigilant, Schoology is always watching.
VIOLET NEGRETTE Opinion Editor
9,000 words. 33 essays. 19 schools.
As many of you may know, the senior class finally wrapped up the insidious ghost that has haunted our minds for the past six months: college applications. We survived a season that was a simultaneous catalyst for self reflection and continual anxiety. This article is an attempt to bring light to the harsh realities that have contributed to the debilitating process that engulfed the entirety of the first semester of my senior year.
I began this process in the fall semester of my junior year when a classmate of mine shared their woeful tale of their first SAT. Having never once opened this section of the College Board website, I had a mini heart attack and watched the beginning of my college journey unfold in front of me. In other words, I had no idea how college admissions worked and the amount of effort it would require. Looking back, it’s hilarious how naive I was.
Everyone knows that the seniors had to write “a lot of essays” this past semester. But the essays were more than words on a Google Doc. Having to sum up myself – 18 years, countless memories, dozens of mentors, hundreds of passions – in a few hundred words is a daunting task, one that I often manipulated to paint myself as the “ideal candidate.” In doing so, I ironically felt like I lost my sense of self.
ing that this is the last year of my childhood. I cried in my room almost every night because I felt like a speck of dust in the whirlwind of applicants who all wanted the exact same things as me.
As I wrote these essays, hoping to distinguish myself from the literal thousands of students my age, I began to feel like there was nothing special about me at all. My own passion for writing and reading diminished entirely in the face of bland prompts that blended together in a slow-moving stream of uninteresting facts.
I watched my friends – self-assured and confident people – break down over the stress of applying to col-
senioritis. My response: honestly, it’s not that I’ve given up – I just have nothing left to give.
Photo by GABBY YANG
Last semester, I utilized every free period for essay workshops and editing sessions. I agonized over the U.S. News World and Report statistics. I precariously juggled club soccer, extracurriculars, six APs, college essays, family time, and friendships, all the while realiz-
leges while also maintaining stellar grades to reflect exponential academic growth to those exact colleges.
I repeated my script for how college applications were unfolding to never-ending lines of relatives, faculty members, and random friends of my parents. “Yes, I’m still writing those essays.” “No, I haven’t heard back from ___ yet.” “You’re right, I should manage my time better.”
Additionally, people always inquired about the famed
Now, I am sad to say that I can easily write a 500word essay in less than an hour about my interest in college majors. I can compare the “stunning ocean views of the West Coast” to any Great Lake with ease. I am unphased by the challenge of expanding upon my interest in an honors program. I’m immediately prepared to explain how my background can contribute to your community. I have no problem with describing a moment in my life that defines my definitely super-unique character that transformed my school community into a haven of intellectual curiosity and compassion, as seen by my involvement in various clubs and extracurricular activities. Maybe I’ll be good enough for that school. Maybe not. Maybe 2007 was a high birth rate year. Maybe I could’ve done better in Chemistry. Maybe I should’ve signed up for another summer course. Studied harder. Researched longer. It’s unavoidable to see a college result as a reflection of your worth. How could I have submitted essays on my struggle with math classes, my passion for political advocacy, and my connection with my parents, and not see a rejection as a rejection of my character? As impossible as it seems, I always remember that both this admissions process and the sheer number of participants is an unfair equation that I cannot solve.
And the cherry on top: my results trickle back from December until April. As I sit here, pondering what a deferral means, all that’s left to do is sit back, relax, and wait.
ABIGAIL YEW Staff Writer
11 a.m. Sunday morning. Menlo Park, California. Shoes squeaking, balls bouncing, nets swishing. Everything feels familiar, from the gym to the school to the game being played in front of our eyes. Upon entering the gym, we watch as Cleveland Cavaliers shooting guard Max Strus effortlessly drains three after three from way beyond the arc. Everything is the same. The form, the shot release, the arc, and of course, the result. Swish. Swish. Swish.
It’s not everyday that you get to meet the exact athletes you idolize. On Sunday, Dec. 29, the Pinewood girls basketball team did just that, gaining exclusive, inside access to a Cavaliers practice.
Ever since the summer of 2012, when Pinewood girls basketball head coach Doc Scheppler met Cleveland Cavaliers head coach Kenny Atkinson, the two have become close friends, sharing a strong bond over their love for basketball.
ing the occasion all the more special.
“We both love to teach the game, both curious learners, and that’s when the relationship started,” Scheppler said. “Through those years we would maintain contact, and I would send him some plays to run for his team.”
Without Scheppler’s connection to Atkinson, this experience wouldn’t have been possible for the girls, mak-
Being the number one Eastern Conference team in the National Basketball Association is no easy feat, and from watching the first few minutes of their practice alone, it was clear why the Cavaliers are as good as they are.
Constant communication, high fives left and right, laughter flying across the gym, everything. Everything a coach and athlete would want in a practice was right
there. The competitiveness, skill, and joy in the gym were palpable, and it reminded everyone in there why they play the game of basketball.
“The vibe that the players brought was very different than I expected,” senior guard Vallory Kuelker said. “There was a lot of energy in practice, and they were all talking to each other and making jokes. That inspired us to be more like that in practice and just have more fun.”
Beyond just their talents on the court, Scheppler also noticed how welcoming the players were. Watching them perform on national television was one thing, but seeing and meeting them in person was another.
“The main thing is that the camaraderie was at the highest level.” Scheppler said. “The fact that somebody like Donovan Mitchell came over, introduced himself, and shook his hand with the girls shows that he was willing to take just two minutes to be a good guy.”
Even though watching the likes of Donovan Mitchell, Darius Garland, and Evan Mobley practice was an unforgettable experience, what will ultimately be remembered is their kindness and humility. It only takes one second, one smile, one picture to make someone’s day, and the Cleveland Cavaliers did just that for us.
Pinewood School’s annual blood drive, hosted by the Health Science Club, took place on Upper Campus on Thursday, Jan. 30. Partnering with Vitalant, which has about 115 donation centers across the country, the Health Science Club aims to help those in need by encouraging eligible donors in the Pinewood community to donate. They have collected enough blood to save the lives of 30 people and apsire to strive for even more donations in coming years.
“You never really know how much of a difference you can make, even if it feels like you can’t,” Prisha Mohapatra senior and co-president of the Health Science Club said.
To highlight the importance of donations, Vitalant reports that every two seconds, a patient in the United States needs a blood or platelet transfusion. Each unit of blood collected by the company at blood drives has the potential to help three people, underlining the impact of the Pinewood community’s contributions.
Senior Lacey Armistead donated plasma at the drive. Having AB positive blood makes her a universal plasma donor, and she is grateful that she can donate to more people as a result.
“We’re all working together to provide that resource to help people through some of the roughest times of their lives,” Health Science Club advisor and science department head Kim Hudson said.
The Health Science Club was originally founded by Arielle Beak and Caroline Rodriguez-Steube of
“You never really know how much of a difference you can make, even if it feels like you can’t,” senior and co-president of the Health Science Club Prisha Mohapatra said.
the Class of 2017 as a way to share their interest in becoming doctors someday. It has quickly evolved over the years.
The club has broadened its focus to the entire medical field in hopes of inspiring more students to join. From hands-on activities like CPR training, blood typing, and suturing, to hosting guest speakers, including doctors with various specialties, the club provides opportunities for students interested in exploring the medical field.
“I didn’t want to be a doctor, but I was definitely interested in the science and medical fields, so that inspired me to join,” senior and co-president Gabby Yang said. “[The Health Science Club] exposes students to the medical field by teaching and doing fun experiments.”
With the goal of expanding the club and hosting more impactful events like this blood drive in the future, Mohapatra and Yang hope that the club continues to thrive after they graduate this year.
“I want to make sure that we leave a good legacy and set this club up for success,” Mohapatra said. “[We want to] spread the fun of medicine and make a difference across campus.”
RYAN CHOU Staff Writer
Pinewood’s Audio/Video Productions class is a visual arts elective offered to grades 10-12 that teaches students the skills for filming and editing videos. Teacher of the course Rob Bergenstock encourages students to create their own video projects based on their interests.
“I like to keep it open for the students to throw out their ideas, but then also [incorporate] whatever needs of the community arise,” Bergenstock said.
For example, last year, the class created a basketball promotional video to highlight the junior high boys basketball team.
Before coming to Pinewood in 2020, Bergenstock was a video engineer in live event production and later worked in technical theater. He not only wants students taking the class to gain practical experience in filming and editing, but also to develop proficiency through practice.
after that. I want to learn how to shoot videos and use a video camera,” Sirhan said.
He is especially interested in sports videography.
“I would love to go to a sports game and make a high light reel,” Sirhan said.
Senior Sophia Ellis joined the class to learn technical skills that are relevant to a career in theater, which she believes can be useful in other professional contexts as well.
“[There is a] big emphasis on the experience of actually…[making videos] again and again,” Bergenstock said. “I want to guide the creative process and just let [students] get up and start going through the planning, the execution, and the polishing.”
Sophomore Sean Sirhan, a student currently taking Audio/Video Productions, joined the class due to his interest in filming.
“I love photography, and video is just the next step
“I think that this is a useful class for anyone who is thinking about going into any industry related to technology…and will give you the foundational skills [for] whatever career you have,” Ellis said.
Students are currently learning about camera composition and framing, how to film using tripods, and various editing techniques using Adobe Premiere Pro.
Later in the class, Bergenstock will teach more advanced techniques including special effects and audio editing. In the future, Bergenstock would like to see expanded opportunities for students to engage outside of class time.
“I would love this course to not just be a course that lives in our block schedule, where we carve out an hour and a half to meet, but a club, [where] students could borrow this equipment or use it anytime they want,” Bergenstock said.
Waymos: the cars that navigate through city streets 24/7 without ever needing to stop for a lunch break. While humans are prone to distractions, careless errors, and road rage, Waymos are constantly focused on the road. These vehicles assess their environment, making prompt decisions that safely and effectively transport passengers to their destinations.
After releasing their first self-driving car in 2017, Waymo has grown immensely and expanded to several cities, including San Francisco, Los Angeles, and Phoenix. Designed to be even safer than human-driven vehicles, Waymo’s self-driving cars use artificial intelligence to map out the most ideal routes.
These fully electric vehicles reduce carbon emissions through the use of two types of renewable energywind and solar power. While human drivers often exceed speed limits, Waymo’s vehicles strictly adhere to them, reaching a maximum speed of 65 mph. Lastly, Waymo’s quiet and smooth operation allows business professionals in these bustling cities to work or take meetings during their commutes.
Although Waymo’s autonomous vehicle technology is widely admired, some have expressed doubts about its reliability. In 2024 alone, Waymo issued two separate recalls: one due to a software error that caused its vehicles to misjudge the movement of towed vehicles and another following a collision with a telephone pole. Despite Waymo’s claims of increased safety in comparison to human driven vehicles, potential risks still exist.
Beyond these safety concerns, the extensive use of autonomous vehicles also raises ethical concerns about the transition to self-driving technology. Many worry that as these vehicles gain popularity, millions of Uber, Lyft, and taxi drivers risk being displaced.
One aspect that people often fail to consider is that Waymo also opens up numerous job opportunities as well. Waymo offers more employment positions for technicians and workers that handle routine jobs for cleaning and maintenance. While most of these positions do require engineering backgrounds, the ethical impact of normalizing Waymo would be significantly less drastic than what people might believe.
Compared to other major ride-sharing services like Uber, Waymo’s prices are generally comparable. However, Waymo doesn’t include tipping mechanisms, potentially resulting in a lower overall price for passengers. On the other hand, Uber’s human drivers can adapt based on real-time traffic conditions, allowing them to travel faster than Waymo’s more conservative vehicles.
While Waymo vehicles can only accommodate two large suitcases, Ubers offer a wider variety of car sizes. Waymo often struggles to drop passengers off at their exact destinations, whereas Uber passengers can personally instruct their drivers.
While Waymo does have several flaws, its advanced algorithms and technical capabilities guide us towards a future with safer and more comfortable transportation methods. With its already advanced capabilities, I fully believe that Waymo can develop into an even more reliable and safe ride-sharing service in the near future.
ESHA JOSHI Staff Writer
At first glance, the vivid red and orange sunset hovering over peaceful hills on the wall outside the art room may appear to have nothing to do with literature at all, let alone Cain and Abel or a 600page summer reading novel. On closer inspection, however, the mural celebrates John Steinbeck’s “East of Eden,” the fertile Salinas Valley, and the long tenure of former English teacher and current Head of Curriculum Laurie Eickmeier.
Steinbeck’s novel, which is a staple of the 11th grade literature curriculum, inspired Eickmeier’s proposal for the mural. Every year, juniors visit the John Steinbeck Museum in Salinas and have the opportunity to enjoy the scenery of the valley.
“We did the part of the field trip where you go to the fields and harvest strawberries and look at the beauty of nature,” said art teacher Sasha Vu, who led the execution of the mural. “That kind of started the inspiration for the mural.”
challenging because of the sheer size of the canvas.
“At times, I had to tape a chunk of graphite to a ruler to sketch out the upper sections of the mural,” Chang said.
For the mural, Vu recruited four students who had experience in AP Art and Design at Pinewood: seniors James Chang, Bill Long, Marley Thornson, and Paul Sapilewski. Although Vu was closely involved in the process, the project was largely student-run in both its design and execution.
Chang created the original sketch of the mural and drew it on the wall, which was
ELLA KIM Staff Writer
Pinewood’s a capella group, Take Note, was formed in 2015, making this the 10th year of their existence. The group’s name originated from one of the first group members, David Ness, wanting to pay homage to one of the great early a capella groups, Take 6.
Take Note consists of seniors Mia Gustavson, Caroline Blotter, Josephine Tu, and Leo Gray, junior Malaika Boros, and sophomores Ryan Gustavson and Ellis Matula.
“We used to have a group of up to 14 kids, but over time it developed into an audition-based group,” Linza said. “Every year, I’m not looking for a certain number necessarily; I just want to find a group of voices that work together, so the group has actually gotten smaller over the years.”
Linza also said that being so small puts more weight on each individual singer performance-wise.
“Musically, it’s a challenge for the singers, and I think that’s a very cool challenge,” Linza said. “You can’t hide in the music, everybody’s part is so vital and there’s sort of this clarity of sound.”
On the community aspect of the group, Gustavson said that the close environment has led Take Note to become an incredibly tight-knit group.
“All the rehearsals are just like friends joking around and having fun,” Gustavson said. “All of us genuinely enjoy it so much... It’s just so much fun, both because of the people in it and because all of us are so passionate about it. It’s such a cool environment and very special.”
With this close bond, the group continues to grow as the years progress, delv-
Once the original sketch was complete, the students started painting. Most of the work was done on their days off, such as holidays or teacher development days. As the project neared completion, they used their free periods and office hours to add in smaller details.
Although the students shared the larger vision for the mural, they were able to infuse certain parts of it with their own style and personality.
“In the smaller parts of the painting, we got to show our own creative outputs in smaller ways,” Thornson said.
The project was a venture into a new type of larger-scale painting for all four students, who were more accustomed to standard canvases. The original vision also changed over the course of painting the mural; after realizing that their pastel color palette looked dull on the wall, the team switched to the vibrant colors seen today. Additionally, each student had a slightly different idea of what a sunset was supposed to look like, resulting in there still being elements of the painting that each student wants to touch up. However, despite any hurdles, the team says they are proud of what they have created.
“I hope that it brings joy to the student body… and it brings a bit of brightness and light into their day,” Vu said.
“Watch Indian Cinema!”
ing deeper into more complex songs.
“I love this year and the last few years we’ve been getting to sing some really complex and challenging arrangements,” Linza said. “The groups every year keep getting better and better. This group is doing some really sophisticated stuff and to kind of hear these kids, like Ryan and Ellis, they’re only 10th graders, they’re really young, to hear them nail this very adult, sophisticated harmony is very rewarding.”
This month, Take Note will compete in the International Championship of High School Acapella. The competition begins on Feb. 7, where the group will start off at the quarterfinals.
In addition to their competition plans, the group has just finished recording their latest extended play for this year after their sixth EP’s release last month.
“We just got out of the studio,” Linza said. “We record four to five songs like an EP every year and we just did that last weekend, which hopefully will be released in May, and then the group is going to do the Santa Cruz Jazz Festival in March.”
Despite all of the performance-based checkpoints in the group’s yearly routine, the core value of the group remains elsewhere, deep in the members’ close connections with each other.
“The main value is to have fun,” Gustavson said. “That’s pretty much all we do. The reason that we do it is just for fun. I mean, yes we compete, but we’re not really serious about that as much. It’s mostly just for fun, It’s mostly just the joy of singing and being together as friends and as a group that makes being a part of Take Note so special.”
Indian cinema, much like the nation that produces it, is an affair of superlatives. It is, and has long been, the country that produces the most films per year — as many as 16,000 in a multitude of distinct regional languages. As Indian presence on the global stage grows, Desi — the Hindi term literally meaning “from the country” — cinema will only continue to grow with it. Sometimes overwhelming, occasionally incredulous-laughter-invoking, and always heartwarming, Indian films demand increased worldwide attention.
For the Indian diaspora — also the world’s largest — nothing quite evokes the sense of home like a good Desi film. Unlike Western films, which often branch into the fantastical or scientific, Indian films more commonly root themselves staunchly in Indian culture. The highest-grossing Desi film of all time, “Dangal,” which grossed over $300 million, is based on the true story of two champions in the ancient Indian wrestling discipline of pehlwani. This is at odds with the highest-grossing Western film, “Avatar,” a film about a foreign planet light years away. Deliberately highlighting the ancient and deep-rooted nature of Indian culture is a key facet of every Indian film. Indian moviegoers do not go to the cinema to escape; they go when they are homesick.
Nonetheless, this does not mean that Indian cinema is inaccessible to a foreign audience; films like recent phenomenon “RRR” and its earlier counterpart “Lagaan” help the Western world reckon with its colonial past. Indeed, Indian cinema is an authentic and readily avail-
able vessel to express what was lost and what remains after colonialism.
Moreover, Indian cinema is fun. If Western cinema has set standards for movie making, Desi films mercilessly shatter them in an abrasive, unceasing whirlpool of delightful madness. Indian cinema will be unlike anything you have seen before — Hrithik Roshan musical breaks perfectly choreographed to make you stand up in the theatre and dance, smouldering Salman Khan roundhouses that beg for a whistle podu, and smirking Shah Rukh poses to which you can’t help but shed a tear.
As India develops rapidly, turning from a pastoral, poverty-stricken nation into one of the flag-bearers of the 21st century, exploring Indian cinema and the ancient, multi-pronged culture that it embodies is essential. The latest Indian films can be found on any streaming service; Netflix and Prime Video boast a sprawling collection, emblematic of India’s future-focused approach. No matter the language, all that’s left for you is to put on the subtitles and press play as you are transported to a bustling Bombay dhaba, a sleepy Kerala backwater, or a regal Jaipur palace in a flourishing nation that will not wait for you.
JAKE REYNDERS Staff Writer
Over the past month, one of the most destructive American natural disasters in recent years has devastated Los Angeles. The Eaton and Palisades Fires are 100% contained; however, their damage was catastrophic, as the fires burned 37,400 acres of land and killed 29 people, according to the Los Angeles Times. Mandatory evacuation orders were administered to areas such as Malibu, the Pacific Palisades, Altadena, and Pasadena, but have since been lifted. Three Pinewood alumni, Karina Aronson, Robert Cui, and Lucia Diffenbaugh, who attend the University of California Los Angeles, live mere miles away from the area that the LA fires impacted and had a harrowing experience.
Aronson, a member of Pinewood’s graduating class of 2024 and freshman at UCLA, saw hills of red from her dormitory.
“I could see the flames from my dorm,” Aronson said. “I live on the ninth floor of my dorm, so it was pretty scary to be able to see a red inferno coming over the hillside.”
Aronson had to leave UCLA, but the school never formally evacuated students, so most students had left voluntarily by the time class was canceled.
Aronson and Cui, who is a sophomore at UCLA, said the Palisades Fire affected leisure spots among UCLA students. The palm fronds and lifeguard stations at Will Rogers Beach were on fire, Aronson said, while Cui noted that his favorite picnic spot in the Palisades burned down. Some of his friends were affected, Cui said.
“I have a couple mentors who are older UCLA alumni,” Cui said. “They live near Glendale, and the Eaton fire got to their house, so they had to evacuate for a couple days.”
Diffenbaugh, a junior at UCLA, has close relationships with people impacted by the LA fires.
“My friends living in my sorority house were evacuated, as well as family friends,” Diffenbaugh said. “My friends were evacuated to a hotel by LAX for one night, but that was more of a precaution than a required evacuation.”
Now that Los Angeles has reached the end of this disastrous period, its residents must look towards the future and rebuild what has been damaged. According to the Times, the estimated cost of the damage is more than $250 billion, making the past month’s events “one of the most costly natural disasters in U.S. history.” With so much of Southern California burned to the ground, the return to normalcy will take time. Aronson said that the fires have taken a mental toll on UCLA students.
“Since neither UCLA nor the immediate area around the campus were impacted by the fires, my day-to-day life wasn’t impacted,” Aronson said. “However, I know many people whose communities burned down – this has definitely affected the psyche of the student body.”
Despite the uphill battle that Los Angeles now faces, Diffenbaugh knows how important a sense of community will be in order to rebuild the city’s spirit.
“I am hopeful that the LA community’s support and strength will contribute to the massive rebuilding that needs to happen in the city,” Diffenbaugh said.
NONA BROZELL Staff Writer
The Poetry Out Loud competition has returned to Pinewood for its fourth year, helping students grow and learn about themselves through reciting literature. The competition, which was held at Upper Campus on Jan. 30, offered an easy introduction into the world of poetry recitation. The two Pinewood students who will be moving on to the county-level competition on Feb. 6 are sophomores Elizabeth Liang and Alisha Ramani.
Liang appreciates how Poetry Out Loud introduced her to new perspectives.
“Presenting a poem out loud instead of just reading it off a page deepens your understanding of the emotions the poet tried to express in their work,” Liang said.
This year, freshman Daria Supikova and sophomore Sophie Saibi were among the participants in Poetry Out Loud. Supikova wanted to compete because the opportunity to infuse a poem with her own emotions excited her, and Saibi was encouraged to participate by her curiosity about the competition.
To participate in the entry level of Poetry Out Loud, which was open to all high school students, each participant selected two poems to perform. When it came to deciding on which poems she wanted to recite, Saibi looked into the meaning of each piece.
“I paid special attention to the message of the poem because I knew that having a meaning that really res-
onated with me would help me to better understand and perform the poem,” Saibi said.
Similarly, Supikova said that she looked for poems with impactful emotions because they would lend themselves to a more engaging recitation.
“I’m pretty good at getting strong emotions across when I’m performing, so I wanted poems that were exciting and not bland or monotone,” Supikova said.
Pinewood English teacher Holly Coty, the Santa Clara County Poetry Out Loud coordinator, said that participating in Poetry Out Loud can help students explore themselves and gain confidence.
“Poetry Out Loud gives students the opportunity to explore their voice, and it also has a rich performative aspect that allows them to find a place of confidence when they’re reciting,” Coty said. In addition to boosting her confidence, Supikova hoped to gain better control over her nerves when speaking in front of an audience, a skill that would be useful in many aspects of her life. Saibi, on the other hand, hoped to refine her ability to analyze and understand literature.
Ramani enjoyed the new connections she formed with her fellow competitors and the poems they read.
“I loved hearing poems from different genres and time periods that I wouldn’t have otherwise heard,” Ramani said. “All of us supporting each other felt so comforting.”
RUHAN CHHAPARWAL Staff Writer
Pinewood celebrated two cultural events this semester: Lunar New Year and the colorful festivities of Holi.
The Lunar New Year event took place on Feb. 4 in the Upper Campus Gym. Some of the activities included calligraphy demonstrations and paper cutting to create red couplets, both of which symbolize good luck in the upcoming year.
There was also jianzi, a traditional Chinese sport in which players try to keep a weighted shuttlecock in the air using only their bodies.
Tables offered food samples such as spring rolls and taught attendees more about the holiday along with its significance.
Another featured event was the Lion Dance performance, which was performed by professional dancers. The dance brings good luck and drives evil spirits away.
Mandarin teachers Heidi Wang and Ariel Song, along with sophomore Sophie Saibi’s mother, Leilei Song, hosted the Lunar New Year event.
“This is a good opportunity to help them to know more about the Chinese culture and learn about what we celebrate,” Song said.
On March 8 from 11 a.m.-2 p.m. at Upper Campus, Pinewood will celebrate Holi, introducing the community to various Indian traditions.
Pinewood parent and Holi event organizer, Sugandh Shaikhar, said the exposure to different cultures will help build empathy and awareness.
“Celebrating an event makes this a fun, engaging, and interactive way to learn,” said Shaikhar. “It is a great way to foster unity across the Pinewood student body.”
Students and families can enjoy a variety of activities, such as cricket – an Indian classic bat and ball game – and special craft making. Food stations will serve warm chai, a traditional street food tea, and many other cultural dishes.
The event will end with the Holi tradition of playing with colored powders, which signifies the triumph of good over evil and the start of new beginnings.
“We hope people will venture out of their comfort zone and try out playing ‘colors,’ dancing and joining in to learn how to play cricket,” Shaikhar said.